Evaluating Continuing Resources: Perspectives and Methods from Science Librarians     

Kathryn Kennedy  Tara Tobin Cataldo  Valrie Davis  Sara Russell Gonzalez  Carrie Newsom 《期刊图书馆员》2013,64(3):428-443

Five science librarians share their experiences with the evaluation of continuing resources at an academic university and discuss implications caused by the evaluation process. Four of the authors were new to collection evaluations at the time of the Serial Evaluation Project. These new librarians faced many challenges, both personally and professionally, in dealing with the cancellation process. Although the differences in approaches to collection analysis are discussed somewhat, they are not a focus of the article.  相似文献   

Educational psychology at the university of Wisconsin     

Robert S. Newsom  A. J. H. Gaite 《教育心理学家》2013,48(1):14-15

A 44 item questionnaire and free response instrument was given to 280 students selected from two different kinds of introductory educational psychology courses: (a) A “module”; approach involving selection of 3 five‐week modules from a list of such courses; and (b) A specially prepared composite learning and development course covering 1 semester. Analysis of the results lead to the following conclusions: (1) “In theory”; students preferred the module approach; (2) “In practice”; students preferred the composite 1 semester course; (3) The outstanding variable contributing to students’ assessment of relevancy, and teaching procedures, was the instructor. The implication of these findings for innovations in teaching students is discussed.  相似文献   

Memory Self-Efficacy,Aging, and Memory Performance: The Roles of Effort and Persistence     

Gregory D. Wells  Carrie Esopenko 《Educational gerontology》2013,39(6):520-530

The relative importance of mental effort, as indicated by strategy use, and persistence as potential mediators of the memory self-efficacy (MSE)/memory performance relationship was investigated within a sample of 26 adults aged 65 years and older. It was found that persistence but not strategy use was predictive of performance on a free-recall task. Age-related declines were found in persistence, performance, and MSE but not in strategy use. Counter to expectation, neither strategy use nor persistence was significantly related to a global measure of MSE. These results highlight the importance in MSE research of distinguishing mental effort and persistence, of task-specific measures of MSE, and of considering age-related changes within the elderly population. Implications for MSE intervention programs are briefly discussed.  相似文献   

Social Work and Criminal Justice: Are We Meeting in the Field?     

Anna Scheyett  Carrie Pettus-Davis  Susan McCarter  Rebecca Brigham 《Journal of Teaching in Social Work》2013,33(4):438-450

Social workers are needed but infrequently involved with criminal justice systems. One way to increase the number of social workers in the criminal justice system is by exposing students to work in these settings. This study examined the number, types, and utilization of criminal justice field placements in MSW programs by surveying field education directors. On average, 7.73% of field placements were in criminal justice settings. When asked about barriers to criminal justice placements, the most frequently identified challenge was a lack of MSW supervisors. Implications for future research and education are discussed.  相似文献   

Journal editing: Managing the peer review process for timely publication of articles     

Allen Clark  Jill Singleton-Jackson  Ron Newsom 《Publishing Research Quarterly》2000,16(3):62-71

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Social Media and Information Behavior: A Citation Analysis of Current Research from 2008–2015     

Carrie P. Mastley 《期刊图书馆员》2017,73(3-4):339-351

This article presents a survey study of social media and information behavior research published from 2008 to 2015 by way of bibliometric principles. Web of Science, Scopus, and Google Scholar were used in order to determine the publication rate, established researchers, impact, productivity, and thematic areas of selected papers. The results show a dearth of published works and a low level of established authors; however, the results also indicate high rates of impact, especially in relation to information seeking and information sharing studies. Overall, this study serves as a springboard for new scholarly inquiries in order to further develop research in the field.  相似文献   

Elite footballers as role models: promoting young women’s football participation     

Carrie Dunn 《Soccer & Society》2016,17(6):843-855

Sportspeople are constantly urged to maintain the highest levels of conduct because of their position as ‘role models’ to children. This article reports from a study in progress which explores the experiences of elite female athletes in Britain, and focuses on qualitative interview responses of elite female footballers, all of whom were currently playing at top-flight domestic and international levels and took part in the 2012 Olympics. It explores what they perceive the position as ‘role model’ to mean, how it impinges on their sport performance, and how they work with gifted young footballers to promote sporting excellence as well as community cohesion through grass-roots outreach work. It discusses their thoughts on how role models are currently and can best be used to encourage young women’s football participation from elite down to grass-roots levels, and highlights the amount of responsibility they feel to do this.  相似文献   

Rhythm in bodily action and creative dramatics     

Carrie Rasmussen 《Quarterly Journal of Speech》2013,99(2):291-294

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Verse speaking and bodily activity     

Carrie Rasmussen 《Quarterly Journal of Speech》2013,99(2):282-286

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Empirical Research on Ethnic Minority Students: 1995–2009     

Eleazar Vasquez III  Angel Lopez  Carrie Straub  Selma Powell  Tracy McKinney  Zachary Walker  Tiphanie Gonzalez  Timothy A. Slocum  Lee Mason  Breda V. Okeeffe  Peña L. Bedesem 《Learning disabilities research & practice》2011,26(2):84-93

Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15‐year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education.  相似文献