LibGuides http://www.springshare.com/libguides/     

Jill Markgraf 《Public Services Quarterly》2013,9(4):269-270

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Introduction: Serving Underserved Populations     

Sarah Barbara Watstein MLS  Steven J. Bell EdD 《The Reference Librarian》2013,54(1):1-20

Issues central to the continuing debate about the future of the reference desk are explored here by two seasoned librarians. A point-counterpoint format allows the two debaters, “fresh” from their Columbia University Reference Symposium 2007 public debate, to continue to engage in argument and discussion. Readers are invited to consider the affirmative and negative sides of the various issues as advocated by the authors.  相似文献   

The search for the complicit native: Epistemic violence,historical amnesia,and the anthropologist as ideologue of empire     

Peter Mclaren  Jill Pinkney-Pastrana 《International journal of qualitative studies in education》2013,26(2):163-184

This essay analyzes a number of issues surrounding the Menchu/Stoll dispute. In locating Stoll's criticism of Rigoberta within a larger referential arena that includes an attack on the North American academic left and an unbridled anti-Marxism, the authors attempt to reveal how Stoll's ideological agenda is functionally compatible with the larger political agenda of the New Right. The authors also attempt to reveal Stoll's distortions of Guatemalan guerrilla history as well as problems with his analysis and collection of the data.  相似文献   

The power of student resistance in action research: teacher educators respond to classroom challenges   总被引：1，自引：1，他引：0  

Jill Bryant  Alisa Bates 《Educational Action Research》2013,21(3):305-318

The purpose of this research was to study the design and implementation of a newly developed, two‐semester, action research course in a Master of Arts in Teaching program. Over a four‐year period, we (the instructors) used action research methodologies for analysis and evaluation of the course. Throughout this study, students expressed varying reactions to the process of action research, ranging from enthusiasm and acceptance to continual and persistent reluctance to accept the process as ‘real research’. This resistance is the focus of our study. Four years of reflection on our data points to the following reasons for student resistance: lack of understanding about what action research is and its purpose; a discomfort with the emphasis of process over product and the associated investment of time and ability to multi‐task; and willingness to embrace the transformational process of action research as part of learning to teach.  相似文献   

A Twins study of communicative adaptability: Heritability of individual differences     

Michael J. Beatty    Jill E. Rudd 《Quarterly Journal of Speech》2013,99(4):366-377

Recently, a model of communication theory and research has appeared in the literature within which stable individual differences in communication behavior represent individual differences in activation thresholds of neurobiological systems. The neurobiological systems thought to underly communication traits and behavior are assumed to be primarily due to genetic inheritance. As such, the model assigns a limited role to adaptability in social situations, instead positing communication adaptability as an inherited trait. In the present study, heritability estimates for the dimensions of communicative adaptability were derived from correlations based on identical and fraternal twins’ responses to a multidimensional communicative adaptability measure. Results indicated that social composure was 88% heritable, wit was 90% heritable, social confirmation was 37% heritable, articulation ability, and appropriate disclosure were 0% heritable. Theoretical implications are discussed.  相似文献   

The Pursuit of New Directions: Directions will offer challenging ideas for both North and South     

Jill D. McLeigh  Gary B. Melton 《Child abuse & neglect》2013

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A Review and Meta-Analysis Examining the Relationship of Music Content with Sex,Race, Priming,and Attitudes     

Lindsay M. Timmerman  Mike Allen  Jill Jorgensen  Jennifer Herrett-Skjellum  Michael R. Kramer  Daniel J. Ryan 《Communication quarterly》2013,61(3):303-324

This meta-analysis (k = 35, N = 11,629) examines the effect that listening to music, particularly popular music, has on consumers. Results demonstrate that listening to music generates an effect on listeners consistent with the content of the music (average r = .210, k = 35, N = 11,629). This effect was similar when considering survey research (r = .227) or experimental research (r = .265). The tenets of excitation transfer theory received some support, particularly when considering the effects of music as a priming material (r = .399), demonstrating the impact of music as a means of establishing mood, and ultimately the subsequent reactions of individuals. One conclusion is that efforts toward media literacy or education may prove far more productive than media content restrictions when attempting to curb potential undesirable media effects. Additional implications for policy and theory are discussed.  相似文献   

Influence of Psychosocial Classroom Environment on Students’ Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach     

Sunitadevi Velayutham  Jill M. Aldridge 《Research in Science Education》2013,43(2):507-527

The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students’ motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students’ self-regulation in science classrooms. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilized to validate the questionnaires and to investigate the hypothesized relationships. Structural Equation Modeling analysis suggested that student cohesiveness, investigation and task orientation were the most influential predictors of student motivation and self-regulation in science learning. In addition, learning goal orientation, task value and self-efficacy significantly influenced students’ self-regulation in science. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies aimed at increasing students’ motivation and self-regulation in science learning.  相似文献   

Facilitating reflective learning in higher education     

Jill Burton 《Studies in Continuing Education》2013,35(2):193-195

Although writing groups have a long history in higher education, they have only recently been recognized as a support strategy for doctoral students, particularly those at the dissertation stage. From the perspective of student participants, we investigate motivations for participation in and perceived outcomes of voluntary semi-structured writing groups used to facilitate doctoral degree completion. Group participation resulted in the development of a vibrant intellectual community among students, recent doctoral recipients, and faculty. Commitment to degree completion and student and faculty scholarly productivity soared through the use of this simple but innovative pedagogical strategy.  相似文献   

Policy Shifts in Language-Minority Education: A Mismatch between Politics and Pedagogy   总被引：1，自引：0，他引：1  

Jill Kerper Mora 《The Educational forum》2013,77(3):204-214

Sustainable educational leadership—leadership which leaves a legacy that lasts beyond the leader's professional lifetime—is very much in fashion nowadays. A recent edition of this journal was devoted entirely to the topic (Hargreaves 2005a). However, it is important to ensure that, together with leadership itself, the impact of leadership is sustainable. The self-aggrandizement, silver bullets, short-term big-bang approaches, procedural illusions, witch hunts, failures to communicate, and lack of accountability evident in the story of the building of the Swedish 17th century warship, the Vasa, do not sit well with sustainable and effective leadership. In this article, lessons learned from the Vasa are compared and contrasted with those put forward by the contributors to the recent themed edition of this journal. The authors then identify what they believe, on the basis of North American and international research evidence, to be the emerging priorities for sustainable and effective educational leadership.  相似文献