I Can See Further Now: Preventive Conservation in a Changing Heritage World     

Anna E. Bülow  Jessica Stitt  Agnes W. Brokerhof 《文物保护研究》2018,63(5):35-42

ABSTRACT

Cultural heritage has undergone a paradigm shift in recent decades. Museums in particular have changed from being a house of treasures to be admired by visitors, to being a place where objects provide the context for new interpretations. Today, visitors are provided with an opportunity to participate and co-create meaning. At the same time a UK government requirement for accountability has pushed the sector towards business management and professionalisation. This new context has forced conservators to respond by aligning themselves with these trends. In order to stay relevant conservators have to take on an active role in facilitating audience participation and increased access to collections, while at the same time improving their efficiency and accountability. Preservation frameworks have played a significant role in enabling conservators to respond to these changed needs within the sector. Crucially, preservation frameworks have encouraged conservation professionals to collaborate with colleagues from across an entire organisation. Having gained a broader understanding of the context within which they work, preservation frameworks have also allowed conservators to systematically collate and analyse data and present these to their stakeholders in a language understood by them. The review of a number of case studies reveals that preservation frameworks help conservators understand the bigger picture and be influential at the right levels.  相似文献   

国家达尔文博物馆与俄罗斯自然历史博物馆协会          下载免费PDF全文

安娜·克林丽娜 《自然科学博物馆研究》2018,(1):80-83

创建于1907年的国家达尔文博物馆是俄罗斯历史最悠久的自然历史博物馆之一,由亚历山大·科茨等四人共同创办,该馆每年为不同的观众举办50~60个不同主题的展览。在国家达尔文博物馆中设立的俄罗斯自然历史博物馆协会发挥着联系俄罗斯各自然历史博物馆的作用。  相似文献   

Measuring teaching quality in higher education: assessing selection bias in course evaluations     

Maarten Goos  Anna Salomons 《Research in higher education》2017,58(4):341-364

Student evaluations of teaching (SETs) are widely used to measure teaching quality in higher education and compare it across different courses, teachers, departments and institutions. Indeed, SETs are of increasing importance for teacher promotion decisions, student course selection, as well as for auditing practices demonstrating institutional performance. However, survey response is typically low, rendering these uses unwarranted if students who respond to the evaluation are not randomly selected along observed and unobserved dimensions. This paper is the first to fully quantify this problem by analyzing the direction and size of selection bias resulting from both observed and unobserved characteristics for over 3000 courses taught in a large European university. We find that course evaluations are upward biased, and that correcting for selection bias has non-negligible effects on the average evaluation score and on the evaluation-based ranking of courses. Moreover, this bias mostly derives from selection on unobserved characteristics, implying that correcting evaluation scores for observed factors such as student grades does not solve the problem. However, we find that adjusting for selection only has small impacts on the measured effects of observables on SETs, validating a large related literature which considers the observable determinants of evaluation scores without correcting for selection bias.  相似文献   

New Profiles,New Skills,New Education for Digital Heritage Professionals: European Spotlight on Competency-Based System     

Anna Maria Tammaro 《International Information and Library Review》2017,49(4):290-296

In Europe, the competency-based system of lifelong learning has been adopted with the objectives of improving professional competencies and promoting professionals' mobility. European coordination is carried out through international programs, guidelines, and frameworks. The benefit for digital heritage professionals is to have the responsibility for their continuous professional development and recognition of their competencies. However, some issues are highlighted: How to recognize new profiles using national and static competencies lists? Who needs to evaluate individual competencies? How can we adopt internationally the competencies of digital heritage profiles?  相似文献   

A Clean Sweep: The Tools and Processes of a Successful Metadata Migration     

Anna Neatrour  Matt Brunsvik  Harish Maringanti  Brian McBride  Alan Witkowski 《Journal of Web Librarianship》2017,11(3-4):194-208

ABSTRACT

In 2016, the University of Utah's J. Willard Marriott Library migrated digital asset management systems from CONTENTdm, a vendor-provided solution from OCLC, to Solphal, a homegrown system utilizing several open source tools. During the migration, issues with metadata led to a large-scale metadata cleanup and standardization project, enhancing discovery in the new system. This article discusses the method used to determine which system would best meet the library's needs, methods for metadata migration, issues observed during migration, metadata management capabilities of the new system, and future plans for post-migration metadata cleanup and remediation to ensure that the metadata is consistent with best practices.  相似文献   

Studying the recontextualisation of science in pre-school classrooms: Drawing on Bernstein’s insights into teaching and learning practices     

Anna Tsatsaroni  Konstantinos Ravanis  Anna Falaga 《International Journal of Science and Mathematics Education》2005,1(4):385-417

This paper explores pre-school pedagogic practices related to science, and argues for the relevance of sociology of education for such exploration. It also argues that this approach has a wider applicability in analysing the effects of changes in education policy on (pre)school practice. A basic characteristic of pre-school organization in many western societies for many decades has been its play-like activity. This has required teachers to structure the experiences of young children by acting upon the contexts of learning rather than the content. However, current policy initiatives and developments in a number of countries in the 1990s, including Greece, demand that teachers make systematic use of specialised content from science, mathematics and other subjects to structure pre-school curriculum activities. In order to analyse pedagogical practice in a systematic way, and to explore issues such trends in policy might raise, we have obtained data by video-recording school science activities in a nursery classroom, and have developed a tool of analysis based on Bernsteins conceptual framework. In demonstrating the usefulness of the analytical tool, we provide evidence to support developing concerns that the emerging discourse of pre-school teaching and learning of specialised content is in tension with dominant pre-school pedagogical practices, and that the contradictory demands placed upon teachers might lead to a narrowing of the view of learning in pre-school classrooms.  相似文献   

Teachers' Interpersonal Role Identity     

Anna C. van der Want  Perry den Brok  Douwe Beijaard  Mieke Brekelmans  Luce C. A. Claessens  Helena J. M. Pennings 《Scandinavian Journal of Educational Research》2013,57(4):424-442

This article investigates the link between teachers' appraisal of specific interpersonal situations in classrooms and their more general interpersonal identity standard, which together form their interpersonal role identity. Using semi-structured and video-stimulated interviews, data on teachers' appraisals and interpersonal identity standards were collected and analyzed using appraisal and interpersonal circumplex theory. Results show a variety of interpersonal identity standards, although the majority of the teachers mentions standards focusing on the codes steering and being friendly. The situation “reacting to student positive behavior” evoked most appraisals that confirmed identity standards. For 13 of the 29 teachers, their identity standard matched with their appraisals. In most cases, however, this match was only to some extent (10 teachers) and sometimes not at all (six teachers). The results suggest that teachers can enhance their relationship with students by becoming more aware of the meanings teachers attach to this relationship in specific situations.  相似文献   

Ellen Pinsent: including the ‘feebleminded’ in Birmingham, 1900–19131     

Anna Brown 《History of education》2013,42(5):535-546

This paper addresses the theme of ‘insiders and outsiders in the history of education’ in two ways. First, it is an exploration of the journey of one woman from being an educational outsider to her influential position on the inside as a local and national educational policymaker. Ellen Pinsent’s life is illustrative of the transition of middle class women from a private to a public sphere, from lady philanthropist to professional policymaker. Second, it examines her influence on policy decisions in the emerging field of special education in the period 1900–1913.  相似文献   

Speaking of books     

Susan Eklund  Nofflet D. Williams    J. Boismier  Diane Bricker  Anna Loe Russell 《Peabody Journal of Education》2013,88(4):251-256

Disadvantaged Child, Vol. I. Jerome Hellmuth, editor. Seattle, Washington: Special Child Publications, 1967. Pp. 499. $10.00.

Federal Aid for Schools. Howard S. Rowland and Richard L. Wing. New York: The Macmillan Company, 1967. Pp. 396.

Psychology of Human Adjustment. Lester D. Crow. New York: Alfred A. Knopf, 1967. xv, 613 pp. $7.95.

School Children in the Urban Slum. Joan I. Roberts, editor. New York: The Free Press, 1967. xiii and 626 pp. $7.50.

Speech Handicapped School Children, Wendell Johnson and Dorothy Moeller, editors. Harper & Row, New York, 1967. Pp. 562. $7.50.

Edward Hitchcock, M.D., Founder of Physical Education in the College Curriculum. J. Edmund Welch. East Carolina College, Greenville, North Carolina, J. Edmund Welch, 1966. 315 pp. $5.00.  相似文献   

Teachers' Adequacy of Subject Knowledge in Primary Science: Assessing constructivist approaches from a sociocultural perspective     

Anna Traianou 《International Journal of Science Education》2013,35(8):827-842

In recent years, increasing emphasis has come to be placed, both by researchers and by policy‐makers, on the adequacy of primary teachers’ subject knowledge of science. Within research, this emphasis has been linked to the rise of constructivist ideas about the significance of establishing children’s prior conceptions of scientific concepts for effective teaching. In this article I examine two constructivist approaches to teachers’ adequacy of subject knowledge within UK research on primary science education. In each case I provide a critique of the assumptions they make about the nature of knowledge and how it develops. I do this from a sociocultural perspective, which views knowledge and learning as necessarily situated within communities of practice. My aim is to assess the implications of this perspective for understanding teachers’ adequacy of subject knowledge.  相似文献