Closing the Distance: Bringing a Personal Librarian Program to Online Learners     

Amanda Ziegler 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):213-225

ABSTRACT

In an effort to bridge the gap between the one-on-one attention that students receive when they come into the library and the attention given to online learners, the University of West Florida Libraries added an online learner component to its Personal Librarian Program. Personal librarian programs provide an opportunity for individualized outreach to students and can be particularly beneficial to online learners who may not receive it otherwise. While much of the literature on outreach to online students focuses on embedded librarianship, a personal librarian program emphasizes a direct connection and fosters an independent and strong relationship between the librarian and the student. The implementation of a personal librarian program for online learners by the University of West Florida has had successes and challenges that illuminate lessons for other institutions considering implementations of similar programs.  相似文献   

Digitizing more for less: Digital preservation at The College of New Jersey     

Amanda Cowell 《College & Undergraduate Libraries》2017,24(2-4):364-375

ABSTRACT

This article explores the challenges faced and overcome by The College of New Jersey Library while digitizing a large amount of delicate material without any staff specially dedicated to the project and without any funds allocated specifically to support it. To achieve the project's goals without incurring additional cost, project management surveyed the utilization rates of existing library resources. This led to the discovery that underutilized resources and previously purchased equipment in the library could be assigned to the project, without negatively impacting other areas of the library. Allocating these resources to the project resulted in increased digitization progress without incurring additional staffing or equipment costs. Support from and collaboration with other departments on campus also assisted in staffing and promoting the project.  相似文献   

Attention‐Deficit/Hyperactivity Disorder Symptoms,Perceived Stress,and Resilience in College Students     

Stacey L. Hamilton  Amanda Baraldi  Shelia M. Kennison 《Journal of College Counseling》2021,24(1):49-62

This research investigated the relationships among symptoms associated with attention‐deficit/hyperactivity disorder (ADHD), perceived stress, and resilience in college students. In our study of 558 college students (175 men, 383 women), we confirmed the hypothesis that the relationship between ADHD symptoms and perceived stress is mediated by protective factors associated with resilience. The relationships were not significantly moderated by sex. Implications for increasing resilience in college students and lowering perceived stress for college students are discussed.  相似文献   

Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth     

Park Rogers  Meredith  Berry  Amanda  Krainer  Konrad  Even  Ruhama 《International Journal of Science and Mathematics Education》2021,19(1):167-180

The seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.

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Potentiation of responding on a VR schedule by a stimulus correlated with reinforcement: Effects of diffuse and localized signals     

Phil Reed  Todd R. Schachtman  Geoffrey Hall 《Learning & behavior》1988,16(1):75-82

In Experiment 1, rats were trained to leverpress on a variable ratio (VR) 30 schedule with a 500-msec delay between the reinforced response and food delivery. Subjects that experienced a signal during the delay responded faster than did control subjects that received the stimulus un-correlated with reinforcement. Higher response rates were obtained when the stimulus used to signal reinforcement was auditory rather than visual. Experiments 2 and 3 compared the effects of signaling reinforcement with either a localized or a diffuse light on responding maintained by VR schedules of reinforcement. Elevated response rates were observed with the diffuse stimulus, but the localized stimulus failed to produce such potentiation. Experiment 3 also examined the conditioned reinforcing power of localized and diffuse visual stimuli. These results are discussed with reference to (1) theories of selective association and sign tracking and (2) their implications for current theories of signaling reinforcement.  相似文献   

Journey around Leadership     

Amanda Sinclair 《Discourse: Studies in the Cultural Politics of Education》2004,25(1):7-19

Ideas about leadership in education, as in other areas of professional practice, increasingly borrow from management and business thinking. In this article I provide a commentary and critique of contemporary leadership in the form of a narrative of my own experience as an educator in a business school. My experience as a woman teacher of largely male, adult management students has underscored my learning about and critique of leadership theory and my own aspirations as teacher and leader. Personal experience is interwoven with theoretical commentary to highlight the limitations of leadership discourses—too often disembodied, de‐gendered and de‐sexualized. By inserting my responses and feelings I also seek to subvert, or at least to add some different dimensions to, intellectualized and inert critiques of leadership. Learning about leadership, including engagement, reaction and contestation, is not just a cerebral undertaking, but emotion laden and thoroughly embodied. I sought to reflect these qualities in this article.  相似文献   

Book reviews     

Lucy Robertson  Jenny Feinmenn  Amanda Claydon  Martin Miles  Lyndsey Blair  Naomi Burgess 《Educational Psychology in Practice》2008,24(3):269-278

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Engaging the ‘maximal’ intentions of the citizenship curriculum: one teacher's story     

Amanda Keddie 《Cambridge Journal of Education》2008,38(2):171-185

Exploring how the transformative intentions within the mandated citizenship curriculum framework for English schools demand a particular kind of citizenship teacher – one who ‘acts against the grain’ of the inequities and injustices of the social world – this paper presents Mr C's story. Mr C is a secondary teacher at an Upper School located north of London. The paper considers the significance of his philosophies and knowledge in enabling practice aimed at developing students' socially inclusive but critical understandings of diversity and difference. Mr C's well‐defined personal philosophies about justice and the ‘common good’ and his capacity to translate these philosophies into practice are presented as central to mobilising the transformative or ‘maximal’ intentions of the citizenship curriculum. In highlighting the complexities and sophistication in Mr C's approach, however, the issues presented in this paper further strengthen the critique regarding the curriculum's depoliticised approach. While Mr C draws on the curriculum as a political device to support equity goals, it cannot be assumed that citizenship teachers more generally will have the requisite philosophies and knowledge necessary to do so.  相似文献   

Sound Recognition of Historical Visibility: The Radio Preservation Task Force of the Library of Congress: Introduction     

Josh Shepperd  Amanda Keeler  Chris Sterling 《Journal of Radio & Audio Media》2016,23(2):229-232

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Defining a Medium: The Educational Aspirations for Early Radio     

Amanda Keeler 《Journal of Radio & Audio Media》2016,23(2):278-287

This essay examines the attempts by many writers to steer the burgeoning U.S. radio industry towards educational uses and programming in the 1920s. At the same time that commercial radio began to take shape, several competing and seemingly incompatible visions of the airwaves emerged—one of which privileged the use of radio for educational purposes. Using discourse from trade journals, general interest magazines, and newspapers, this article explores the calls for educational programming amid the rapidly expanding and consolidating commercial radio industry.  相似文献