The Long Green Line     

Beverly June Becker 《Quest (Human Kinetics)》2013,65(2):127-133

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Launching the Virtual Academic Center: Issues and Challenges in Innovation     

Marilyn Flynn  Wendy Smith  June Wiley  Gary Wood 《Journal of Teaching in Social Work》2013,33(4-5):339-356

In October 2010, the University of Southern California School of Social Work entered the online education environment with the launch of the first national web-based MSW program. After an initial enrollment of 80 students, in just 3 years this state-of-the-art MSW, offered in a technology-advanced synchronous and asynchronous format, has generated an enrollment of 2,000 students residing in 38 states. The development and rapid growth of the Virtual Academic Center has not been without significant challenges, the most substantial of which has been the creation of a national field education program. This paper describes the MSW courses taught in the online environment, and pedagogical hurdles faced in order to maintain the educational quality that is the hallmark of the School's campus-based MSW program.  相似文献   

书目数据的跨行业共享实践与研究——以“高校文科图书引进专款”图书的书目数据共享为例     

张俊娥 《大学图书馆学报》2017,35(1):98-104

图书从出版、发行到图书馆订购并提供读者服务,需经过三个不同的行业。出版社、书商、图书馆在不同的环节都会对图书进行本行业所需要的编目,这样的重复工作,不仅造成人力和物力的浪费,而且也影响到图书的流通服务环节。通过"高校文科图书引进专款"所购外文图书的跨行业书目数据共享实践,探讨了CALIS与书商进行编目合作的应用优势,阐明了把编目前置到出版社,形成出版社、书商、图书馆三者跨行业的书目数据共享联盟,将大大提高各行业的工作效率,使图书馆能将图书尽快服务于读者。  相似文献   

Development of creativity: The influence of varying levels of implementation of the DISCOVER curriculum model, a non-traditional pedagogical approach     

C. June Maker  Sonmi Jo  Omar M. Muammar 《Learning and individual differences》2008,18(4):402

Development of creativity is influenced by multiple factors, including the environment, developmental changes, and measurement tools. In this study, we investigated the relationship between creativity development and implementation of the Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) curriculum model. Using the Test of Creative Thinking–Drawing Production (TCT-DP), 1986 culturally diverse, low-income students, K through 6, in four elementary schools in the U.S. were assessed for three consecutive years. The creativity of all children increased from grades K to 6, but children in classrooms of low implementers demonstrated a dip and some “pauses.” Differences in scores of children in middle/high and low implementers' classrooms were significant. The implication is that creativity development is supported through active learning, student choice, access to varied materials, exploration, self-evaluation, problem finding, and problem solving. Additional analyses need to be conducted to uncover cultural and linguistic influences in these four schools.  相似文献   

The Literature of politics: A citation analysis     

June L. Stewart 《International Information and Library Review》2013,45(3):329-353

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Poor relations in the preschool family: the funding of playgroups 1     

Peter Moss  Julia Brophy  June Statham 《教育政策杂志》2013,28(5):471-491

Playgroups provide for more children under five than any other preschool service, and now regard themselves as an alternative to, rather than a substitute for, nursery education. There are, however, a number of major issues concerning their funding: income depends largely on parental fees and fund‐raising; playgroups are less well resourced than nursery education; and current resourcing may be too low to ensure quality. Based on research in 45 playgroups in three areas (rural, inner city, and suburban), the paper looks in more detail at the consequences for playgroups of their current funding position and, more specifically, at the impact on various aspects of playgroups ‐ including premises and equipment; opening hours and usage; the position of playgroup workers; the satisfaction of mothers and playgroup leaders; and the playgroup environment ‐ of different funding policies pursued by local authorities in the three study areas. One local authority provided substantial support to individual playgroups, while the other two gave minimal support. The paper concludes by considering three options for the future funding of playgroups.

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Testing Alternative Hypotheses Regarding the Association Between Behavioral Inhibition and Language Development in Toddlerhood     

Ashley K. Smith Watts  Deepika Patel  Robin P. Corley  Naomi P. Friedman  John K. Hewitt  JoAnn L. Robinson  Soo H. Rhee 《Child development》2014,85(4):1569-1585

Studies have reported an inverse association between language development and behavioral inhibition or shyness across childhood, but the direction of this association remains unclear. This study tested alternative hypotheses regarding this association in a large sample of toddlers. Data on behavioral inhibition and expressive and receptive language abilities were collected from 816 twins at ages 14, 20, and 24 months. Growth and regression models were fit to the data to assess the longitudinal associations between behavioral inhibition and language development from 14 to 24 months. Overall, there were significant associations between behavioral inhibition and expressive language, and minimal associations with receptive language, indicating that the association is better explained by reticence to respond rather than deficient language development.  相似文献   

Changing UK library and information services; a case study at the University of Northumbria at Newcastle informed by the eLib IMPEL2 Project     

Maureen Jackson  June Thoburn  Graham Walton  Joan Day 《New Review of Academic Librarianship》2013,19(1):71-85

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Identifying young gifted children and cultivating problem solving abilities and multiple intelligences     

Ching-Chih Kuo  June Maker  Fang-Liu Su  Chun Hu 《Learning and individual differences》2010,20(4):365-379

The “Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Preschoolers” (PSMIGP program) was the first enrichment program for young gifted children in Taiwan. It was an extra-curricular program that was implemented over a 3-year period. The assessment and curriculum were designed by adapting the main part of the DISCOVER curriculum.The purpose of this paper was to introduce the identification model and to analyze the participants' performance in problem solving activities and in demonstrating their special talents. To offer enrichment services for gifted young children, the researchers developed an identification model to discover more young gifted children and serve their needs in learning, regardless of the nature of their talents, disabilities, or cultural or socio-economical status. All participating young children were screened in a three-stage process that included both objective and subjective assessments, including checklists, interviews, portfolio assessment, group intelligence tests, observation in the play corner, individual intelligence tests, and structured observation activities. It was also necessary to adjust the standardized test procedure to fit the needs of twice exceptional young children.In total there were sixty-one preschoolers participated in this three-year program, including eleven twice exceptional children and one child from a new immigrant home. Among these sixty-one preschoolers, eight of them participated in two years of the program; the others only participated in one year of the program.The results of this enrichment program found significant correlations among the measurement scores; the scores of teacher assessment of problem solving abilities also showed that most students performed well on all five kinds of problem solving types. From children's archives, participating children presented scientific thinking characteristics, such as rich knowledge with fascinating imagination and the ability to seek many approaches to solving problems. They were delighted to challenge others and pleased to be challenged. The twice exceptional children also performed well in the program, especially those children with autism whose progress in social skills and group adaptability were remarkable. In sum, the researchers in this program had a belief that children, whether gifted or not, did not get the satisfaction of making progress until they had opportunities to find and develop their potentials.  相似文献   

'Those having matches . . .’; an alternative approach to teacher appraisal     

Fran D'Alcan  Martin Alexander  Konrad Machej  June McCafferty 《Cambridge Journal of Education》1986,16(2):154-156

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