The Impact of Library Media Specialists on Students and How It Is Valued by Administrators and Teachers: Findings from the Latest Studies in Colorado and Idaho   总被引：1，自引：0，他引：1  

Briana Hovendick Francis  Keith Curry Lance 《TechTrends》2011,55(4):63-70

School library media specialists wear many hats within their school libraries, classrooms, and districts. Whether these roles are formally acknowledged or not, library media specialists (LMSs) are functioning as co-teachers, curriculum designers, website managers, technology troubleshooters, administrators, and in-service staff development providers. In an era of decreased funding and increased budget-trimming, however, positions for qualified LMS librarians are especially vulnerable. This article presents the result of a multistate survey of administrators and teachers perceptions with regards to their impact on the school’s learning process.  相似文献   

Aims and objectives of staff     

Keith A. Percy 《Higher Education》1973,2(2):252-253

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The influence of warning messages on the public's perception of substance use: A theoretical framework     

Dave Gelders  René Patesson  Sofie Vandoninck  Pascale Steinberg  Sara Van Malderen  Pablo Nicaise  Brice De Ruyver  Isidore Pelc  Mohan Jyoti Dutta  Keith Roe  Freya Vander Laenen 《Government Information Quarterly》2009

We bring different theories together to develop a theoretical framework that helps to understand how early warning messages about (new) dangerous drugs can influence the public's perception of substance use. We bring together the agenda setting theory, framing theory, dual processing theory, social learning theory, health belief model, theory of planned behavior, and cultivation theory in order to explain how warning messages diffused through the mass media can have an impact on the receivers' perceptions. Based on these insights we construct the Integrated Media Effect Framework (IMFE) that takes into account the role of cultural and structural contexts in the realm of early warning systems (EWS). Ultimately, this framework provides valuable guidelines for conceptualizing EWS and for developing applications by governments.  相似文献   

Flexible pedagogy,flexible practice: notes from the trenches of distance education     

Keith McNaught 《高等教育研究与发展》2013,32(5):867-869

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Science and rugby union     

Mellalieu S  Trewartha G  Stokes K 《Journal of sports sciences》2008,26(8):791-794

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Fungicides in perspective: 1979     

Keith J Bent 《Endeavour》1979,3(1):7-14

The OPEC price increases initiated in 1973 resulted in intense international preoccupation with a shortage of energy and this has tended to overshadow concern for the continuing shortage of food in many parts of the world. Yet the need for greater and more efficient food production is as pressing as ever, and in achieving this, the development of new chemical aids for preventing plant diseases is very important. Annual loss in world crops caused by disease is estimated to be of the order of £60 000 million, mostly due to fungal infections.  相似文献   

Development of expertise in elite and sub-elite British rugby league players: A comparison of practice experiences     

Martyn Rothwell  Joseph A. Stone  Keith Davids  Craig Wright 《European Journal of Sport Science》2017,17(10):1252-1260

Previous studies have investigated how individuals reach an expert level by counting the number of hours engaged in specific practice types. Here we sought to understand and compare the microstructure (e.g. practice tasks undertaken) of these practice hours experienced by elite and sub-elite British rugby league players. Semi-structured interviews explored the practice experiences of eight international and eight domestic level players. A two-staged thematic analysis was used to interpret the data. The analysis revealed that both player groups experienced a rich and narrow landscape of affordances and were exposed to early diversification of sports experiences during childhood. Differences were identified in domestic level players’ experiences of amateur and professional sports, where episodes of negative developmental environments were reported. International players’ practice experiences revealed differences in their professional careers, where exposure to scenario-based practice and dynamic learning environments were reported. The findings suggest that insights from ecological dynamics provide a suitable theoretical framework to guide coaches in the design of practice environments that should consider the physical, psychological, emotional and social dimensions of expertise acquisition.  相似文献   

Child and adolescent multidimensional self‐concept: A five‐instrument factor analysis     

Bruce A. Bracken  Sherry Bunch  Timothy Z. Keith  Patricia B. Keith 《Psychology in the schools》2000,37(6):483-493

The factor structure of five self‐concept scales from a hierarchical, multidimensional theoretical model was investigated. The Coopersmith Self‐Esteem Inventory, Multidimensional Self Concept Scale, Piers‐Harris Self‐Concept Scale, Self‐Esteem Index, and the Tennessee Self‐Concept Scale were administered to 221 students in Grades 5 through 8 in a counter‐balanced administration format. The five scales each yielded strong general factors and six dominant factors that coincide with the proposed theoretical model, which reflects social, affect, competence, academic, family, and physical self‐concepts. © 2000 John Wiley & Sons, Inc.  相似文献   

From “truth” to “invented reality”: A discourse analysis of high school physics students' talk about scientific knowledge     

Wolff-Michael Roth  Keith B. Lucas 《科学教学研究杂志》1997,34(2):145-179

Students' views of the nature of scientific knowledge have been recognized as an important component of science learning environments. In this study, we analyze an extensive data base consisting of 23 students' written and oral discourse about ontology, epistemology, and sociology of scientific knowledge collected over a 15-month period in the context of two consecutive junior- and senior-level physics courses. Over a 2-month period at the beginning of the second year, students read, reflected on, and talked about a text which discusses epistemology in the context of physics. Our study shows that students drew on nine types of discursive resources to support their ontological, epistemological, and sociological claims. Toward the end of the study, the range and number of supportive statements had increased. Simultaneously, few students changed their ontological and sociological claims, but a considerable number changed their epistemological claims. Two case studies illustrate the development of student discourse in the course of the study. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34 : 145–179, 1997.  相似文献   

Factor structure of the K-ABC for referred school children     

Timothy Z. Keith 《Psychology in the schools》1986,23(3):241-246

Previous factor analyses of the K-ABC for school-age children have offered varying degrees of support for the test, depending on which subtests have been analyzed. Further, most previous analyses have involved only children from the standardization sample. Here, K-ABC scores for 585 school-age children referred for psychological evaluation were factor analyzed. Results of the analysis of K-ABC MP tests were quite consistent with those of previous analyses and with the structure of the test itself. The factor structure of the MP and Achievement tests together was also consistent with previous analyses and, like those analyses, was somewhat less consistent with the theoretical structure of the K-ABC; the factors found could be interpreted from several perspectives. As in analyses of the standardization data, the Achievement tests appear to be better measures of general intelligence for referred children than do the MP scales. Thus, while it appears that the K-ABC factor structure is quite consistent for both normal and exceptional children, the meaning and names of factors found are open to interpretation.  相似文献