English in Education     

Julie Blake 《English in Education》2008,42(1):101-101

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Update on inflation of journal prices: medical journals, U.S. journals, and Brandon/Hill list journals     

M R Kronenfeld  S H Gable 《Bulletin of the Medical Library Association》1989,77(1):61-64

This paper examines the increases in prices for the last twenty years for the journals listed in the 1987 Brandon/Hill list and for the last twelve years for those on a list of medical and general periodicals published annually in Library Journal. This information is compared to the general U.S. inflation rate as measured by the Consumer Price Index. Despite the decline in the general rate of inflation, the buying power of libraries has continued to dwindle. Librarians need to use this information when justifying increased budget requests. They also need to interact more effectively with publishers to resolve this problem. The buying power of the dollar (as compared to the 1975 dollar) spent on the Brandon/Hill list journals is now 59% of that of a dollar spent in the general economy. This compares to 64% in 1983, when this research was last updated.  相似文献   

A season-long team-building intervention: examining the effect of team goal setting on cohesion     

Senécal J  Loughead TM  Bloom GA 《运动与训练心理学杂志》2008,30(2):186-199

The purpose of the current study was to determine whether the implementation of a season-long team-building intervention program using team goal setting increased perceptions of cohesion. The participants were 86 female high school basketball players from 8 teams. The teams were randomly assigned to either an experimental team goal-setting or control condition. Each participant completed the Group Environment Questionnaire (GEQ; Carron, Brawley, & Widmeyer, 2002; Carron, Widmeyer, & Brawley, 1985), which assessed cohesion at both the beginning and end of the season. Overall, the results revealed a significant multivariate effect, Pillai's trace F(12, 438) = 2.68, p = .002. Post hoc analyses showed that at the beginning of the season, athletes from both conditions did not differ in their perceptions of cohesion. However, at the end of the season, athletes in the team goal-setting condition held higher perceptions of cohesion than athletes in the control condition. Overall, the results indicated that team goal setting was an effective team-building tool for influencing cohesiveness in sport teams.  相似文献   

Interactive Kiosk at the Texas Tech University Libraries     

Ryan Litsey  Susan Hidalgo  Kaley Daniel  Julie Barnett  Amy Kim  Shannon Jones 《Journal Of Access Services》2015,12(1-2):31-41

The academic library, given its often privileged position on campus, is the information source that can include directional as well as general campus facts among the myriad of print and e-resources for reference. Also, an academic library's audiences can be quite varied and include prospective students or parents seeking more general knowledge of the building and the campus. Many times this need for information drives patrons to the library service desks. Sometimes, especially during the high-demand seasons of new student orientation and beginning of the fall semesters, the desk is so busy that many patrons will leave because they don't have the time to wait. To address this immediate need for information, Texas Tech University Libraries developed an interactive kiosk to provide general information for frequently asked questions in a more efficient, creative, and interactive way. The kiosk provides a fun method of satisfying a patron's information needs without the requirement of a staff member or the need to wait in line for help. The kiosk is available as long as the Library is open and provides a variety of useful answers to general questions, as well as facts about the Library.  相似文献   

Secondary Science Teachers’ Beliefs and Persistence: A Longitudinal Mixed-Methods Study     

Sissy S. Wong  Julie A. Luft 《Journal of Science Teacher Education》2015,26(7):619-645

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Technology integration coursework and finding meaning in pre-service teachers’ reflective practice     

Royce Kimmons  Brant G. Miller  Julie Amador  Christopher David Desjardins  Cassidy Hall 《Educational technology research and development : ETR & D》2015,63(6):809-829

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Design-Based Research Within the Constraints of Practice: AlgebraByExample     

Julie L. Booth  Laura A. Cooper  Alexandra Huyghe  Kenneth R. Koedinger  E. Juliana Paré-Blagoev 《Journal of Education for Students Placed at Risk》2015,20(1-2):79-100

Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion.  相似文献   

Interactions between Niche and Regime: An Analysis of Learning and Innovation Networks for Sustainable Agriculture across Europe     

Julie Ingram  Damian Maye  James Kirwan  Nigel Curry  Katarina Kubinakova 《The Journal of Agricultural Education and Extension》2015,21(1):55-71

Abstract

Purpose: This paper aims to reveal, and contribute to an understanding of, the processes that connect learning and innovation networks in sustainable agriculture to elements of the mainstream agricultural regime. Drawing on the innovations and transition literature, the paper frames the analysis around niche-regime interaction using the notion of niche-regime compatibility.

Design/Methodology/Approach: 17 Learning and Innovation Networks for Sustainable Agriculture (LINSA) engaged in agricultural food production, non-food and rural development were analyzed. In line with the project's transdisciplinary approach data were collected in a series of participatory workshops.

Findings: Five modes of LINSA-regime interaction are distinguished based on compatibility. The level of LINSA-regime compatibility influences the extent of the diffusion of LINSA ideas and practices into the regime. However, interaction processes within these modes reveal multiple and diverse connections between LINSA and regime entities suggesting a more complex relationship exists.

Practical implications: A range of connecting processes and activities (for example, certification, exemption from regulation, facilitation of networking) can bring about effective LINSA-regime interaction and could be externally supported.

Originality/Value: Empirical evidence from 17 case studies provides valuable insights from a number of different contexts across Europe. By directing analysis of interaction at the level of LINSA (niche project), rather than at the macro level, the study offers an original perspective. It suggests that the transition to sustainable agriculture might be understood as a complex of interactive processes leading to a series of adaptive changes, rather than as regime change.  相似文献   

Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness     

Vaisarova  Julie  Reynolds  Arthur J. 《Educational Assessment, Evaluation and Accountability》2022,34(2):195-226

Although research suggests that the use of child-initiated vs. teacher-directed instructional practices in early childhood education has implications for learning and development, the precise nature of these effects remains unclear. Using data from the Midwest Child-Parent Center (CPC) Expansion Project, the present study examined the possibility that a blend of child- and teacher-directed practices best promotes school readiness among preschoolers experiencing high levels of sociodemographic risk and explored whether the optimal blend varies based on child characteristics. Sixty-two CPC preschool teachers reported their instructional practices throughout the year, using a newly developed questionnaire—the Classroom Activity Report (CAR). The average reported proportion of child-initiated instruction was examined in relation to students’ end-of-year performance on a routine school readiness assessment (N = 1289). Although there was no main effect of child-initiated instruction on school readiness, there was a significant interaction between instruction and student age. Four-year-olds’ school readiness generally improved as the proportion of child-initiated time increased, while 3-year-olds showed a U-shaped pattern. The present findings add to the evidence that child-initiated instruction might support preschoolers’ school readiness, although they also suggest this relation may not always be linear. They also point to the importance of examining instructional strategies in relation to student characteristics, in order to tailor strategies to the student population. The CAR has potential as a brief, practical measurement tool that can support program monitoring and professional development.

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Strategic ambiguity in the role development process     

Katherine Miller  Lori Joseph  Julie Apker 《Journal of Applied Communication Research》2013,41(3):193-214

Today's turbulent business and social environment often compels organizations to adopt internal programs that will help them cope with complexity. One organizational sector in which this is particularly true is the health care industry, as managed care programs and competitive forces have changed the way hospitals and clinics operate. This study looks at a specific organizational program designed to cope with these industry changes and considers the impact of the program on the nurses involved. Drawing on theory and research on role development and strategic ambiguity, this case analysis looks at a hospital system in which the nursing role of “care coordinator”; was defined in a strategically ambiguous way. After analyzing interviews with 19 care coordinators, conclusions are drawn regarding affective reactions to strategic role ambiguity, behavioral adaptation to strategic role ambiguity, and the importance of conceptualizing role ambiguity as a systemic process.  相似文献