Currently, libraries and other information services are facing new professional challenges in relation to digitization policies and orphan works after the publication of European Directive 2012/28/EU on certain permitted uses of orphan works and Spanish Royal Decree 224/2016. This paper aims to analyse how Spanish library and information centres specialising in theatre and performing arts meet users' textual and non-textual information needs, by respecting copyright issues and being involved in a dynamic and digital environment. For this purpose, an online questionnaire, which was used as a methodological tool, was sent to library directors in February 2018. At the same time, some research questions based on orphan works and digitisation approaches are discussed in the paper, specifically in reference to graphic and audiovisual materials. 相似文献
Based on reflections from over a decade of research, scholarship, and programmatic applications, this article provides evidence
of impact from the work of Professor Andy Hargreaves with a specific focus on his concept of contrived collegiality. Explorations
into matters of emotion provided an entry point through which the author has addressed the potential for overcoming patterns
of contrived collegiality. Early research resulted in a theoretical framework of emotional epistemologies which has been foundational
to the design and delivery of professional development and master’s degree programs as well as further research into the evidence
of impact from this approach to leadership development. The engagement with emotional meaning making, when treated as a way
of building trust and developing collaborative learning communities, has proven a good match for the otherwise relatively
contrived collegiality that Professor Hargreaves identified. Professor Hargreaves’ contributions to the author’s journey are
a feature of the piece. 相似文献
This study examines a fifth grade science teacher’s attempts at integrating engineering design using the construct of uncertainty.
Collaborative action research served as a supportive mechanism to uncover and confront the teacher’s uncertainties. Data were
gathered through semi-structured interviews, reflections, classroom observations, lesson plans, and student work. Data analysis
entailed the use of grounded theory. Findings from this study revealed that teaching science through engineering design is
both challenging and problematic. Underpinning the teacher’s pedagogical experiences was the constant force of uncertainty,
in various forms, and how her sense of doubt was beneficial rather than problematic. 相似文献
Emotion understanding develops rapidly in early childhood. Firstborn children (N = 231, 55% girls/45% boys, 86% White, 5% Black, 3% Asian, 4% Latinx, Mage = 29.92 months) were recruited into a longitudinal study from 2004 to 2008 in the United States and administered a series of tasks assessing eight components of young children's emotion understanding from ages 1 to 5. Cohort sequential analysis across three cohorts (1-, 2-, and 3-year-olds) demonstrated a progression of children's emotion understanding from basic emotion identification to an understanding of false-belief emotions, even after controlling for children's verbal ability. Emotion understanding scores were related to children's theory of mind and parent reports of empathy, but not emotional reactivity, providing evidence of both convergent and discriminant validity. 相似文献
Effective supervision models guide the supervisory relationship and supervisory tasks leading to reflective and purposeful practice. The Developmental/Ecological/Problem‐Solving (DEP) Model provides a contemporary framework for supervision specific to school psychology. Designed for the school psychology internship, the DEP Model is also applicable to all pre‐service and advanced field‐based training, as well as career‐long continuing professional development. The Developmental domain initiates training at the functioning skill level of the supervisee and progresses toward independent competency. The Ecological domain addresses the multiple systemic contexts that influence school psychology practice and prepares the intern to intervene within both individual and systemic contexts. The Problem‐Solving domain focuses on the application of data‐based decision making and evidence‐based interventions to the full range of school psychology activities. It provides a systematic schema to address student, family, and school needs. 相似文献
Reading and Writing - In three experiments, we examined whether similar principles apply to written and spoken production. Using a blocked cyclic written picture naming paradigm, we replicated the... 相似文献
Focused on the effects of different type of feedback on learners’ written products, research on written corrective feedback (WCF) has cast second language writers as passive recipients rather than proactive agents in the feedback process. Revisiting the notion of WCF, this study introduces the notion of feedback-seeking behavior (Ashford & Cummings, 1983) to the field of second language writing and examines its motivational mechanisms using Dweck’s (1999) theory of mindsets and an overarching cost-value analysis framework (e.g., Ashford & Cummings, 1983; Anseel et al., 2015). Questionnaire data were collected from 128 foreign language writers from a major public university in the United States. Multiple regression and mediation analyses showed that a growth language mindset predicted the value of feedback, which, in turn, was a strong predictor of both feedback monitoring and feedback inquiry. A fixed language mindset, on the other hand, predicted the cost of feedback seeking, which, in turn, negatively predicted feedback monitoring. The findings offer new venues for second language writing research and pedagogy.
This article examines the changing relationship between higher education and the state in the United Kingdom during a period of rapid higher education expansion and diversification. The roles, respectively, of the academic community, the labour market, and government in the steering of this relationship are considered. The paper concludes that, although external initiatives may have an important role to play in stimulating change in higher education, it is the academic community itself which determines the pace and direction of change. 相似文献
Effective use of informational texts in early elementary grade classrooms can extend and expand children’s knowledge of the
world and provide critical skills necessary for success in the information age. This article suggests several research-based
instructional activities that will enhance children’s ability to use and comprehend informational texts. 相似文献
The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion.
Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students’ own involvement. We point out many of the insights of Stenhouse's approach, but also some of its disadvantages which subtly encourage a popularist form of relativism.
We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others. 相似文献
