Optimising Storage and Access in UK Research Libraries     

John Fielden  Colin Harris  Helen Hayes  Allan Schofield 《New Review of Academic Librarianship》2013,19(2):97-152

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Developing Media Literacy in Public Libraries: Learning from Community Media Centers     

Colin Rhinesmith  Christiana Lynne Urbano Stanton 《Public Library Quarterly》2013,32(4):420-440

The rise of digital media labs and spaces for content creation in public libraries has been documented in the scholarly literature. However, fewer studies have investigated the outcomes of media literacy initiatives in community media centers (CMCs) and how they might inform similar programs and services in public libraries. This article reports findings from a study that used qualitative research to investigate the current goals and activities of CMCs across the United States. The findings show that the educational, social, and community benefits of these programs could be useful for public libraries to consider in developing or augmenting their own media literacy initiatives.  相似文献   

Reclassification in Academic Research Libraries: Is It Still Relevant in an E-Book World?     

Thomas D. Steele  Jody Bales Foote 《Cataloging & classification quarterly》2013,51(1):14-32

This article examines whether academic libraries are still reclassifying materials, how they are doing so, and if the acquisition of electronic materials has an impact on reclassification efforts. An online survey was sent to the heads of cataloging units at libraries belonging to the Association of Research Libraries to answer these questions. Almost one-third of libraries are currently involved in reclassification projects. Most respondents reported they do not believe that purchasing e-books has affected their decisions about reclassification. The article also examines the faceted search capability of next-generation catalogs and their possible impact on patrons’ use of classification.  相似文献   

Understanding the science of environmental issues: development of a subject knowledge guide for primary teacher education     

Mike Summers  Colin Kruger  Ann Childs 《International Journal of Science Education》2013,35(1):33-53

In the light of an increased concern for environmental education (especially in the context of sustainable development) in the UK, this study used questionnaire surveys to explore the understanding of 170 practising primary school teachers, 120 primary trainees and 88 secondary science trainees in four areas: biodiversity, the carbon cycle, ozone and global warming. A methodological innovation in this research was the prior identification of basic scientific explanations of each area for a primary teacher and the use of these as benchmarks for judging understanding. Knowledge of the component parts of these explanations was tested in the questionnaires. Hence the study was able to identify those underpinning science concepts which were well understood, and those which were not so well understood. The frequencies of several misconceptions, uncovered in earlier interviews and also included in the questionnaires, are also reported. It is suggested that both the basic explanations and the difficulties of understanding displayed by the teachers in some areas can usefully inform programmes of professional development for sustainable development and environmental education. An outline of a guide for teachers adopting this approach is provided.  相似文献   

Methodological individualism,educational administration,and leadership     

Colin W. Evers 《Journal of educational administration and history》2013,45(2):159-173

There are two major categories of explanation for organisational performance: structural and individual. With the shift away from systems-theoretic accounts that occurred in the 1980s, structural explanations have been replaced increasingly by the individualism of leadership and leader-centric explanations, especially when it comes to schools. In this paper, we argue that leader-centric accounts involve a commitment to methodological individualism and that there are four serious problems with this view. First, it is logically difficult to describe individual actions without recourse to structures. Second, methodological individualism fosters a centralised mindset inviting the attribution of leadership where none may exist. Third, evidence for distributed cognition compromises leader-centrism. And fourth, administrative tasks themselves are often highly structured. In response to these problems, we urge a more balanced approach to organisational functioning, one that involves both structures and individuals.  相似文献   

Studying Headteachers' Professional Lives: Getting the life history   总被引：1，自引：0，他引：1  

Colin Biott  Lejf Moos  Jorunn Møller 《Scandinavian Journal of Educational Research》2013,57(4):395-410

In order to obtain a better understanding of how headteachers frame their professional lives, a comparative project was set up with a life history approach. A series of open-ended interviews were conducted where headteachers talked about themselves, their work, background, experiences and career. The article focuses on the modes of inquiry used in the study and explores alternative approaches to analysis, especially of content and form. Several methodological issues are discussed, for instance the production of data as an interactive and collaborative process of creating meaning, the central role of the research relations, dialogical analysis and how to move from separate individual stories to an analysis of headteachers' lives across different countries. As the analysis has unfolded, new questions have been posed about the comparative aspect of the project. At the beginning, cross-national similarities and differences were relatively straightforward and were found in the content of interviews. Since then, explorations of the form and structure of the stories have raised more complex juxtapositions. More recently, new questions have begun to emerge, such as about the nature and meanings of 'professional confidence' and its relationship to external accountability in national contexts.  相似文献   

Social Control,Social Policy and Adult Education     

Colin Griffin 《International Journal of Lifelong Education》2013,32(3):217-244

This paper contrasts a number of different cultures existing within Adult Education. It incorporates theoretical perspectives from Bourdieu and Williams with case‐study material obtained through observation, questionnaire and interview at a South London adult education centre in 1986/87. Bourgeois culture is seen as the exception rather than the rule in adult education. Adult education provides space for a number of alternative cultural formulations, but they operate within a predominantly middle‐class atmosphere. Equal opportunities and the social justice dimension of adult education represent a new cultural formulation, but without further developmental work cannot yet be regarded as significant interventions in a society deeply divided by gender, race and class. While the case‐study material is set in the UK of the 1980s, the theoretical perspectives are relevant to the persistence of inequality in many advanced industrial countries.  相似文献   

Supporting children with genetic syndromes in the classroom: the example of 22q deletion syndrome     

Colin Reilly  Lindsey Stedman 《Support for Learning》2013,28(3):115-121

An increasing number of children are likely to have a known genetic cause for their special educational needs. One such genetic condition is 22q11.2 deletion syndrome (22qDS), a genetic syndrome associated with early speech and language difficulties, global and specific cognitive impairments, difficulties with attention and difficulties with social‐emotional functioning. In this article the learning and behavioural strengths and needs of this genetic syndrome are described along with recommendations for classroom‐based interventions. Suggested recommendations in the learning and emotional‐behavioural domains for the syndrome draw on a number of approaches that have been found to be useful for children with a range of conditions including ADHD, ASD and dyscalculia. While teachers cannot be expected to know about all potential genetic causes for special educational needs, knowing that a genetic condition is likely to be associated with a pattern of relative cognitive and behavioural strengths and needs is important.  相似文献   

Taking the muddle out of the middle     

Colin Kefford 《Education 3-13》2013,41(1):41-46

This article considers how children with visual impairment (blind and low vision) can be included in the mainstream primary classroom. In particular, this article reports on an inquiry' Including visually Impaired Children in the Mainstream Primary Classroom', which was funded by the Economic and Social Research Council (ESRC). The focus is an analysis of ways in which teachers can effectively include a child with visual impairment within a mainstream classroom. Inclusive practices are viewed in terms of promoting a holistic development of the child and providing equality of access to opportunities.  相似文献   

提高西藏黄奶牛生产性能研究     

尼玛扎西  色珠  参木友  奥斯曼  洛桑强白  平措占堆  巴桑珠扎  次仁罗布  韩建成  王莉  顿珠紧参  姬秋梅  曲广鹏  向巴卓玛  鲍宇  红秀花  张强  John Wilkins  Colin Griffiths  John Pitz  Amanda 《西藏科技》2008,(6)

该项目是中澳国际联合的其中一个,根据发展奶业,促进农区畜牧业发展,提高农村生活水平的需要在西藏河谷流域农牧交错带开展调研.三年来在四个不同的区域进行随机抽样设点,了解项目区奶牛发展现状,系统收集分析当前农户饲养奶牛的饲料结构,营养水平、繁殖成活能力以及管理模式.同时引进澳方饲养奶牛的先进技术、管理措施和发展理念,有效利用西藏现有的作物秸秆,研发优良饲草、饲喂技术,进一步研究牛在一个生长周期中的饲料平衡、生长模式及量化营养等生产性能的对应关系,加大引创结合、重点突破,提高项目区奶牛生产性能,增加农户现金收入.  相似文献