Communicating the Value of an Institutional Repository: Experiences at Ghana's University for Development Studies     

Edwin S. Thompson  Miriam Linda Akeriwe  Angela Achia Aikins 《New Review of Academic Librarianship》2016,22(2-3):325-336

ABSTRACT

The quality of research depends greatly on access to existing information. Institutional repositories (IRs) have the potential to enhance and promote the dissemination of knowledge and research. This may lead to discoveries and innovation alongside maximizing return on investment in research and development. Following some background information, this article briefly discusses the processes involved in the establishment of Ghana's University for Development Studies (UDS) IR (UDSspace). Marketing and advocacy strategies employed to engage Faculty to enable them to contribute meaningfully and effectively in the populating of the IR are outlined and benefits described. The study uses a quantitative method. A questionnaire was used to elicit data from faculty. This article describes the various communication methods used to promote the IR and evaluates their effectiveness in getting users to participate in populating the IR. The survey found that although as high as 80.3% of respondents were aware of the benefits of an IR and 66.2% were aware of the existence of the UDS IR, 86.8% of respondents had not submitted to the IR.  相似文献   

Mystery of the Toxic Flea Dip: An Interactive Approach to Teaching Aerobic Cellular Respiration          下载免费PDF全文

A. T. Baines  M. McVey  B. Rybarczyk  J. T. Thompson  H. R. Wilkins 《CBE life sciences education》2004,3(1):62-68

We designed an interrupted case study to teach aerobic cellular respiration to major and nonmajor biology students. The case is based loosely on a real-life incident of rotenone poisoning. It places students in the role of a coroner who must determine the cause of death of the victim. The case is presented to the students in four parts. Each part is followed by discussion questions that the students answer in small groups prior to a classwide discussion. Successive parts of the case provide additional clues to the mystery and help the students focus on the physiological processes involved in aerobic respiration. Students learn the information required to solve the mystery by reading the course textbook prior to class, listening to short lectures interspersed throughout the case, and discussing the case in small groups. The case ends with small group discussions in which the students are given the names and specific molecular targets of other poisons of aerobic respiration and asked to determine which process (i.e., glycolysis, citric acid cycle, or the electron transport chain) the toxin disrupts.  相似文献   

A Note on Decisionmaking Processes for Multiple-Choice Test Items     

Rand R. Wilcox  Karen Thompson Wilcox  Jacob Chung 《Journal of Educational Measurement》1988,25(3):247-250

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Engaging with ‘English in a Historical Perspective’ Through Analysing Texts     

Mark Wyatt  Dorothy Constantino  Corinne Cox  Kristy Gilkes  Serena Thompson  Rachael Tiller 《Changing English: An International Journal of English Teaching》2016,23(1):22-41

Though there is little in the literature on the teaching of the history of English, criticism of textbooks which over-simplify the story as the rise of the standard variety has been more vocal of late. Meanwhile, some academics have argued for focusing teaching on the analysis of texts. This article reports on a unit/module taught at a British university that makes the analysis of texts central to teaching and assessment. It sets out to demonstrate what can be learned from approaching the subject in this way by presenting composite textual analyses created by the first-named author drawing on the work of his co-authors (five of his final-year undergraduate students). This was for two assignments, one focusing on an Early Modern English text and the other a more contemporary piece. A discussion highlights the benefits of making the analysis of texts central to the unit, and considers practical applications for teachers of the subject in other parts of the world.  相似文献   

Is the Poor Performance of Self‐Worth Protective Students Linked with Social Comparison Goals?     

Ted Thompson  Zoe Perry 《教育心理学》2005,25(5):471-490

Students motivated to protect self‐worth perform poorly in situations that threaten to reveal low ability while performing well in situations that involve little threat to self‐worth. One factor contributing to their poor performance is thought to be their orientation towards social comparison goals (goals that have to do with vindicating their ability relative to others rather than pursuing mastery). In the present study, 96 undergraduate students who were either high or low in self‐worth protection were exposed to either success or failure feedback and subsequently primed to pursue either social comparison or mastery goals. For students high in self‐worth protection, the negative effects of either failure or social comparison goal priming is sufficient to give rise to poor performance. However, only when success is combined with mastery goal priming is a positive achievement outcome evident. The requirements of best practice approaches to encouraging students to adopt mastery‐orientated behaviours are discussed.  相似文献   

Mutually aided learning: An evaluation     

Ronald D. Anderson  Albert R. Thompson 《科学教学研究杂志》1971,8(4):297-305

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Culturally Relevant STEM Out-of-School Time: A Rationale to Support Gifted Girls of Color     

Jemimah L. Young  Jamaal R. Young  Donna Y. Ford 《Roeper Review》2019,41(1):8-19

Gifted girls of color represent a potentially untapped resource for increasing and sustaining a diverse science, technology, engineering, and mathematics (STEM) workforce. Girls of color possess unique mathematics and science gifts and talents that can remain unrealized if not addressed before middle school. Culturally responsive STEM out-of-school-time (OST) activities can be an effective means to develop STEM capacity in gifted girls of color. The researchers present three considerations to support the implementation of STEM OST. First, they offer a rationale for culturally relevant STEM enrichment activities for gifted girls of color. Next, the researchers consider how culturally relevant STEM OST activities can help to close the achievement gap. Finally, they explain how professional mentorship opportunities within OST activities can help gifted girls of color navigate the STEM pipeline.  相似文献   

A Model of the Effects of Perceived Parent and Peer Support on Adolescent False Self Behavior   总被引：1，自引：0，他引：1  

Susan Harter  Donna B. Marold  Nancy R. Whitesell  Gabrielle Cobbs 《Child development》1996,67(2):360-374

A model linking 3 perceived support variables, namely, level of support, quality of support (unconditional or conditional), and hope about future support, to false self behavior (acting in ways that are not the "real me") was hypothesized. Both parent and peer support were examined. The best fitting model for the parent and peer data revealed that perceived quality and level of parent support predict hope about future parent support, which in turn predicts false self behavior. Adolescents' motives for engaging in false self behavior were also examined. Those whose reported motives were hypothesized to be the most clinically debilitating (devaluation of the self) reported the most negative outcomes (depressed affect, low self-worth, hopelessness, and less knowledge of the true self). In contrast, adolescents citing the developmentally normative motive of role experimentation reported the most positive affect, highest self-worth, greatest hopefulness, and most knowledge of true self. Those reporting that they engaged in false self behavior to please, impress, or win the approval of parents and peers had intermediate scores on the depression, self-worth, hope, and knowledge of true self measures. Discussion focused on the potential causes and consequences of false self behavior.  相似文献   

Enhancing Elementary Pre-service Teachers’ Plant Processes Conceptions     

Stephen L. Thompson  Christine Lotter  Xumei Fann  Laurie Taylor 《Journal of Science Teacher Education》2016,27(4):439-463

Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers’ (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to predict the fate of a healthy plant in a sealed terrarium (Plant-in-a-Jar), justify their predictions, observe the plant over a 5-week period, and complete guided inquiry activities centered on one of the targeted plant processes each week. Data sources included PTs’ pre- and post-predictions with accompanying justifications, course artifacts such as weekly terrarium observations and science journal entries, and group models of the interrelated plant processes occurring within the sealed terraria. A subset of 33 volunteer PTs also completed interviews the week the Plant-in-a-Jar scenario was introduced and approximately 4 months after the instructional intervention ended. Pre- and post-predictions from all PTs as well as interview responses from the subgroup of PTs, were coded into categories based on key plant processes emphasized in the Next Generation Science Standards. Study findings revealed that PTs developed more accurate conceptions of plant processes and their interrelated nature as a result of the instructional intervention. Primary patterns of change in PTs’ plant process conceptions included development of more accurate conceptions of how water is used by plants, more accurate conceptions of photosynthesis features, and more accurate conceptions of photosynthesis and cellular respiration as transformative processes.  相似文献   

Afro-Caribbean Immigrant Faculty Experiences in the American Academy: Voices of an Invisible Black Population     

Dave A. Louis  Keisha V. Thompson  Patriann Smith  Hakim Mohandas Amani Williams  Juann Watson 《The Urban Review》2017,49(4):668-691

Afro-Caribbean immigrants have been an integral part of the history and shaping of the United States since the early 1900s. This current study explores the experiences of five Afro-Caribbean faculty members at traditionally White institutions of higher education. Despite the historical presence and influence of Afro-Caribbean communities and the efforts within education systems to address the needs of Afro-Caribbean constituents, Afro-Caribbean faculty members continue to be rendered indiscernible in higher education and to be frequently and erroneously perceived as African–Americans. The study examines the lived experiences of these individuals in the hegemonic White spaces they occupy at their institutions with both White and Black populations. Through their narratives, issues of stereotyping, microaggression, and isolation are addressed. The participants also offer solutions to address these issues by university administrators, department heads, faculty development professionals, diversity officers, policy makers, and other stakeholders. The voices in this study shed light on an overlooked, misunderstood, and under-researched population within our faculty ranks in the American Academy.  相似文献