Virtually Yours     

《The Reference Librarian》2013,54(79-80):19-34

Summary

The world of the reference librarian is changing. As more and more patrons go to the Internet first to meet their information needs, libraries must be there to help them locate and obtain relevant information. Libraries have been experimenting with virtual reference tools for some time. This paper will provide a brief overview of the development of virtual reference services, examine the need for and provide lessons learned from implementing virtual reference services in a major research library.  相似文献   

Co-Authorship and Scientific Publications: A Case Study at Shahed University     

Golnessa Galyani Maghaddam  Mostafa Moballeghi 《期刊图书馆员》2013,64(3-4):370-379

The purpose of this research is to study co-authorship and scientific publications of faculty members at Shahed University, located in Iran, during the period of 2000 to 2008. Scientometrics methods were used to evaluate scientific publications. The rate of co-authorship is high (91.27%) in comparison with single authorship (8.73%). Moreover, there is a great number of scientific collaborations among Shahed University faculty members but international collaboration is low. The article provides insight into co-authorship at Shahed University and provides useful information for researchers who are seeking to learn about the collaboration in scientific works by Iranian researchers at the national and international levels.  相似文献   

UK Research Reserve: Working Together to Establish a National Collection     

Dan Crane 《期刊图书馆员》2013,64(3-4):286-294

This article describes the history, structure and workings of the UK Research Reserve, a national collaborative programme to release space in Higher Education Libraries and secure copies of print journals. The program's key processes are described to illustrate how a national collection of copies for access and preservation is created using coordinated de-duplication and shared storage. Achievements to date and possibilities for future developments are outlined.  相似文献   

Mediating Artifact in Teacher Professional Development     

Bodil Svendsen 《International Journal of Science Education》2013,35(11):1834-1854

This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers’ perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts.

The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning.  相似文献   

Supervision in Secondary Education     

Thomas H. Briggs 《Clearing house (Menasha, Wis.)》2013,86(2):80-84

It is widely accepted that including writing activities in the learning process positively impacts student achievement and leads to greater depth of student understanding. This writing is often missing in the math classroom though, when the focus is misplaced on rote procedures. In these classrooms students learn mathematical processes but have little depth of understanding into the mathematical foundations, nor have an ability to clearly express their mathematical reasoning. This article promotes the use of Internet-based chat, forums, and blogs as the environment in which necessary mathematical writing can occur. Zemelman, Daniels, and Hyde provide a best practice framework through which the benefits of chat, forum, and blog writing are obvious. Student engagement with material increases in a cooperative environment, where a real audience and purpose for writing is clear, and student ownership in personal learning grows. In addition, students mature in traditional reading and writing literacy and further develop critical thinking skills.  相似文献   

Family Engagement and Tiered Approaches for Middle and Secondary Students     

Lydia Gerzel-Short  Greg Conderman 《Clearing house (Menasha, Wis.)》2013,86(4-5):135-142

Tiered instruction and social/emotional supports (such as Response to Intervention or Positive Behavior Intervention Supports) are not only for elementary students. Middle and high school educators are now implementing these strategies to close the skills achievement gap and support students in various classes. One crucial component often neglected in professional literature involves ways to collaborate with families, especially when their student is receiving specialized tiered instruction. Due to the importance of engaging and empowering families, this article describes ways middle and high school personnel can strengthen the family–school collaboration when a student is receiving support in tiered systems.  相似文献   

Developing and sustaining open communication in action research initiatives: a response to Kemmis (2006)     

Anne Hynds 《Educational Action Research》2013,21(2):149-162

In a recent issue of Educational Action Research, Stephen Kemmis argued that action research should be participative in nature and involve ‘open communication’ by engaging the voices and perspectives of others besides teachers, such as students, parents/caregivers and other community members. This article explores the implications of this call for open communication, with reference to results from one study conducted within New Zealand that investigated teachers’ action research work from multiple and culturally diverse perspectives. Data analysis from this study revealed a number of barriers to maintaining critical, public dialogue and collective inquiry. Foremost amongst these was a lack of preparation and willingness on the part of school leaders to respond to specific challenges put forward from some stakeholder groups, particularly at a time when race relationships between Maori and non‐Maori groups dominated national news headlines.  相似文献   

‘Doing research was inspiring’: building a research community with teachers     

Dragana Martinovic  Natasha Wiebe  Snezana Ratkovic  Colleen Willard-Holt  Terry Spencer  Maria Cantalini-Williams 《Educational Action Research》2013,21(3):385-406

This paper reports on a mixed-methods study related to K–12 teachers’ understandings of what research is, and what enables or inhibits teacher use of research in the classroom towards informing their instructional practices. In a collaboration exemplifying school board and university partnerships, we examined the nature of associations between teachers and education research(ers). Our findings indicated that teachers felt both connected and disconnected to research practices in education. Participants suggested ways to establish and sustain better links and collaborations among the communities of teaching and research. This paper emphasizes the importance of universities, schools and teachers working together to conduct meaningful research and apply current knowledge in the field of education.  相似文献   

Creative pedagogies and collaboration: an action research project     

Aaron M. Kuntz  Marni M. Presnall  Maria Priola  Amy Tilford  Rhiannon Ward 《Educational Action Research》2013,21(1):42-58

This action research study involves nine elementary school teacher-researchers, one university faculty member, and one graduate student engaged in developing creative pedagogical practices in one elementary school in an urban school in Alabama, USA. Participants found that a teacher’s experience of agency and their ability to work creatively depended upon a clear articulation of structures and the identification of areas of flexibility and possibility. Further, participants endeavored to promote avenues for ongoing communication and collaboration between teachers and the principal with the view that creativity based in communication would sustain transformative dialogues in the school.  相似文献   

Critical reflections of action research used for professional development in a Middle Eastern Gulf State   总被引：1，自引：1，他引：0  

Alyson McGee 《Educational Action Research》2013,21(2):235-250

This article describes and critically reflects on an action research project used for professional development purposes in a Middle Eastern Gulf State. The aim of the project was to improve professional development experiences for a group of in‐service teacher educators, who were English as Second Language advisers. The initial discussion highlights different ideological and methodological approaches to action research and identifies core characteristics that were framed to evaluate the project. Second, the background to the local context is described followed by the action research project, the methodology and outcomes. Using an evaluative framework, the subsequent discussion describes the successes of this project. These include encouraging reflection in a collaborative environment, promoting a culture of learning and supporting the participant’s reconstruction of professional knowledge situated in practice. Finally, there is a critical reflection around a number of challenges, tensions and questions that emerged from the project, centred on the loss of core democratic values underpinning action research. These concerns highlight power relationships and the ownership and control of research, which become more apparent in mandatory situations and hierarchical contexts.  相似文献