Tools and Principles for Effective Online Library Instruction: Andragogy and Undergraduates     

Kathy A. Watts 《Journal of Library & Information Services in Distance Learning》2018,12(1-2):49-55

The library literature evaluating the efficacy of online tutorial methods and delivery tools is a valuable resource for librarians looking for information to inform their choices for developing asynchronous online instruction. This literature, however, examines a wide variety of delivery tools, methods, and student populations. As a result, it is difficult to draw definitive conclusions about any one tutorial tool or method. This article compares selected research and concludes that the consensus in the literature suggests that applying adult learning principles to library tutorials has a larger impact on effective online instruction than the individual tool.  相似文献   

The Impact of Exposure to Sexually Oriented Media on the Endorsement of Hookup Culture: A Panel Study of First-Year College Students     

Jennifer Stevens Aubrey  Siobhan E. Smith 《Mass Communication and Society》2016,19(1):74-101

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A case for critical constructivism and critical thinking in science education     

Mike Watts  Zelia Jofili  Risonilta Bezerra 《Research in Science Education》1997,27(2):309-322

While constructivism has made a considerable mark concerning learning in many areas of school learning, much less is evident relating to the education and professional development of teachers. This paper not only deals with the implementation and evaluation of such a constructivist course, but extends the argument towards the induction of teachers into “critical constructivism” through their own action research projects. Data is drawn from a single case study which illuminates the induction process and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals with scientific concepts with two classes of 11–15 and 18–25 year olds. The Brazilian setting for the course lends resonance to its international significance.  相似文献   

Childhood Maltreatment and School Problems: A Danish National Study     

Ask Elklit  Liv Michelsen  Siobhan Murphy 《Scandinavian Journal of Educational Research》2018,62(1):150-159

The association between child maltreatment (CM) and educational outcomes have been well documented. However, there is a paucity of research that explores the association between different types of maltreatment and other school problems that may affect the educational outcomes of maltreated children. This study examined the association between different types of CM and school changes, concentration problems, and special educational needs. Gender differences were also examined. Structured interviews were conducted with 2,980 participants. Significant associations emerged between CM, in particular, multiple maltreatment experiences and school problems. Males had higher concentration difficulties and special educational needs. More research attention is needed into optimal learning environments and interventions that support maltreated children more effectively.  相似文献   

Knowledge is Power—Unitarians,gender and education in the eighteenth and early nineteenth centuries     

Ruth Watts 《Gender and education》1989,1(1):35-50

This article attempts to show the importance of education to gender equality in the late eighteenth and early nineteenth centuries, and in particular, the relevance of the progressive views and practice of the Unitarians whose attitudes affected women generally both through their educational endeavours, especially in higher education, and through their pioneering efforts on women's rights. There were a number of limitations, however, to the Unitarians’ contribution, not least their paternalistic attitudes to the working class coupled with their genuine upholding of the status and responsibility of motherhood which led them to restrict working‐class women's role in practice even whilst promoting for them a better and wider education. Nevertheless, Unitarians made an outstanding early contribution to gender equality by seeking to provide women with the education which would enable them to develop their full potential and prove their equality.  相似文献   

The secret life of the chemical bond: students’ anthropomorphic and animistic references to bonding     

Keith S. Taber  Mike Watts 《International Journal of Science Education》2013,35(5):557-568

This paper discusses students’ use of anthropomorphic language in science, and in particular calls upon some examples from research into student understanding of chemical bonding. It is argued that anthropomorphic language is common amongst scientists as well as science students. A simple classification of such instances is suggested to distinguish between those examples that are useful in aiding communication and understanding, and those which merely stand in place of such understanding.  相似文献   

Sixth‐formers’ views of their science education, 11‐16     

Mike Watts  Dave Ebbutt 《International Journal of Science Education》2013,35(2):211-219

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The mechanism and causation of hot waves     

Harvey M. Watts 《Journal of The Franklin Institute》1902,153(4):285-293

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Book Reviews     

Peter Richardson  Anthony Watkinson  Louise Watts  Christine Reid  Chris Shelley  Nigel Lees  Andrea Powell  Martin Richardson  Anthony Watkinson  Anthony Watkinson  Sophie Leighton  Andrea Powell 《Learned Publishing》2003,16(3):226-238

Serial Publications: Guidelines for Good Practice in Publishing Printed and Electronic Journals, 2nd edition, by Diane Brown, Elaine Stott and Anthony Watkinson Association of Learned and Professional Society Publishers 2003, £27 (members), £30 (non‐members), 108 pp., paperback. ISBN 0‐907341‐22‐5. Available from http://www.alpsp.org/pub3.htm The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington DC. Release 1.0, 2002. Available at: www.arl.org/sparc The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington, DC. Release 1.0, 2002. Available at: www.arl.org/sparc Internet Law: Text and Materials by Chris Reed Butterworths Tolley, 2000, £24.95, paperback. ISBN 0406981418 Intellectual Property Law by Lionel Bently and Brad Sherman Oxford University Press, Oxford, 2001, £32.99 (paperback), 1136 pp. ISBN 0‐19‐876343‐3 Clearing the Way: Copyright Clearance in UK Libraries by Elizabeth Gadd LISU Occasional Paper no. 31, Library & Information Statistics Unit (LISU), Department of Information Science, Loughborough University. ISBN 1 901786 51 X Electronic Journals and User Behaviour: Learning for the Future from the SuperJournal Project by David Pullinger and Christine Baldwin Deedot Press, 2002, £14.95. ISBN 0‐954‐2924‐0‐5 Electronic Ecology: A Case Study of Electronic Journals in Context by Karla L. Hahn Association of Research Libraries, 79 pp., 2001, $45. ISBN 0‐918006‐46‐1 The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm E‐Serials, Publishers, Libraries, Users and Standards, 2nd edn, edited by Wayne Jones The Haworth Press Inc., 2003, 294 pp. paperback ISBN 0789012294  相似文献   

Emotional labour,burnout and job satisfaction in UK teachers: the role of workplace social support     

Gail Kinman  Siobhan Wray  Calista Strange 《教育心理学》2011,31(7):843-856

Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff.  相似文献