Right Under Their Noses: Helping Patrons Identify the Resources at Their Fingertips     

Jessica C. Garner  Jessica R. Williams 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(4-5):119-137

Interlibrary Loan departments (ILLs) repeatedly receive requests for materials already owned by the home library. All libraries have the goal of providing the resources that patrons want and need in an easily searchable manner, but by submitting these requests, patrons unwittingly slow the process of the service by adding an unnecessary middleman into their search process. Interlibrary loan is a great tool for sampling how patrons are using (and mis-using) resources and diagnosing where breakdowns in communication between the library and the patrons regarding searches are taking place. The ILL at Georgia Southern University conducted a qualitative research study with IRB approval to explore this concern. From this research, we will describe how data suggest a more streamlined approach to redirecting searches originating in the library for outside sources to assets already physically (or electronically) stored in the library. We will discuss our research process and how we partnered with other departments in the library. Our findings have been useful to our Discovery Services managers and our instruction faculty.  相似文献   

Difficulties and support at school for children following renal transplantation: a case study     

Konstantina Poursanidou  Philip Garner  Alan Watson  Roger Stephenson 《Support for Learning》2003,18(4):170-176

In an interesting example of inter-agency collaboration, researchers from Nottingham Trent University and Nottingham City Hospital here use a case study to shed light on some of the peer relationship issues and the support needs of young people with medical conditions. They consider that the concerns raised by the case study suggest schools need to address these proactively rather than reactively.  相似文献   

Sunday democracies: a mixed methods analysis of members’ perceptions of church authority and organizational dissent     

Johny T. Garner 《Journal of Applied Communication Research》2016,44(4):415-433

Previous research has emphasized differences between churches and other types of organizations including the potential for leaders’ authority to be based on unassailable interpretations of Scripture and on divine callings. The present study examined members’ perceptions of church authority and the degree to which those perceptions affected their willingness to express dissenting opinions, a key feature of organizational democracy. Focus group participants described a fluid process as they negotiated how their voices would be heard in decision-making while simultaneously entrusting some decision-making to ordained leaders. That process sometimes involved seeing members’ voices as one expression of divine authority or compartmentalizing pastoral leadership to spiritual matters and democratic leadership to practical matters. Focus groups also emphasized the importance of church committees and transparency as integral practices for members’ voice in church decision-making. Surveys of a wider group of church members demonstrated that perceptions of democracy and divine authority influenced members’ willingness to express upward dissent, and to a lesser extent, lateral dissent. Results revealed how church members conceptualize their roles in decision-making, highlighting potential areas of conflict when leaders deviate from members’ expectations.  相似文献   

Learner-generated drawing as a strategy for learning from content area text     

Peggy Van Meter  Maja Aleksic  Ana Schwartz  Joanna Garner 《Contemporary educational psychology》2006

Learner-generated drawing is a strategy that can improve learning from expository text. In this paper, a model of drawing construction is proposed and the experimental design tests hypotheses derived from this model. Fourth and sixth grade participants used drawing under three experimental conditions with two conditions including varying degrees of support. On a problem solving posttest, both supported drawing groups scored higher than the non-drawing Control group. Although the grade by condition interaction was not significant, there was a strong trend in this direction. When sixth grade participants were considered independently, participants in the most supported drawing condition also obtained higher problem solving scores than those who drew without support. There were no significant condition effects for fourth grade nor were there any significant effects on a multiple-choice recognition posttest. Results were consistent with hypotheses and are discussed in light of the proposed theoretical framework.  相似文献   

Preschoolers' Emotional Control in the Disappointment Paradigm and Its Relation to Temperament, Emotional Knowledge, and Family Expressiveness   总被引：2，自引：0，他引：2  

Pamela W. Garner  Thomas G. Power 《Child development》1996,67(4):1406-1419

The present research evaluated a conceptual model that links temperament, emotional knowledge, and family expressiveness to preschoolers' emotion regulation ability. The emotional understanding of 82 preschoolers was assessed with 2 separate tasks. After the second emotional knowledge task, the children were presented a "disappointing" prize, and their facial displays of positive and negative affect were recorded. The children and their mothers also participated in a game designed to elicit maternal expressive behavior. Mothers provided information about the preschoolers' temperament and about the frequency of positive and negative affect expressed within their families Results indicated that children's positive displays when presented the "disappointing" prize were inversely related to the temperamental dimension of emotional intensity and positively associated with children's understanding of emotion. Maternal reports of sadness within the family were inversely related to children's positive affective displays. Children's negative emotional displays in the disappointment situation were inversely related to observed maternal positive emotion. The findings from this study give greater specification to the unique and joint contributions of temperament, emotional knowledge, and family expressiveness in predicting preschoolers' expressive control of emotion.  相似文献   

The role of perceived support and local culture in undergraduate research mentoring by underrepresented minority faculty members: findings from a multi-institutional research collaboration     

Shannon N. Davis  Pamela W. Garner  Rebecca M. Jones  Duhita Mahatmya 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):176-188

ABSTRACT

Undergraduate research is value-added experiential learning that cultivates creative and intentional learners in and out of the classroom. However, only recently have researchers begun investigating the mechanisms related to mentoring undergraduate researchers, with scant attention being paid to the experiences of underrepresented minority (URM) faculty members. Using unique data collected from an online survey of faculty members (overall N = 215, URM n = 25), we find departmental and institutional support to be the key factors correlated with mentoring undergraduate research students. Reported support is more influential for URM faculty than white faculty, providing evidence of the importance of institutional policy as a mechanism to facilitate URM faculty participation in the high impact practice of mentoring undergraduate researchers. The findings are discussed in the context of institutional initiatives designed to support student and faculty success in the 21st century.  相似文献   

Review Symposium     

William Baker  Steve Garner  Michael R. M. Ward 《British Journal of Sociology of Education》2016,37(5):780-787

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An innovative program for multihandicapped deaf students using the FSSI.     

D Garner  H Becker  S Schur  E Hammer 《American annals of the deaf》1991,136(3):265-269

Teachers in public schools now have more students with more severe disabilities than they did in the past. Unfortunately, efforts to provide them with a quality education have been hampered by a lack of focused instructional planning. This article describes an innovative program developed for deaf multihandicapped students that has created an integrated focus for instruction. The organizing framework for the program incorporates the Functional Skills Screening Inventory, a domain referenced assessment of living and working skills. This structured approach enables teachers to identify current functional levels, develop meaningful short- and long-term objectives, and monitor student progress throughout their educational programs. It also facilitates long-range planning and evaluation of the instructional program on an ongoing basis.  相似文献   

EDITORIAL     

Mary Briggs  Suzanne Carrington  Chris Coates  Mary Doveston  Anthony Feiler  Cath Gristy  Elaine Hall  Jenny Hankey  Jane Holford  Marie Howley  Mary Kellett  Jackie Lown  Elspeth McCartney  Diane Montgomery  Melanie Nind  Sue Pearson  Richard Rose  Geoff Tennant  Kate Wall  Philip Garner 《Support for Learning》2009,24(1):3-4

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EDITORIAL     

Philip Garner 《Support for Learning》2011,26(4):143-143

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