The case for acquisitions standards in the integrated library system     

Katharine Treptow Farrell  Marc Truitt   《Library Collections, Acquisitions, and Technical Services》2004,27(4):42-492

Acquisitions metadata within current library integrated systems is not based on any standard; rather, systems vendors generally define structure and content according to proprietary approaches. The authors argue that this cripples library acquisitions practitioners and managers in numerous ways. It renders routine tasks more difficult, jeopardizes the integrity of data during system migration, forces adoption of costly external tracking solutions, and hinders efforts to manage collections and budgets. The authors define acquisitions standards and relate them to existing bibliographic and e-commerce protocols. They discuss reasons for the lack of acquisitions standards and outline first steps in a project to develop them. This paper is based on a presentation given at the Acquisitions Institute at Timberline Lodge, Fourth Annual Conference, held 17-20 May 2003.  相似文献   

Circling in on Tyndall and Turner     

Katharine Anderson 《Metascience》2015,24(2):219-222

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Reading Rescue: A follow-up on effectiveness of an intervention for struggling readers     

Katharine Pace Miles  Mark D. Lauterbach  Dana M. Murano  Ginny A. Dembek 《The Journal of educational research》2019,112(2):255-269

The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps?ps?d?=?1.62 sight words, d?=?1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps?2007 Ehri, L. C., Dreyer, L. G., Flugman, B., &; Gross, A. (2007). Reading rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. American Educational Research Journal, 44(2), 414–448.[Crossref], [Web of Science ®] , [Google Scholar]) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools.  相似文献   

Students Investigating the Antiproliferative Effects of Synthesized Drugs on Mouse Mammary Tumor Cells          下载免费PDF全文

Rasha Hammamieh  Margery Anderson  Katharine Carr  Christine N Tran  Debra L Yourick    Marti Jett 《CBE life sciences education》2005,4(3):221-233

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An Expanded View of Joint Attention: Skill,Engagement, and Language in Typical Development and Autism     

Lauren B. Adamson  Roger Bakeman  Katharine Suma  Diana L. Robins 《Child development》2019,90(1):e1-e18

This study provides an expanded view of joint attention and its relation to expressive language development. A total of 144 toddlers (40 typically developing, 58 with autism spectrum disorder [ASD], 46 with developmental delay [DD]) participated at 24 and 31 months. Toddlers who screened positive for ASD risk, especially those subsequently diagnosed with ASD, had poorer joint attention skills, joint engagement during parent–toddler interaction, and expressive language. Findings highlight the dynamic relation between joint attention and language development. In the ASD and DD groups, joint engagement predicted later expressive vocabulary, significantly more than predictions based on joint attention skills. Joint engagement was most severely impacted when toddlers did not talk initially and improved markedly if they subsequently began to speak.  相似文献   

Discrimination and Ethnic–Racial Identity: Understanding Direction of Effects Using Within- and Between-Person Analyses     

Katharine H. Zeiders  Sara D. Bayless  Chelsea L. Derlan  Adriana J. Umaña-Taylor  Kimberly A. Updegraff  Laudan B. Jahromi 《Child development》2019,90(3):e373-e385

Ethnic–racial identity (ERI) development and ethnic–racial discrimination are two salient experiences among adolescents in the United States. Despite growing awareness of the costs and benefits of these experiences individually, we know little about how they may influence one another. The current study examined competing hypotheses relating discrimination and components of ERI (i.e., exploration, resolution, affirmation) among a sample of Mexican-origin adolescent mothers (N = 181; M_age at Wave 1 = 16.83, SD = 1.01) across six waves of data. Findings revealed that within-person changes in discrimination predicted subsequent ERI resolution and affirmation; however, ERI did not predict subsequent discrimination. Between-person effects of discrimination on affirmation were significant. Our findings underscore the importance of discrimination experiences in shaping Mexican-origin adolescent mothers’ normative developmental competencies.  相似文献   

The Colorado Learning Attitudes about Science Survey (CLASS) for use in Biology     

Semsar K  Knight JK  Birol G  Smith MK 《CBE life sciences education》2011,10(3):268-278

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.  相似文献   

Assessment is learning: the preposition vanishes     

Louise Hayward 《Assessment in Education: Principles, Policy & Practice》2015,22(1):27-43

Scotland, in common with many countries internationally, has been learning how to align ideas from research with policy and practice. This article considers what Scotland learned from large-scale evaluations of its Assessment is for Learning (AifL) programme and the extent to which this evidence was used to inform future learning within the national programme. More recently, the policy focus in Scotland has shifted to the creation of a new curriculum, Curriculum for Excellence, subsuming AifL. Merging curriculum and assessment innovations brought new challenges in the alignment of curriculum, pedagogy and assessment. Drawing on a Scottish Government-funded research project, Assessment at Transition, designed to identify and explore emerging gaps between practice in schools and local authorities and national curriculum and assessment policy aspirations, the article argues that assessment is learning and explores how formative approaches to evaluation at a national level might be used to prevent countries repeating past mistakes.  相似文献   

Editors’ Choice paper prize     

Louise Hayward  Steve Higgins  Kay Livingston  Dominic Wyse 《Curriculum Journal》2013,24(4):557-558

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Managing Special and Inclusive Education – By Steve Rayner     

Anne Hayward 《British Journal of Special Education》2008,35(2):124-124

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