Simple Marketing Techniques and Space Planning to Increase Circulation     

D. Yvonne Jones  Margarite McCandless  Kara Kiblinger  Kelly Giles  Jenne McCabe 《资料收集管理》2013,38(2):107-118

In the academic Information Commons, the frontline staff are key library assets. This article demonstrates one example of frontline staff observing, analyzing, and modifying user behavior using simple marketing techniques and space planning. James Madison University East Campus Library personnel increased circulation of books by increasing the visibility of the book collection. Minor furniture changes in the lobby, adding rotating themed book displays and providing digital and print signage, produced a dramatic effect. Circulation numbers essentially doubled for the lobby browsing book collection and markedly increased for books highlighted in the displays.  相似文献   

Learning Together: The Student/Parent/Teacher Triad     

Peter Coleman  Joan Collinge  Yvonne Tabin 《School Effectiveness & School Improvement》2013,24(4):361-382

This report contains an analysis of both quantitative and qualitative data on participant perceptions of the co‐production of learning. It constitutes a refinement of the working model of the triadic relationship between parents, students, and teachers which was the basis of previous reports (Coleman, Collinge, & Seifert, 1992; Coleman, Collinge, & Tabin, 1992; Coleman & Tabin, 1992; Coleman & Collinge, 1991). Given our earlier findings the focus in this paper is upon the theme of collaboration, which is emerging as one critical element in the relationships within the student/teacher/parent triad.

The analysis shows that there are sharp differences in perceptions of collaboration between different triad members. Collaboration between parents and students is perceived to be both strong and balanced in initiation. Teachers show little awareness of its strength. Collaboration between teachers and parents is perceived by both to be one‐sided; each party sees the other as unresponsive. It is invisible to students. Collaboration between students and teachers varies between classrooms, and seems to be based upon the teachers’ perception of student acceptance of responsibility; parents are very keenly aware of this collaboration where it exists. Classroom level differences are also strong; teacher attitudes and practices clearly determine the extent of collaboration.

In British Columbia parent and student attitudes towards classrooms and teachers are affected, sometimes strongly, by teacher practices of parent involvement. These attitudes contribute to parent and student rating of particular schools.  相似文献   

The role of feedback in young people’s academic choices     

Yvonne Skipper  Patrick J. Leman 《International Journal of Science Education》2013,35(4):453-467

ABSTRACT

Women are underrepresented in Science, Technology, Engineering and Mathematics subjects with more girls leaving these subjects at every stage in education. The current research used a scenario methodology to examine the impact of teacher feedback on girls’ and boys’ choices to study a specific science subject, engineering. British participants aged 13 (N?=?479) were given scenarios where a new teacher encouraged them to take engineering using person feedback which focussed on their abilities, process feedback which focussed on their effort levels or gave them no reason. Results suggested that both boys and girls were more likely to select to study engineering when they received person feedback rather than process or no feedback. Young people also thought that ability was more important to being successful in science than in non-science subjects.This suggests young people feel that ability is needed to succeed in science subjects and person feedback can lead them to believe that they have this ability. Therefore, teacher feedback which gives ability attributions for possible success could be used to encourage more young people to persist in science. However, the potentially negative longer term outcomes of ability attributions and how they may be negated are also discussed.  相似文献   

Lived experiences and reflections of joint NCATE‐state reviews     

Anastasia P. Samaras  Shari L. Francis  Yvonne D. Holt  Thomas W. Jones  David S. Martin  Joan L. Thompson 《The Teacher Educator》2013,48(1):68-83

Abstract

Teacher education faculty members, state certification officers, and NCATE staff share what they have learned from their NCATE‐state joint review and accreditation visits. Dilemmas concerning the joint review are addressed and include (a) proactive versus reactive measures for institutions of higher education and state affiliations of the American Association of Colleges for Teacher Education, (b) issues of partnership versus separateness, and (c) process versus product frameworks in planning and documenting growth. Conceptual and practical suggestions are offered for working collaboratively to develop high quality teacher education programs and successful joint review and accreditation visits.  相似文献   

Action research in education     

Yvonne Barnes 《Educational Action Research》2013,21(2):306-307

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„Sportwissenschaftliche Geschlechterforschung zwischen Theorie,Politik und Praxis“     

Yvonne Weigelt-Schlesinger 《Sportwissenschaft》2007,37(1):108-111

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The Others reconstructed     

Alexander Geimer  Steffen Lepa  Achim Hackenberg  Yvonne Ehrenspeck 《Zeitschrift für Erziehungswissenschaft》2007,10(4):493-511

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The Development of the Year Curriculum Coordinator at Burntwood School     

Charles Harper  & Yvonne Barry 《Pastoral Care in Education》1999,17(4):17-22

This article gives an account of a school in which Year Curriculum Teams were created, consisting of a planned combination of tutors across subject clusters. An enhanced role and perspective for the tutor is described. Subsequent changes were accommodated well by the new system, even though the position regarding tutor continuity was changed. As with other school accounts in this issue, a sense of the particular flavour of the school comes through, alongside the structural themes which may have wide application.
Charles Harper and Yvonne Barry are both members of the Senior Management Team at Burntwood School, which has recently been awarded Beacon status. Charles has taught in a number of schools including in Pennsylvania, USA. He was a Head of Art before moving into senior management. Yvonne has taught in two large comprehensive schools and was a Year Curriculum Coordinator before becoming a senior manager. Both have been involved in training staff and in giving presentations at the Institute of Education, CSCS, QME and various London schools. Charles and Yvonne are members of various working groups and advisory bodies including the Open University and the QCA.  相似文献   

A Comparative Study of Primary and Secondary School Students' Images of Scientists     

Yvonne Y. H. Fung 《Research in Science & Technological Education》2013,31(2):199-213

The Draw-A-Scientist Test was administered to 675 Hong Kong Chinese students to explore their images of scientists. The main purposes were to discover any differences across grade levels and between male and female students, and to see if the results were comparable to those found in studies in other parts of the world. As in the findings of earlier research, there was evidence that students developed a more stereotypic image of a scientist with age and that the scientists drawn were predominantly male. It was also noted that some students, though a small percentage, included special captions and comments to express their views of the scientist. While the DAST is a feasible and simple method, future studies should supplement it with interviews for deeper understanding of students' constructs.  相似文献   

Teachers' views on and use of printed materials in a distance learning teacher education course     

Yvonne Y. H. Fung 《Open Learning》2013,28(2):175-183

Despite the heavy emphasis on online learning in recent years, print is still an important medium for course delivery in distance education. Distance educators have argued that, with the incorporation of appropriate access structures, distance learning materials can be self‐instructional and interactive. This study aims to explore the extent to which students on a distance teacher education course considered that the print materials had achieved the course objectives, and how they made use of the in‐text access structures. The results indicate that, although teachers on the course agreed that the materials were able to achieve the course objectives, the extent to which they made use of the access devices varied considerably.  相似文献