Between Policy and Practice: Archival Descriptions,Digital Returns and a Place for Coalescing Narratives     

Sharon Huebner  Stella Marr 《档案与原稿》2019,47(1):113-130

ABSTRACT

The Strathfieldsaye Estate collection at the University of Melbourne Archives is discussed in relation to recognising, protecting and reclaiming Koori (First Peoples of southeast Australia) heritage. The settler collection includes early 1900s photographs of Koori people within two distinct albums – a family album that includes a series of studio portraits of Koori adults and children, and an album depicting Koori families on Ramahyuck Aboriginal Mission Station. In the past, these albums have been defined by, and limited to, traditional archiving practices excluding Koori interpretation, authorship and social context. Restoring Koori ownership and authorship of intangible heritage plays a large part in consolidating ancestor photographs with Koori perspectives of identity and culture.  相似文献   

To preserve or enhance precious memories: a segmented market analysis of the history museum in Singapore     

Sharon Chang  Renuka Mahadevan 《Journal of Cultural Economics》2018,42(1):75-89

This study examines the value placed on museums by patrons and non-patrons and investigates the factors that affect this valuation with a view to boost visitorship. The total economic value of Singapore’s History Museum is at least US$57 million, and this is high relative to other countries, a fact which can be used to justify increased government funding towards museums as cultural capital. Females and high income people are the target groups for increased visitation, while among the non-patrons, the ethnic majority is another potential clientele. Somewhat surprising is the finding that neither patrons nor non-patrons see the museum as having significant tourist value, and contrary to prospect theory, there is a preference for enhancing the museum’s services over keeping the museum. These findings provide some direction for the management of the museum to improve its visitor appeal.  相似文献   

Administrators' ratings of competencies needed to prepare preservice teachers for oral deaf education programs     

Lartz MN  Litchfield SK 《American annals of the deaf》2005,150(5):433-442

Deaf education teacher preparation programs must prepare teachers to staff an increasing number of oral programs. A survey was conducted to determine which competencies administrators of deaf education programs rate as important for teachers in oral programs and to compare ratings of these competencies by oral school administrators to ratings made by administrators of comprehensive deaf and hard of hearing programs. Between the two groups of administrators, six areas of agreement about competencies were found. There were notable differences in the range of ratings between the two groups. These differences were attributed to the roles teachers assume in the two types of programs and the focus of instruction in each type of program.  相似文献   

Case‐based pedagogy as a context for collaborative inquiry in the Philippines     

Elvira L. Arellano  Tessie L. Barcenal  Purita P. Bilbao  Merilin A. Castellano  Sharon Nichols  Deborah J. Tippins 《科学教学研究杂志》2001,38(5):502-528

The purpose of this study was to investigate the potential for using case‐based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher‐generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case‐based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re‐presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 502–528, 2001  相似文献   

Remapping the Digital Divide     

Sharon Strover 《The Information Society》2003,19(4):275-277

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Designing nature reserves: adapting ecology to real-world problems   总被引：1，自引：0，他引：1  

Kingsland S 《Endeavour》2002,26(1):9-14

Establishing nature reserves is the foundation of regional conservation strategies. The science of nature reserve design is relatively new, having emerged alongside the interdisciplinary field of conservation biology over the past three or four decades. Its goal is to apply scientific ideas and methods to the selection and design of nature reserves and to related problems, such as deciding what kinds of buffer zones should surround reserves or how to establish corridors to link reserves and allow organisms to move from one area to another. As in other areas of conservation biology, designing nature reserves is a 'crisis' science, whose practitioners are driven by an acute sense of urgency over the need to stem the loss of species caused by human population growth.  相似文献   

Creating Learning Prisms with an Interdisciplinary Case Study Workshop   总被引：1，自引：0，他引：1  

Sharon?B.?BuchbinderEmail author  Patricia?M.?Alt  Karen?Eskow  William?Forbes  Eva?Hester  Miriam?Struck  Dianne?Taylor 《Innovative Higher Education》2005,29(4):257-274

With increasing specialization, most academic disciplines have become highly compartmentalized. Numerous organizations in higher education strongly encourage interdisciplinary collaboration at the faculty and student level. The purposes of this article are (a) to provide a conceptual framework for explaining how and why an interdisciplinary case study method is a catalyst for the development of students and faculty; (b) to document the conception, planning, organizing, and results of an interdisciplinary case study workshop; and (c) to provide recommendations to encouragechange others who might want to apply this model to their own interdisciplinary efforts.All authors are at Towson University Sharon B. Buchbinder, R.N., PhD, is associate professor of health science. She received her PhD from the University of Illinois at Chicago. Special interests are physician job satisfaction and turnover, patient compliance, learning styles and teamwork among undergraduates. Patricia M. Alt, PhD, University of North Carolina at Chapel Hill is professor of health science. Special interests are state level policies on aging and human subjects protection, the impact of baby boomer aging on public services, responsible conduct of research training and typologies of institutional review boards. Karen Eskow, PhD, University of Maryland is associate professor of occupational therapy and occupational sciences and director of the Family Studies Program. Special interests are family professional relationships, family quality of life, and families with adolescents. William Forbes, PhD, University of Maryland is associate professor of Kinesiology and director of the Wellness Center. Special interests are developing quality programming to assist older adults in improving their fitness and wellness, racquetball, squash, downhill skiing, and billiards. Eva Hester, PhD, University of Maryland is associate professor of communication science and disorders and special assistant to the dean, College of Health Professions. Special interests are speech language-disorders in children and adults. Miriam Struck, O.T., doctoral student, University of Maryland is currently occupational therapist, Physical Disabilities Program, with the Montgomery County Public Schools. Special interests are disability, transitioning from school to work, and instructional methods. Dianne Taylor, R.N., Ed.D., University of Maryland is associate professor, nursing. Special interests are psychiatric nursing and critical incident stress management.  相似文献   

Perceptions of Retirement Affect Career Commitment: The Mediating Role of Retirement System Satisfaction for Two Teacher Age Groups     

Justin L. Smith  Sharon Conley 《Educational gerontology》2015,41(4):267-281

This study investigated a sample of California elementary, intermediate, and high school employed teachers (N = 247) to assess the effects of retirement perceptions on career commitment among teachers who are in different age groupings. Using path analysis, the influence of five retirement perceptions variables was examined: concerns about retirement benefits, understanding of the retirement system, perceived need for system change, control over the retirement plan, and satisfaction with current salary. The results indicated that the pattern of results differed for younger and older teachers. For the younger (age 21–45) group, concerns about retirement benefits (such as losing or reducing benefits through geographic mobility) and control over the retirement plan had significant, large, and direct effects on career commitment. For the older (age 46+) group, retirement variables had a significant effect on career commitment via the mediator of satisfaction with the retirement system. Given these findings, for younger teachers, strategies might focus on providing greater control over the retirement plan, such as in offering choice in how their retirement monies are invested. Older teachers need to feel safe about retirement in the sense of being satisfied with the system and its benefits to commit to their jobs.  相似文献   

Where Do Facts Matter? The Digital Paradox in Magazines’ Fact-checking Processes     

Susan Currie Sivek  Sharon Bloyd-Peshkin 《Journalism Practice》2019,13(8):998-1002

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Intensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional Children     

Sharon Vaughn  Rebecca Zumeta  Jeanne Wanzek  Bryan Cook  Janette K. Klingner 《Learning disabilities research & practice》2014,29(3):90-92

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