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New models for document delivery in libraries are emerging as technology enables end-user ordering through electronic interfaces. Recently Colorado State University (CSUL) tested the viability of providing subsidized unmediated document delivery to the entire university community using UnCover2. The project was analyzed and users were surveyed to evaluate the performance of the service. 相似文献
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Andrew Walker Mimi Recker Lei Ye M. Brooke Robertshaw Linda Sellers Heather Leary 《Educational technology research and development : ETR & D》2012,60(3):421-444
This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources available on the Internet. The first TTPD design (tech-only) focused exclusively on enhancing technology knowledge and skills for finding, selecting, and designing classroom activities with online resources, while the second (tech?+?pbl) coupled technology knowledge with learning to design problem-based learning (PBL) activities for students. Both designs showed large pre-post gains for teacher participants (N?=?36) in terms of self-reported knowledge, skills, and technology integration. Significant interaction effects show that teachers in the tech?+?pbl group had larger gains for self-reported knowledge and externally rated use of PBL. Three generalized estimating equation (GEE) models were fit to study the impact on students?? (N?=?1,247) self reported gains in behavior, knowledge, and attitudes. In the resulting models, students of tech?+?pbl teachers showed significant increases in gain scores for all three outcomes. By contrast, students of tech-only teachers showed improved gains only in attitudes. 相似文献
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Joe Dooley Sherril Sellers Cornelia Gordon‐Hempe 《Journal of Teaching in Social Work》2013,33(4):431-448
Teaching macro practice can be challenging. While students have some concepts of what macro practice entails, their knowledge may be limited and sometimes inaccurate. Moreover, students may be reluctant to engage in macro change efforts. Given the scarcity of literature regarding teaching macro practice and the growing importance of it in social work, this article addresses major issues that we encountered in teaching macro practice at a large Midwestern school of social work. In our institution only 6% of students are enrolled in macro concentrations and we wish to encourage students to expand their interests in macro practice even if they do not wish to pursue a macro concentration. We describe a macro practice course we designed to meet the challenges of teaching community, organization, and policy practice skills to master's level and advanced undergraduate students. Our goal is to expand the macro practice pedagogy literature and encourage social work faculty to consider both established and innovative ways of introducing the planned change process in community, organization, and policy practice to their students. 相似文献
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