Supervising research in Māori cultural contexts: a decolonizing,relational response     

Mere Berryman  Ted Glynn 《高等教育研究与发展》2017,36(7):1355-1368

We have collaborated for 25 years as indigenous Māori and non-Māori researchers undertaking research with Māori families, their schools and communities. We have endeavored to meet our responsibilities to the Māori people (indigenous inhabitants of New Zealand) and communities with whom we have researched, as well as meet the requirements and responsibilities of our academic institutions. In this paper, we reflect on the implications of these responsibilities for our work as supervisors of master’s and doctoral students (Māori and non-Māori) who seek to draw on decolonizing methodologies as they undertake research in Māori cultural contexts. We draw on the experiences and interactions we have had with four different postgraduate students whose research on improving educational outcomes for Māori students has required them to engage and participate in Māori cultural contexts.  相似文献   

Sharing Our Library Facility: Prescott Valley Arizona Public Library     

Ted Johnson  Casey Van Haren  Michele Hjorting 《Public Library Quarterly》2017,36(2):154-166

The present Prescott Valley Public Library facility was created in 2009 as a space that was meant to be shared. The building was designed to be aesthetically unique and people friendly. Key elements include an auditorium for Town Council, a multifunctional meeting room with a kitchen and multimedia projection capabilities, a roof top terrace, outside patios, PC lab, Digital Media Lab, and a variety of smaller gathering spaces. Additionally, we share our facility with a satellite campus of Northern Arizona University, which affords frequent opportunities to collaborate in novel ways to connect with our community. Sharing is a value we learn early in life and it is the hallmark of professional librarianship. It is challenging, sometimes frustrating work. But the rewards far outweigh the risks. Those rewards extend to every citizen in our shared, county network—Yavapai Library Network. Throughout this article, we present a variety of practical aspects related to our experience, which may guide and inspire others to share their library space within their community.  相似文献   

On Simulation and the Teaching of Statistics     

Ted Hodgson  Maurice Burke 《Teaching Statistics》2000,22(3):91-96

The use of simulation as an instructional tool can promote a deep conceptual understanding of statistics and lead to misunderstandings. Teachers need to be aware of the misconceptions that can arise as a result of simulation and carefully structure classroom activities so as to derive the benefits of this powerful instructional tool.  相似文献   

FRSAD,Semiotics, and FRBR-LRM     

Ted Gemberling 《Cataloging & classification quarterly》2016,54(2):136-144

Philosophy grapples with the deepest and most difficult questions in human life. In a 2012 article, Jonathan Furner raises questions about the “Functional Requirements for Subject Authority Data” (FRSAD) model. Can the FRSAD framers really avoid tackling philosophical questions as they attempt to do—the long-running dispute between nominalists and realists, in particular? This article attempts to flesh out a realist position while showing some implications for the new Functional Requirements for Bibliographic Records-Library Reference Model. It is not clear that FRSAD really takes a realist view, as Furner claims, and a position on the nominalist–realist debate is not necessary for information professionals.  相似文献   

Enhancing Teachers' Knowledge and Use of Inquiry Through Environmental Science Education   总被引：1，自引：0，他引：1  

Bell  Cheryl  Shepardson  Daniel  Harbor  Jon  Klagges  Hope  Burgess  Willie  Meyer  Jason  Leuenberger  Ted 《Journal of Science Teacher Education》2003,14(1):49-71

Journal of Science Teacher Education -  相似文献   

Research engagement of health sciences librarians: a survey of research-related activities and attitudes     

Susan Lessick  Carol Perryman  Brooke L. Billman  Kristine M. Alpi  Sandra L. De Groote  Ted D. Babin  Jr. 《Journal of the Medical Library Association》2016,104(2):166-173

  相似文献   

Empty Philosophy of Science     

Ted Richards 《Metascience》2009,18(2):313-317

  相似文献   

Information Arcology and Data Explorations: Scientific Content for Multiple Learning Styles and Environments     

Habermann  Ted  Burton  Nancy  Frender  Kevin 《Journal of Science Education and Technology》1998,7(3):235-247

  相似文献   

Developing an automated writing placement system for ESL learners     

Helen Yannakoudakis  Øistein E Andersen  Ted Briscoe  Diane Nicholls 《教育实用测度》2018,31(3):251-267

ABSTRACT

There are quite a few challenges in the development of an automated writing placement model for non-native English learners, among them the fact that exams that encompass the full range of language proficiency exhibited at different stages of learning are hard to design. However, acquisition of appropriate training data that are relevant to the task at hand is essential in the development of the model. Using the Cambridge Learner Corpus writing scores, which have been subsequently benchmarked to Common European Framework of Reference for Languages (CEFR) levels, we conceptualize the task as a supervised machine learning problem, and primarily focus on developing a generic writing model. Such an approach facilitates the modeling of truly consistent, internal marking criteria regardless of the prompt delivered, which has the additional advantage of requiring smaller dataset sizes and not necessarily requiring re-training or tuning for new tasks. The system is developed to predict someone’s proficiency level on the CEFR scale, which allows learners to point to a specific standard of achievement. We furthermore integrate our model into Cambridge English Write & Improve^TM—a freely available, cloud-based tool that automatically provides diagnostic feedback to non-native English language learners at different levels of granularity—and examine its use.  相似文献   

Cultural Studies, “So‐Called”     

Ted Striphas 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):27-45

  相似文献