The Future in Three Stages: Managing a Health Sciences Collection through Multiple Moves in an Urban Setting     

John Carey 《资料收集管理》2014,39(2-3):77-95

For decades, the Health Professions Library at Hunter College served the college's health professions programs, all housed at one campus. In 2011, part of the library's collection moved to follow the public health department to a new location, and in 2015 the entire library will relocate to an interim space before moving on to its final home several years later in a shared building yet to be constructed. These moves, whether accomplished or anticipated, raise collection management issues in several areas: geographic dispersal of programs, structural reorganization of schools and departments, and collaboration with other departments or outside institutions.  相似文献   

The validity of performance assessments for teacher licensure: Connecticut''s ongoing research     

Raymond L. Pecheone  Neil B. Carey 《Journal of Personnel Evaluation in Education》1990,3(2):115-142

This article was based on a paper presented at the annual meeting of the American Educational Research Association, San Francisco, March 27 to March 31, 1989.  相似文献   

新闻教育错在哪里   总被引：24，自引：0，他引：24  

James W.Carey  李昕 《国际新闻界》2002,(3)

文章以哥伦比亚大学新闻学院新闻教育为线索 ,探讨了新闻教育中存在的若干问题 :新闻学教育、职业伦理教育过多地倾向于政治和意识形态 ;新闻教育中缺乏新闻实践技能。文章批判了传播学以功利主义的眼光审视新闻 ,而不能深入研究其内涵 ,并指出了新闻学教育应该遵循的原则。  相似文献   

Human contact in the classroom: Exploring how teachers talk about and negotiate touching students     

Carey E. Andrzejewski  Heather A. Davis 《Teaching and Teacher Education》2008

In a “risk society,” as defined by Beck [(1992). Risk society, towards a new modernity (M. Ritter, Trans.) Newbury Park, CA: Sage, see also Castel, R. (1991). From dangerousness to risk. In G. Burchell, C. Gordon & P. Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 281–298). Chicago: The University of Chicago Press], teachers are risky individuals who, “must become permanent objects of their own suspicion” [Jones, A. (2003b). Touching children: Policy, social anxiety, and the ‘safe’ teacher. Journal of Curriculum Theorizing, 19(2), 112]. The purpose of this study was to explore how four experienced, female teachers for whom “touching” students is a natural component of their teaching, talked about how they made choices about when and how to engage in the risky behavior of touching children. Findings are organized along two axes. The first represents how participating teachers perceived contexts as facilitating or constraining human contact. The second illustrates what conversations about human contact revealed about participants’ teaching selves. This study contributes to the literature on teacher–student relationships as well as the literature on teachers’ decision-making. Implications for future research in teacher decision-making, teacher–student relationships, and teacher education are discussed.  相似文献   

Orchestrating debate: a multimodal analysis of classroom interaction     

Jill Bourne  Carey Jewitt 《Literacy》2003,37(2):64-72

This paper examines the ways in which the interpretation of a literary text is constructed through social interaction in a multi‐ethnic urban secondary school English classroom. The focus is on the literacy experiences of Year 10 students (age 14 to 15 years). We take a multimodal approach to understanding social interaction around texts and show that higher‐order literacy skills are realised and constructed through the configuration of talk and writing with a range of other representational and communicational modes, such as gesture, gaze, movement, and posture. We suggest that despite the exhaustive regulation of literacy and school English, some English teachers, while still curriculum and examination focused, have found strategies that give them space to make connections between texts and the experiences of their particular student intake. They do so in ways that link to wider social and moral issues, drawing on their own and their students' life experiences, to make cultural connections with the texts studied. The paper shows how a multimodal analysis of social interaction facilitates and extends understanding of the teaching that is taking place.  相似文献   

I. Introduction     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):1-24

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V. STUDY 4. REASONING ABOUT ANIMALS AND SPECIES KIND     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):90-102

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VI. GENERAL DISCUSSION     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):103-118

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General Communication     

James W. Carey  Pamela J. Creedon  Brenda Dervin  Melvin Voigt  Jerry L. Salvaggio  Lawrence A. Wenner 《Communication Booknotes Quarterly》2013,44(5):77-78

COMMUNICATION AS CULTURE: ESSAYS ON MEDIA AND SOCIETY by James W. Carey (Winchester, MA: Unwin Hymen [formerly Allen & Wnwin], 1989—$12.95, paper, ISBN 0-04-445064-8, with a clothbound version available)

CHALLENGING GENDER VALUES edited by Pamela J. Creedon (Newbury Park, CA: Sage Publications, 1989—$16.95, paper, ISBN 0-8039-3448-3)

PROGRESS IN COMMUNICATION SCIENCES, VOLUME DC edited by Brenda Dervin and Melvin Voigt (Norwood, NJ: Ablex, 1989—$49.50 to institutions; $29.50 personal, ISBN 0-89391-474-6)

THE INFORMATION SOCIETY: ECONOMIC, SOCIAL & STRUCTURAL ISSUES edited by Jerry L. Salvaggio (Hillsdale, NJ: Lawrence Erlbaum Associates, 1989—$24.95, ISBN 0-8058-0103-0)

MEDIA, SPORTS & SOCIETY by Lawrence A. Wenner (Newbury Park, CA: Sage, 1989—$14.95, paper, ISBN 0-8039-3244-8, with a clothbound edition available)

THE GLOBAL VILLAGE: TRANSFORMATIONS IN WORLD LIFE AND MEDIA IN THE 21ST CENTURY by Marshall McLuhan and Bruce R. Powers (New York: Oxford University Press, 1989—$29.95, ISBN 0-19-505444-X)  相似文献   

A TECHNICAL COLLEGE'S RESPONSE TO THE NEED FOR INTERNATIONALIZING EDUCATIONAL PROGRAMS AND SERVICES     

Rick L. Garrett  Douglas P. Macdonald  Carey Rivera 《Community College Journal of Research & Practice》2013,37(7):627-636

Part of the mission of the American Association of Community Colleges addresses the need for a curriculum emphasis on international and intercultural education (Wismer, 1994, p. 77). Considering that (a) 2‐year colleges exist primarily to prepare students for jobs, (b) many American businesses operate in an international environment, and (c) a growing proportion of companies in the United States are foreign affiliated, the internationalization of our curriculums is necessaryforthe fulfillment of institutional missions of preparing the workforce for businesses. However, to fully internationalize college programs and services, the focus must be on more than courses and curriculums. The everyday life of college students, faculty, and staff must present evidence of cultural diversity. Internationalization, therefore, must be infused at every level of college activity. Such an infusion is occurring at Florence‐Darlington Technical College in Florence, South Carolina. There are four broad categories within which activities are planned or are underway: (a) resource development, (b) awareness development and information dissemination, (c) faculty and staff development, and (d) curriculum development. The importance of the need for this South Carolina college to undertake internationalizing initiatives is underscored by the multicultural business environment that exists in the state. For many years, international investment has created record levels of new employment opportunities for South Carolinians and has contributed significantly to statewide economic and industrial growth. The economic impact of international business in the state is apparent. However, there is also a cultural impact that is less obvious, yet profound. These factors present some definite implications for the need to internationalize technical college programs and services.  相似文献