Serials standards work: the next frontier     

Tseng SC  Arcand JL  Brugger JM  Finn M  Olson AJ  Somers S 《Library resources & technical services》1990,34(2):139-157

Serials, one of the more complicated areas of library technical endeavors, has lacked the benefit of standards for a long time. Even now, with standards beginning to be available, the majority of institutions are not working within standard serials formats. A survey to determine the use of serials standards in libraries was conducted in 1988 by the American Library Association, Resources and Technical Services Division, Serials Section, Committee to Study Serials Standards. In the spring of 1988 a survey was sent to a group encompassing the Association of Research Libraries members, CONSER participants, United States Newspaper Program participants, Microform Project libraries, and some vendors and librarians who attended the Committee meetings on a regular basis. The survey questionnaire assessed the current level of serials standards awareness of librarians and vendors. Topics included the type of serials systems used, standards relevant to serials control and union listing and whether or not they are implemented, types and levels of training staff received in the application of standards, benefits of the standards, and areas where standards are most needed.  相似文献   

Autonomy,Candour and Professional Teacher Practice: A Discussion Inspired by the Later Works of Michel Foucault     

Finn Daniel Raaen 《Journal of Philosophy of Education》2011,45(4):627-641

Autonomy is considered to be an important feature of professionals and to provide a necessary basis for their informed judgments. In this article these notions will be challenged. In this article I use Michel Foucault's deconstruction of the idea of the autonomous citizen, and his later attempts to reconstruct that idea, in order to bring some new perspectives to the discussion about the foundation of professionalism. The turning point in Foucault's discussion about autonomy is to be found in his proposal for an ethics of the self. This ethics invites a break with the normalising discourses of modernity. As I see it, this makes it particularly relevant to a discussion about the principles of professionalism. The conception of parrhesia is central. I use the role of the teacher to illustrate my arguments.  相似文献   

To jump the wave or not: teachers’ perceptions of research evidence in education     

Sølvi Mausethagen  Finn Daniel Raaen 《Teacher Development》2017,21(3):445-461

This article presents a microanalysis of how a group of primary school teachers deals with research evidence in their work. Based on analysis of a group of Norwegian teachers’ interactions over issues of educational research and research-based knowledge, we find that teachers’ representations of educational research particularly center on the following issues: educational research being perceived as circular, ‘polyphonic’, and a matter of accommodation to their experience-based knowledge. These metaphors also shed light upon the dilemmas that arise when research evidence meets teachers’ more contextual knowledge. We conclude that teachers’ practice-based evidence may take new forms with an increased policy focus on research-based evidence, as well as bringing forth challenges for teacher work and professionalism.  相似文献   

Validity of self-reported reading disability by parents of reading-disabled and control children     

Sadie N. Decker  George P. Vogler  J. C. Defries 《Reading and writing》1989,1(4):327-331

Composite reading scores obtained from parents of 125 reading-disabled children and 125 matched control children who participated in the Colorado Family Reading Study were used to test the validity of self-reported reading problems. Parents who reported that they encountered serious difficulty learning to read had significantly lower reading scores than did those who reported no positive history of reading problems. Moreover, this difference was larger for parents of reading-disabled children than for those of controls. Thus, parental self-reports provide a valid index of reading problems.  相似文献   

Hard Work and Authenticity? From the Imagined to the Everyday Investments in Education and Successful Futures     

Kirsty Finn 《British Journal of Sociology of Education》2019,40(3):444-451

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Pedagogy and Curricular Choice in Community College Accelerated Writing Courses     

Sharon Avni  Heather B. Finn 《Community College Journal of Research & Practice》2019,43(1):54-64

To improve students’ outcomes and retention rates, community colleges have implemented acceleration strategies which hasten the completion of educational requirements (Edgecombe, 2011). The objective of this study was to investigate the effects of an accelerated freshmen writing course on teachers’ curricular decisions and pedagogical practices at a large urban community college. We conducted semi-structured interviews with the 11 faculty members teaching different sections of this accelerated writing course. All interviews were audiotaped, transcribed, coded, and analyzed. Our findings reveal that while instructors embrace the structural changes that come with accelerated courses and demonstrate a new appreciation for struggling students in their traditional English 101 class, they report on significant challenges in teaching due to the students’ lack of academic and personal maturity, as well as a need to lower their expectations and simplify the curriculum. This research raises questions about the unintended positive and negative effects of accelerated courses on teaching. More qualitative research is needed that focuses on the teachers’ experiences and their capacity to help students benefit from an accelerated course.  相似文献   

Sound and unsound options for reform     

Chester E. Finn 《Academic Questions》2005,18(1):79-86

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A Behind‐the‐Scenes Guide to School‐Based Research     

Benjamin D. Plummer  Brian M. Galla  Amy S. Finn  Sarah D. Patrick  David Meketon  Julia Leonard  Calvin Goetz  Elizabeth Fernandez‐Vina  Sara Bartolino  Rachel E. White  Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20

Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools.  相似文献   

COURSE PLANNING AND TESTING DECISIONS IN CRITERION‐REFERENCED SITUATIONS     

Thomas C. Leitzel  Daniel E. Vogler 《Community College Journal of Research & Practice》2013,37(3):305-318

Norm‐referenced measurement tools — such as reliability, validity, and item analysis — are commonly used to reach and verify conclusions about criteria. Similar tools for criterion‐referenced testing situations are scant. This study examined faculty planning and testing decisions and applied formulas to arrive at numerical indices that serve as analytical tools for use with criterion‐referenced tests. The research documents the effects of applying the concept of platform unity, which has its roots in curriculum alignment theory. Alignment of curriculum occurs if the planned, the delivered, and the tested curricula are congruent. Specifically, platform unity aligns planned, domain‐referenced content with appropriate test types. Mathematical formulas were created to determine numerically if planned and tested content were congruent. In addition, four other constructs were examined. They included effectiveness and efficiency of test‐item type selection and overtesting and undertesting of course content. A chi‐square goodness‐of‐fit test was used to compare faculty planning and testing decisions. Data indicated significant differences (p < .01) between content plans and the test types used to test content. On the basis of the analysis, it was determined that faculty do not plan and test content congruently across three levels of cognitive content. Also, faculty tended to overtest content; they were effective in their selection of test types, but not efficient.  相似文献   

Sound and unsound options for reform     

Chester E. Finn 《Academic Questions》2004,18(1):79-86

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