Computer Literacy Needs in a Traditional Library Literacy Program: Results of a Needs Analysis     

Theresa A. Cullen  Inger C. Cobb 《TechTrends》2011,55(6):25-32

This study reports the results of a needs analysis of literacy programs for a library system serving three rural and suburban counties. It examines the computing skills and needs of literacy tutors as well as native-speaking and English language learner (ELL) literacy tutees enrolled in the programs. Paper surveys were mailed to tutors, who were asked to complete a survey themselves and assist their tutees to complete one. Results of this study offer insights into the incorporation of digital literacy into traditional adult literacy programs focusing on the needs, wants, and support systems of user groups.  相似文献   

Institutional Repositories, Open Access, and Scholarly Communication: A Study of Conflicting Paradigms     

Rowena Cullen  Brenda Chawner 《The Journal of Academic Librarianship》2011,37(6):460-470

The Open Access movement of the past decade, and institutional repositories developed by universities and academic libraries as a part of that movement, have openly challenged the traditional scholarly communication system. This article examines the growth of repositories around the world, and summarizes a growing body of evidence of the response of academics to institutional repositories. It reports the findings of a national survey of academics which highlights the conflict between the principles and rewards of the traditional scholarly communication system, and the benefits of Open Access. The article concludes by suggesting ways in which academic libraries can alleviate the conflict between these two paradigms.  相似文献   

Stakeholder perceptions of university library effectiveness     

Rowena J. Cullen  Philip J. Calvert 《The Journal of Academic Librarianship》1995,21(6)

This research in New Zealand, based on the multiple constituencies model, identified key performance indicators in university libraries as perceived by six separate stakeholder groups. Ranked lists and correlations between the lists show similarities, but also confirm that stakeholder groups have different perspectives on library effectiveness.  相似文献   

The evolution of innovation capability in multinational enterprise subsidiaries: Dual network embeddedness and the divergence of subsidiary specialisation in Taiwan     

Simon C. Collinson  Rowena Wang 《Research Policy》2012,41(9):1501-1518

This paper examines how innovation-related capabilities for production, design and marketing develop at the subsidiary level within multinational enterprises (MNEs). We focus on how subsidiary autonomy and changing opportunities to access external (host country) sources of capability contribute to the accumulation of specialist capabilities in five Taiwan-based MNE subsidiaries in the semiconductor industry. Longitudinal analysis shows how the accumulation process is subject to discontinuities, as functional divisions are (re)opened and closed during the lifetime of the subsidiary. A composite set of innovation output measures also shows significant variations in within-function levels of capability across our sample. We conclude that subsidiary specialisation and unique subsidiary-specific advantages have evolved in a way that is strongly influenced by the above factors.  相似文献   

Using Prompt Fading to Teach Self‐Questioning to Fifth Graders with LD: Effects on Reading Comprehension     

Christina A. Rouse  Sheila R. Alber‐Morgan  Jennifer M. Cullen  Mary Sawyer 《Learning disabilities research & practice》2014,29(3):117-125

Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self‐questioning. In this study, two fifth graders with LD were taught to self‐generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A multiple baseline across participants design demonstrated that the self‐questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the students demonstrated evidence of maintenance and generalization of reading comprehension outcomes.  相似文献   

Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations     

A. Mark Langan  David M. Shuker  W. Rod Cullen  David Penney  Richard F. Preziosi  C. Philip Wheater 《Assessment & Evaluation in Higher Education》2008,33(2):179-190

There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self‐ and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were associated more strongly with tutor‐awarded marks than those from self‐assessment. For self‐assessment there was a strong effect of gender (female students undervalued their performance compared with tutor grades). Peer assessment produced higher marks than from tutors, perhaps because of the close‐knit community developed during residential courses. For tutor marks, the greatest variability was at the lower end of the scale, whereas peer assessors were most variable when marking students who self‐evaluated or peer assessed highly. Students awarded a narrower range of marks to peers compared with tutors, but when self‐assessing used a larger range. Presentations by students who admitted to little sleep the night before received lower grades from both peers and tutors, but this was not reflected by self‐assessments, suggesting they were unaware of their poorer performances. Sessions with fewer talks (four rather than seven) reduced the ‘dip’ in marks previously observed in the middle of sessions. Findings are discussed in the context of bias in this mode of assessment.  相似文献   

Contemporary Classics? The Early Onset of Influence of Articles Published in Criminology and Criminal Justice Journals, 2010–2015     

Amanda Graham  Travis C. Pratt  Heejin Lee  Francis T. Cullen 《Journal of Criminal Justice Education》2019,30(3):348-375

Citation analysis is a valuable method for tracking the growth and transmission of scientific knowledge. In criminology and criminal justice, such analyses tend to be focused on “classic” works or on highly cited scholars over many years. As an alternative approach, we focus on work that has been cited rather quickly – what we term the “early onset” of impact. In doing so, we identified 221 of the most highly cited peer-reviewed articles, authored by 480 scholars, which were published in criminology and criminal justice journals between 2010 and 2015. Analyses reveal wide variation in substantive topics and methodological approaches, as well as a substantial gender gap with respect to authorship. Additional analyses provide insight into both journal and institutional/program prestige. We conclude with directions for future research and stress the importance of tracking over time articles that appear to be off to an early start with respect to scholarly impact.  相似文献   

Teaching Basic Science and Clinical Medicine at a distance: An Evaluation of Satellite Communication     

Charles W. Dohner  Elisabeth Zinser  Tom Cullen  M. Roy Schwarz 《Distance Education》1985,6(1):4-33

The evaluation plan arid preliminary results are reported for the ATS‐6 Satellite interactive telecommunication program for teaching at sites remote from an established medical school. The technical aspects of the system were seen as quite adequate and did not appear to substantially inhibit interaction. In the Fairbanks broadcasts analyzed, the average number of interactions ranged from 1.49 to 2.60 per minute. Ninety percent of the interaction flowed across the Satellite during Omak transmissions. Participants tended to initiate communication when they were on camera rather than when viewing their counterparts. Omak participants directed a higher percentage of the communication in student/resident programs (70%) than in faculty continuing education programs (59%). Interaction analysis indicated the categories of giving opinion, information, and suggestion were most frequent. Asking for opinion and suggestion occurred infrequently. The most frequent emotional expression was offering solidarity (e.g., reassurance), while there were exceedingly few expressions of disagreement, tension and antagonism. User acceptance of the system was determined to be very high. Participants with frequent exposure to the Satellite modality tended to have positive reaction. A significant difference in knowledge gain is reported in one of two basic science areas taught via Satellite as compared to regular instruction.  相似文献   

Japan: Meeting the challenge of computers in education     

Dr. Rowena Santiago 《Educational technology research and development : ETR & D》1993,41(4):111-114

Conclusion The conditions that prepare the way for integrating computers in the curriculum are being successfully addressed in Japan. Computers have definitely found their way into the classroom, and more computers will be purchased by the Japanese government in the next year or two. The groundwork has also been laid in teacher training and in upgrading the quality of instructional software. The issue now lies in being able to teach not onlyabout computers, but how to teach effectivelywith computers. The next challenge for Japanese education is to focus on policy and efforts aimed at putting the equipment, the software guidelines, and the teacher education programs to work.She was in Hiroshima, Japan, in 1993 as an exchange professor at Yasuda Women's University.The author would like to thank Mr. Toru Iiyoshi of the International Christian University in Tokyo; Ms. Mochizuki of the Center for Educational Technology in Tokyo; and the director and staff of the Center for Educational Computing in Tokyo for their assistance with research materials.  相似文献   

Accounting for Model Uncertainty in the Prediction of University Graduation Rates     

Cullen F. Goenner  Sean M. Snaith 《Research in higher education》2004,45(1):25-41

Empirical analysis requires researchers to choose which variables to use as controls in their models. Theory should dictate this choice, yet often in social science there are several theories that may suggest the inclusion or exclusion of certain variables as controls. The result of this is that researchers may use different variables in their models and come to disparate conclusions with respect to predicted effects and their statistical significance. In such cases one is uncertain of which particular set of regressors forms the model that represents the data. The approach used below accounts for uncertainty in variable selection by using Bayesian model averaging (BMA). Accounting for uncertainty, we demonstrate that BMA provides better out-of-sample prediction for university graduation rates than results based on alternative variable selection methods.  相似文献