A Review of “Reference Reborn: Breathing New Life Into Public Services Librarianship”     

Arlene Moore Sievers-Hill 《资料收集管理》2013,38(3):195-196

No abstract available for this article.  相似文献   

The Way Forward: Improving Interlibrary Loan Service Delivery at a Caribbean Academic Library     

Floris M. Fraser  Arlene Dolabaille  Marsha Winter 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):235-252

The Alma Jordan Library (AJL) is located on the St. Augustine Campus, Trinidad and Tobago and is the largest academic library in the University of the West Indies' library system. This article examines interlibrary loan and document delivery (ILL/DD) services, discusses existing ILL/DD activities, and analyzes usage statistics at this Caribbean educational institution. It reviews the current literature that exists about ILL/DD in the Caribbean and other academic institutions outside the region. This article serves to add to the body of literature on this topic and provides practical recommendations for improving the current service.  相似文献   

Career development: Implications for providers of career services in higher education     

Laurel A. King  Arlene Z. Miller 《International journal for the advancement of counseling》1984,7(4):289-295

Only recently have theorists and practitioners begun to consider and investigate the applications of developmental psychology to the delivery of career services. While there are several conceptual approaches to understanding the process of career development in general, the focus of this paper will be limited to the under-standing of career development in a college age population. In addition, the practical implications generated by this conceptual understanding will be discussed especially as they relate to the delivery of career services in higher education.  相似文献   

Occupational stress among university administrators     

Arlene Gray Blix  Jerry W. Lee 《Research in higher education》1991,32(3):289-302

The fit between the university administrator's motivational style and the type of job demands was analyzed as a contributing factor in developing occupational stress. Data were provided on a questionnaire by 575 deans, associate deans, and chair-persons. Three motivational styles and types of job demands were measured using instruments derived from Porter's motivational theory. Correlational data indicated that misfit was related to perceived work stress and the perception of poor coping ability. The perception of poor coping ability was correlated with stress-related illnesses. There was also an association between misfit and consideration to change jobs. The findings supported the person-environment fit model of occupational stress. Implications for controlling occupational stress among university administrators are included.  相似文献   

The Process and Impact of the Infant/Toddler Credential as Professional Development: Reflections from Multiple Perspectives and Recommendations for Policy     

Jennifer J. Chen  Arlene Martin  Valeria Erdosi-Mehaffey 《Early Childhood Education Journal》2017,45(3):359-368

Early childhood educators worldwide all strive to improve the quality of care and education for young children through sustainable pathways. One such pathway is professional development (PD). In the United States, ongoing PD has been recognized as critical to enhancing practitioners’ professional competence. Situated within the broader context of early childhood professional development systems, this study examined the New Jersey Infant/Toddler Credential (NJITC) as a case of PD. Specifically, we evaluated the effectiveness of the NJITC as PD by investigating its process as well as impact on the participating practitioners’ professional growth and practice from multiple perspectives: written reflections from a course instructor and a childcare center director; survey reflective responses from 12 practitioners; and informal conversations with childcare center directors, course instructors, field supervisors, and practitioners. The findings revealed that having the NJITC coursework offered through an onsite PD model and supported by a state-based scholarship program provided much needed incentives to encourage participation. It also resulted in improved professional growth and practice among the participating practitioners. However, it is only to the extent that the infant/toddler practitioners continue to engage in continuous PD beyond the ITC coursework will they be able to keep themselves abreast of the state of knowledge and best practices from which to further enhance their professional competence. In light of the process and impact of the NJITC on practitioners’ acquisition of specialized knowledge, skills, and dispositions to effectively work with infants and toddlers, implications and recommendations for policy are discussed.  相似文献   

A Qualitative Metasynthesis of Consultation Process Research: What We Know and Where to Go     

Daniel S. Newman  Elizabeth L. W. McKenney  Arlene E. Silva  Mary Clare  Diane Salmon  Safiyah Jackson 《Journal of educational and psychological consultation》2017,27(1):13-51

ABSTRACT

Qualitative metasynthesis (QM) is a research methodology that permits the meaningful integration and interpretation of qualitative research. This study applies a QM approach combined with constructivist grounded theory methods, bolstered by several features of research credibility, to examine the state of consultee-centered consultation (CCC) and related relational, process-oriented school consultation research. A systematic search and retrieval process including two rounds of appraisal resulted in a final sample of 38 relevant studies from 1995 to 2014. Data analyses included two stages of coding/theme development. Integrated themes suggest a number of considerations regarding consultation implementation including: system-level factors; consultation structure; consultee voice, social-emotional support, and learning; ecological orientation and cultural responsiveness; and consultation training. Future research priorities stemming from these themes are identified and elaborated upon, as are future applications for QM in educational research.  相似文献   

Teachers' Attitudes Towards Children's Behaviour Problems in Nursery Classes in Greece     

Theodora Papatheodorou  Arlene Ramasut 《International Journal of Early Years Education》1993,1(3):35-48

The study was undertaken in Greece to investigate teachers' perceptions of children's behaviour problems in nursery classes in Greece. A questionnaire developed in an earlier study was applied to a female teacher sample of 154, selected from nursery schools in cities, small towns and rural areas in three distinct geographic locations in Greece. The total sample of pupils in the study was.3.091 (boys N:1.568, girls N:1.523)

The overall prevalence rate identified by teachers for all behaviour problems was 14.3 percent, with 2.1 percent perceived as ‘very serious’ and 5.8 percent ‘serious’ and ‘very serious’. More boys than girls were perceived to have behaviour problems in general (ratio 2:1) and conduct problems in particular. However, almost equal percentage of boys and girls were perceived as showing serious emotional problems. Gender, age, children's academic achievement teachers' teaching experience were found to be significant factors, but the socio‐economic status of the child was insignificant in this study.  相似文献   

Educational Theory Based on Ortega     

Arlene Metha 《College Teaching》2013,61(4):305-306

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It's a Nice Idea,but it's not actually Real: Assessing the Objects and Activities of Design     

Arlene Oak 《The International Journal of Art & Design Education》2000,19(1):86-95

This paper begins with an overview of the debate between the ideas of ‘art’ and ‘industry’ in design education, and the relationship of this debate to liberal and vocational pedagogic approaches in the education of designers. These debates are investigated with supporting examples drawn from tertiary level design education assessment conversations (known as critiques, or ‘crits’) using techniques drawn from Conversation Analysis. The analysis reveals how expectations and perceptions of design activity are articulated and reproduced within design and design education. In addition, the role of interaction in design education is briefly considered in relationship to ethical issues in design and design education.  相似文献   

Daycare Staff Emotions and Coping Related to Children of Divorce: A Q Methodological Study     

Klara Øverland  Ingunn Størksen  Edvin Bru  Arlene Arstad Thorsen 《Scandinavian Journal of Educational Research》2014,58(3):361-384

This Q methodological study explores emotional experiences and coping of daycare staff when working with children of divorce and their families. Two main coping strategies among daycare staff were identified: 1) Confident copers, and 2) Non-confident copers. Interviews exemplify the two main experiences. Both groups may struggle with coping in this work. Still, Non-confident copers seem to experience more problems than do Confident copers. Both Confident and Non-confident copers find it difficult to work with parents who argue in front of the children. Accordingly, we suggest tailored education and counseling in this field to increase knowledge and coping among staff, to help them in their work with children of divorce.  相似文献