犹他州的数字仓储创新——建立机构仓储支撑体系     

Karen Estlund  Anna Neatrour  张卫 《数字图书馆论坛》2007,(12):53-56,70

随着机构仓储(IR,Institutional Repositories)的发展日益成熟,越来越多的图书馆利用协会或是区域关系为机构仓储的发展提供资助、方法、专门技术.对于那些没有专门的机构、时间或者基础的组织来说,采用这种方式建立机构仓储是可行的.犹他州数字仓储计划(http//harvester.lib.utah.edu/utan_ir/)由ISTA提供基金支持,目的是建立一个全州范围的仓储模型.项目主要研究犹他州大学图书馆机构库的发展和增长情况,项目建立在西山数字图书馆(MWDL,Mountain west Digital Library)现有框架基础上.犹他州数字仓储计划提供了一个图书馆员操作的工具箱、培训机制和技术支持,在这个过程中,试验点(pilot sites)发展成为IR.对任何规模的图书馆这个框架模型都可以为他的机构仓储工作的开展提供支持.用户在一个网站上就能对多个数据库的数据进行集成检索.文章除了为读者提供了开发过程中的调查资料和统计资料外,主要目标是为了让图书馆都参与到资源共享的过程中来.  相似文献   

Defending the group from the terror within     

Karen Canfell  Hamish G. Spencer  Ben Oldroyd 《Metascience》2001,10(2):192-202

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ROOME TO GUESSE     

Karen L. Edwards 《Metascience》2006,15(2):367-369

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Conceptualising knowledge for access in the sciences: academic development from a social realist perspective     

Karen Ellery 《Higher Education》2017,74(5):915-931

Whilst arguing from a social realist perspective that knowledge matters in academic development (AD) curricula, this paper addresses the question of what knowledge types and practices are necessary for enabling epistemological access. It presents a single, in-depth, qualitative case study in which the curriculum of a science AD course is characterised using Legitimation Code Theory (LCT). Analysis of the course curriculum reveals legitimation of four main categories of knowledge types along a continuum of stronger to weaker epistemic relations: disciplinary knowledge, scientific literacies knowledge, general academic practices knowledge and everyday knowledge. These categories are ‘mapped’ onto an LCT(Semantics) (how meaning relates to both context and empirical referents) topological plane to reveal a curriculum that operates in three distinct but interrelated spaces by facing towards both the field of science and the practice of academia. It is argued that this empirically derived differentiated curriculum framework offers a conceptual means for considering the notion of access to ‘powerful’ knowledge in a range of AD and mainstream contexts.  相似文献   

Politics,Advocacy, and Research: What Have We Learned and What Remains?     

Karen Seashore Louis 《Peabody Journal of Education》2017,92(1):141-147

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Student learning in science simulations: Design features that promote learning gains     

Kathleen Scalise  Michael Timms  Anita Moorjani  LaKisha Clark  Karen Holtermann  P. Shawn Irvin 《科学教学研究杂志》2011,48(9):1050-1078

This research examines science‐simulation software available for grades 6–12 science courses. The study presented, funded by the National Science Foundation, had two objectives: a literature synthesis and a product review. The literature synthesis examines research findings on grade 6–12 student learning gains and losses using virtual laboratories and science‐simulation software, derived from a review of 79 relevant studies identified. Based on that literature, significant aspects of how such products influence student learning are identified. Tables summarize the research‐based evidence about best practices in instructional design for such virtual lab and simulation products. Some products were then reviewed as case studies to determine in what ways and to what extent they implement such research‐identified best practices. The overall goal was to consider where the most progress is being made in effective virtual‐lab and simulation products, and what directions future development should take. The intent is to inform science educators, teachers, administrators, and policy makers who are using, buying, and examining middle and high school instructional materials. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1050–1078, 2011  相似文献   

Do women publish fewer journal articles than men? Sex differences in publication productivity in the social sciences     

Dr Karen Schucan Bird 《British Journal of Sociology of Education》2011,32(6):921-937

This paper examines whether women and men publish journal articles at a level comparable with their representation within the social sciences. The paper also explores sex differences in patterns of single authorship and co-authorship. To do so, demographic data of the UK social sciences is compared with a sample of UK-authored journal articles. The findings of the study show that, overall, female academics contribute to a lower proportion of journal articles than the proportion of academic staff that they constitute. However, within certain disciplines (social policy and psychology) women publish articles at a level comparable with the proportion of the discipline that they constitute. These findings, it is argued, can be helpfully understood as both cause and consequence of the gendered academy.  相似文献   

Reconsidering SES and gender divides in literacy achievement: are the gaps across social class and gender necessary?     

Tarja Raag  Karen Kusiak  Meredith Tumilty  Anna Kelemen  Hilana Bernheimer  Jessica Bond 《教育心理学》2011,31(6):691-705

This study evaluated factors within families that enhance kindergarten reading readiness of children and are also linked to maternal education (a common proxy for SES). We were interested in identifying factors that would be more accessible to families and school administrators as sources of potential change than broad and un-malleable reflections of socio-economic status. Consistent with current research, we found that maternal education had a broad impact on the reading readiness of children. Maternal education was linked to the amount of time children spent with non-literary media (television, computers, videos, video games). Re-running analyses using time with media as a covariate resulted in reduced differences in reading outcomes of children as a function of maternal education. Effects of maternal education were reduced by the end of the kindergarten year, indicating that literacy programming implemented by the school was successful in closing this academic gap.  相似文献   

Developing relationships, being cool, and not looking like a loser: social goal orientation predicts children's responses to peer aggression     

Rudolph KD  Abaied JL  Flynn M  Sugimura N  Agoston AM 《Child development》2011,82(5):1518-1530

This research explored the contribution of social goal orientation, specifically, development (improving social skills and relationships), demonstration-approach (gaining positive judgments), and demonstration-avoidance (minimizing negative judgments). Children (N = 373; M age = 7.97, SD = .34) were followed from 2nd to 3rd grades. Validity of the social goal orientation construct was established through correlations with situation-specific goals and social adjustment. Development goals predicted adaptive responses (more effortful engagement, problem solving, advice seeking; fewer involuntary responses); demonstration goals predicted maladaptive responses (less effortful engagement, problem solving; more disengagement, retaliation). This study contributes to theoretical understanding of the process of peer aggression and interventions to promote optimal social health.  相似文献   

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction     

Karen D. K?nings  Saskia Brand-Gruwel  Jeroen J. G. van Merri?nboer 《Instructional Science》2011,39(5):737-762

Students’ perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher–student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed.  相似文献