Le Management des Médias,by Ghislain Deslandes     

Nadine Toussaint Desmoulins 《媒体管理杂志》2013,15(1):42-43

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An Unexpected Discovery: One Library's Experience With Web-Scale Discovery Service (WSDS) Evaluation and Assessment     

Nadine P. Ellero 《图书馆管理杂志》2013,53(5-6):323-343

ABSTRACT

“Discovery” is today's term for user-centered information searching and access. A growing number of libraries have embraced Web-scale discovery services (WSDS) featuring one-stop searching of libraries’ owned and licensed collections. Recognizing potential benefits to users of these systems, a mid-sized ARL library formed a discovery-tool committee in spring 2012 to explore selection of a WSDS in keeping with its values, vision, and institutional mission. This article explores “discovery” as it assesses WSDS performance and reports results obtained from a request to WSDS vendors to showcase the search power of their system with actual reference questions.  相似文献   

Using asynchronous discussion to support preservice teachers’ practicum experiences     

Aaron Doering  Marc Johnson  Sara Dexter 《TechTrends》2003,47(1):52-55

Conclusion This multi-genre writing, multimedia, co-inquiry project produced successful end products. The middle school students gained experience in writing in a variety of genres, communicating through multiple media, and using education technology to do so. Likewise, the pre-service teachers developed their skills in these same areas. More importantly for our preservice teachers they gained teaching experience and had a chance to interact with students in the role of the teacher. This success would not have been achieved without the collaboration and cooperation of many individuals as well as access to the required technologies. The asynchronous discussion board was an important part of that success. This mode of telecommunications facilitated increased social and substantive interactions between the middle school students and the preservice teachers from the beginning to the end of the project. With careful consideration of the points and questions we present here, we hope that you will be able to adopt or adapt this mode of telecommunications to add value to your pre-service teachers’ teaching experiences and interactions with K-12 students.  相似文献   

Differential effects of home and preschool learning environments on early language development          下载免费PDF全文

Daniel Schmerse  Yvonne Anders  Manja Flöter  Nadine Wieduwilt  Hans‐Günther Roßbach  Wolfgang Tietze 《British Educational Research Journal》2018,44(2):338-357

The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years (N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary at age 4, while the effects of preschool process quality showed similar relative impacts on both language outcomes. Further analyses revealed effects of accumulated advantages of preschool quality for children from medium‐ and high‐quality home learning environments in their vocabulary development. The results are compared with previous findings from the German ECEC context and discussed with respect to implications for policy efforts to improve ECEC quality and ways in which both learning environments act together on children's development.  相似文献   

Students’ motivation in biology lessons—can student autonomy reduce the gender gap?     

Großmann  Nadine  Hofferber  Natalia  Wilde  Matthias  Basten  Melanie 《European Journal of Psychology of Education - EJPE》2023,38(1):409-434

When it comes to biology lessons in Germany, girls generally exhibit higher levels of self-determined motivation than boys. Previous research suggests that fostering student autonomy could be a way to effectively address this gender gap. To investigate gender-related effects in biology education, a sample of 303 sixth-grade students (M_age = 11.31 years, SD_age = 0.58 years) participated in a 3-h teaching unit on harvest mice that was taught in either an autonomy-supportive or controlling manner. The results revealed a significant effect of the treatment on self-determined motivation, with the effect being stronger for the boys. In the treatment with controlling teaching behavior, gender-related differences in self-determined motivation became apparent. In contrast, the gender gap was mainly smaller in the treatment with autonomy-supportive teaching behavior. Thus, the results suggest that satisfying the need for autonomy appears to be an effective means to help bridge the gender gap in biology lessons.

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Erratum to: The secondary-tertiary transition viewed as a change in mathematical cultures: an exploration concerning symbolism and its use     

Claudia Corriveau  Nadine Bednarz 《Educational Studies in Mathematics》2017,95(3):351-351

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Monitoring of education for sustainable development in Germany – insights from early childhood education,school and higher education     

Mandy Singer-Brodowski  Antje Brock  Nadine Etzkorn  Insa Otte 《Environmental Education Research》2019,25(4):492-507

In Germany, the implementation of the UNESCO Global Action Programme (GAP) on Education for sustainable development (ESD) 2015–2019 aims to implement ESD more profoundly within the structures of Germany’s educational system. In this context, a national monitoring has been set up in order to analyze the extent and quality of ESD implementation in all educational areas. The paper contains the results of an indicator-based desk research comprising a content analysis of key documents in three areas of education: early childhood education, school education and higher education over a period of 5 years (2011–2016). Overall, the main results indicate that, at the level of key documents, the goal of a broad implementation of ESD is not yet achieved, while there are considerable differences among the federal states. ESD and related concepts can be found more frequently particularly in documents that are more recent. At the same time, ESD is increasingly predominating other educational concepts such as environmental education. The results are one component of a comprehensive monitoring process of ESD-implementation on the level of documents and offer important insights relevant for further (political) activities aiming at a mainstreaming of ESD.  相似文献   

The understanding of numeration in primary school     

Nadine Bednarz  Bernadette Janvier 《Educational Studies in Mathematics》1982,13(1):33-57

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Representation of situations involving changes sequence: A didactic interdisciplinary intervention     

Nadine Bednarz  Catherine Garnier 《European Journal of Psychology of Education - EJPE》1993,8(2):135-149

Our previous research, conducted in various fields, demonstrates the obvious difficulties children encounter when they must achieve, in a collective game situation, coordinated motor actions (Garnier, 1989) or solve additive problems in mathematics involving changes sequence (Bednarz Schmidt, & Dufour-Janvier, 1989b; Poirier & Bednarz. 1991a, b). These investigations show the children’s extreme centration on the states, and a global non anticipation of the situations that lead them to act punctually and sequentially. The didactic intervention that was developed in view of these difficulties, integrating sociomotor and mathematics activity, aims to develop the cognitive processes of decentration and anticipation on the basis of the resolution of these situations. In the pedagogical approach undertaken on 30 grade three children (8–9 years old), the social actions and interactions played a major part in the development of the aimed processes and in the elaboration of the representation of underlying relations to the situations involved (games and problems). A sociomotor examination (collective game) and a written examination in mathematics, carried out before and after the experiment, show, along with the qualitative analysis achieved during the intervention, the evolution of the child jaced with the aimed processes.  相似文献   

Foster Youth Need Sex Ed,Too!: Addressing the Sexual Risk Behaviors of System-Involved Youth     

Nadine Finigan-Carr  Rochon Steward  Cathy Watson 《American journal of sexuality education》2018,13(3):310-323

ABSTRACT

The social, economic, and environmental determinants of health include employment, housing, and education; exposure to environmental factors like lead or access to healthy food; and poverty, racism and oppression. Many of these conditions can lead to Adverse Childhood Experiences that may put children and youth at risk for abuse or maltreatment leading to involvement in the child welfare or juvenile justice systems. All young people experience important developmental milestones on their path to becoming healthy adults, and while this time of change is full of promise, it can be a time of increased vulnerability or risk. For system-involved youth, navigating this time of change can be fraught with even more challenges or barriers. Without strong family and social networks, they may face increased risk of engaging in high-risk behaviors—such as unprotected sex and sex with multiple partners—as well as unintended pregnancy, HIV, and other sexually transmitted infections. Our study examined survey data to assess the overall sexual reproductive health behaviors for youth aged 14–21 in out-of-home care in an urban environment (n = 270; 60.7% male; 82% African American; 7.9% Latinx). Youth were recruited between 2012 and 2016; 76.4% of these teens had had sexual intercourse at some point in their lifetime. Of these, 86.0% were sexually active before the age of 16. Although there were numerous risk factors related to contraception and condom use as well as partner demographics, there were assets or strengths identified. A discussion of how these findings can be utilized to develop effective prevention intervention strategies is provided.  相似文献