Navigating OER: The Library’s Role in Bringing OER to Campus     

Julia I. Hess  Alejandra J. Nann  Kelly E. Riddle 《期刊图书馆员》2016,70(1-4):128-134

In 2014, three librarians at the University of San Diego came together to explore open educational resources (OER). Coming from both technical services and digital collections, we were well-versed in the economic challenges facing today’s libraries. In order to formulate the approach that would work best for our campus, we first had to educate ourselves on the past, present, and possible future of the Open Access movement. While traditionally Open Access has focused on serials, OER offer the opportunity to expand its benefits to other formats. This article examines opportunities and tensions surrounding OER, as well as highlighting major players on the OER landscape. Our efforts began with a focus group for faculty to assess their own knowledge of and opinions on OER. After establishing a stipend budget, we sent out a call for proposals to faculty who were interested in participating in the Copley OER Initiative.  相似文献   

Bourdieu and Science Studies: Toward a Reflexive Sociology     

David J. Hess 《Minerva》2011,49(3):333-348

Two of Bourdieu’s fundamental contributions to science studies—the reflexive analysis of the social and human sciences and the concept of an intellectual field—are used to frame a reflexive study of the history and social studies of science and technology as an intellectual field in the United States. The universe of large, Ph.D.-granting graduate programs is studied in two parts. In the first analysis, relations between institutional position and disciplinary type are explored by department. A positive correlation exists between historians of science and institutional position (as higher prestige or capital). In the second analysis, attention to intellectual tastes for research topics is explored at an individual level with respect to departmental position and the individual’s discipline and gender. Scholars in nonelite history of science departments have low field interest in democracy, social movements, or public participation; environment or sustainability; and gender, race, or sexuality; whereas those in history of technology programs and nonelite STS programs have a higher field interest in those areas, and historians of technology have a higher interest in class or labor issues. Among social scientists, there is a higher interest among scholars in nonelite programs in environment or sustainability and in democracy, social movements, or public participation.  相似文献   

EDITORIAL     

Mary Hess 《Religious education (Chicago, Ill.)》2013,108(2):117-118

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New digital media and devices: An analysis for the media industry     

Joachim Rawolle  Thomas Hess 《媒体管理杂志》2013,15(2):89-99

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Using affective data in urban high schools: can we equalize the graduation rate?     

Kristy S. Cooper 《International Journal of Leadership in Education》2018,21(1):104-121

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Total Eclipse of the Social: What Journalism Can Learn from the Fundamentals of Facebook*     

Kristy Hess 《Journalism Practice》2019,13(8):1013-1017

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Discrimination of schematic faces by nursery school children     

V L Hess  A D Pick 《Child development》1974,45(4):1151-1154

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EDUCATING IN THE SPIRIT   总被引：1，自引：1，他引：0  

Carol Lakey Hess 《Religious education (Chicago, Ill.)》2013,108(3):383-398

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Preservice early childhood educators’ pedagogical beliefs     

Aurelia Di Santo  Kristy Timmons  Angelike Lenis 《Journal of Early Childhood Teacher Education》2017,38(3):223-241

Preservice early childhood educators begin postsecondary programs with established beliefs about children, children’s learning, and their roles as future educators. The present study examined 26 first-year students’ beliefs about children, classroom practice, and guiding children’s behavior. Participants completed the Teacher Beliefs Q-Sort (Rimm-Kaufman, Storm, Sawyer, Pianta, & La Paro, 2006) at three time points over the course of their first year of studies. We compared responses across the three time points to explore whether the students’ beliefs changed over time. Findings are presented under three main themes: 1) beliefs about children; 2) beliefs about classroom practice; and 3) beliefs about behavior management. Overall, findings reveal that for all three themes, at each time point, practices that are most characteristic of the participants’ beliefs are child-centered, whereas beliefs that are least characteristic of their beliefs are teacher-directed. To support students’ application of theory to practice, they should be given opportunities during their studies to voice, explore, and critically examine their beliefs in relation to philosophies and teaching approaches.  相似文献   

Selected findings from “The computer as a socializing agent: Some socioaffective outcomes of CAI“     

Robert D. Hess  Maria D. Tenezakis 《Educational technology research and development : ETR & D》1973,21(3):311-325

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