Breaking Down Barriers for Student Parents and Caregivers with Family-Friendly Library Spaces     

Anne Cooper Moore  Rebecca Croxton  Lindsey Sprague 《图书馆管理杂志》2020,60(3):215-234

Abstract

In 2016, J. Murrey Atkins Library at the University of North Carolina at Charlotte opened a reservable study room where student parents and caregivers can study with their children on campus. In 2018, the library opened a second family-friendly study room to meet the needs of our growing campus community. To inform the room design, the library conducted a mixed methods research study that included a user survey, an examination of room reservation and usage data, and one-on-one user interviews. This paper focuses on the user-centered design process used to inform the development of the second, family-friendly, library study room.  相似文献   

Proclaiming Library Worth in a Program Prioritization Process at a Mid-Sized Public University     

Michelle J. Oh  Robin J. Harris  Lisa C. Wallis 《图书馆管理杂志》2020,60(3):250-262

Abstract

In an economic climate when colleges can no longer presume that legislators see institutions of higher learning as tacit public goods, institutions around the country are facing budget cuts. This article presents a case study of the experience of a mid-sized public state university and its Library in a budget crisis undergoing a university-wide program prioritization process. The authors review the process of writing three reports on the Library’s value, along with the approach to engaging staff in the process including a retreat. This article raises questions about what every library should consider assessing and provide tools for libraries navigating similar terrain.  相似文献   

高等学校体育课教学质量评估指标浅析     

董新阳  邢建辉  林彦 《首都体育学院学报》2002,14(2):25-26

本文从方向性、科学性、技术性、实效性、指导性和现实性六个方面对高等学校体育课教学质量评估指标的属性进行了分析。  相似文献   

Direct and indirect measures of writing for nonlearning disabled and learning disabled college students     

Mary Morris-Friehe  Janice Leuenberger 《Reading and writing》1992,4(3):281-296

Direct and indirect measures were used to compare the written language abilities of three groups of college students: two with learning disabilities and one without learning disabilities. Main effects were found for group, but not gender. Differences between nonlearning disabled students (NLD) and those with learning disabilities (LD) in writing were evident on both types of measures. Performance by LD students with disabilities in an area other than writing differed depending on the type of measure and often was no different from either of the other two groups. The combined use of direct and indirect measures appeared most effective for examining the complexities of writing produced by all groups.  相似文献   

“伪馆藏”刍议   总被引：2，自引：0，他引：2  

杜公伟 《当代图书馆》2006,(1):55-56

当中国图书馆事业进入百年的时候，我们都期望着图书馆事业走着一条健康发展的道路。遵循阮氏五定律，是健康发展的保障。图书馆员要有一颗勇敢的心，对“伪馆藏”说不。本文列举了“伪馆藏”产生的原因及其危害性，并就如何解决“伪馆藏”提出了三点措施。  相似文献   

档案袋评价在教育中的运用   总被引：1，自引：0，他引：1  

康建琴 《山西档案》2005,(6):41-42

在我们的生活与工作中，做记录并使之归档不是什么新鲜事，但要把档案记录作为一种教育评价方法却足近十几年的事。  相似文献   

We May Be Teaching Information Literacy,but Are the Design First Year Students Actually Getting It?     

Debby R. Wegener 《The Journal of Academic Librarianship》2018,44(5):633-641

The purpose of this study was to examine the outcomes of information literacy instruction for the Design first year students at the Temasek Polytechnic Library. Also of interest was whether or not the librarian was being seen as easily approachable, and if the students were deeming the lessons to be worthwhile. A participant action research approach was used, with the data being collected from multiple choice tests delivered via the institutional learning management system, group exercises, and a diagnostic assessment that was delivered before the workshops. It was found that the students did see the librarian as someone who was eminently approachable, and the majority of them found the lessons to be of value. It was concluded that the use of a diagnostic tool can be very useful in highlighting the gaps in students' knowledge, and that it would be beneficial to use it for all information literacy instruction at TP. Suggested future research could include a study of how much the students retain of IL skills into their third year of study.  相似文献   

Epidemiological pattern of bullying using a multi-assessment approach: Results from the Bullying and Youth Mental Health Naples Study (BYMHNS)     

《Child abuse & neglect》2019

BackgroundBullying is a widespread phenomenon that has captured attention from mental health researchers. Several studies have assessed bullying prevalence with some methodological concerns.ObjectivesPreliminary, we analyzed the psychometric properties of two bullying scales for victimization (the multidimensional peer victimization scale – MPVS) and for perpetration (the bully subscale of the Illinois bully scale – IBS-B); then, we estimated bullying prevalence; finally, we evaluated the effect of gender and classroom on the phenomenon.Participants and setting2959 students from the metropolitan city of Naples constituted the sample.MethodsData collection was obtained using a multi-assessment approach that included both single-item questions and intensity scales in order to compare the two methods.ResultsThe two scales resulted valid and showed good reliability. The MPVS displayed a 1-factor second order model. The IBS-B had a mono-factorial structure. Both showed full invariance for gender and classroom. Prevalence of victimization was 37% whereas that for perpetration was 21%. As expected we obtained several bullying prevalence results depending on the specificity of questions and in particular repetitiveness of episodes. There was a good correspondence between results of single-item questions and multi-item scales. Finally results demonstrated several differences for gender and classroom attended.ConclusionIn this epidemiological study the multi-assessment approach identified different but complementary features of bullying phenomena. The use of the two measurement approaches allowed us to obtain more precise and exhaustive information on bullying prevalence and compare it with previous findings.  相似文献   

Combined individual scrummaging kinetics and muscular power predict competitive team scrum success     

Andrew Green  Chloe Dafkin  Samantha Kerr  Warrick McKinon 《European Journal of Sport Science》2017,17(8):994-1003

Scrummaging is a major component of Rugby Union gameplay. Successful scrummaging is dependent on the coordination of the forward players and the strength of the eight individuals. The study aim was to determine whether individual scrummaging kinetics and other candidate factors associated with scrummaging performance discriminate team scrum performances. Sixteen club-level forwards (stature: 1.80?±?0.1?m; mass: 99.0?±?18.2?kg) were initially divided into two scrummaging packs. A total of 10 various scrum permutations were tested, where players were randomly swapped between the two packs. Winning scrums were determined by two observers on opposite sides of the scrum. Fatigue (100?mm visual analogue scale (VAS)) and scrummaging effort (6–20 rating of perceived exertion (RPE)) were assessed following each scrum contest. Individual scrummaging kinetics were acquired through an instrumented scrum ergometer and muscular power indicated through vertical jump heights. Student’s t-tests were used to differentiate between winning and losing scrum packs. VAS and RPE were assessed using repeated measures ANOVAs. Winning scrum packs had significantly larger combined force magnitudes (p?<?.002), regardless of the player contribution calculations. Additionally, winning packs had less individual movement (p?=?.033) and higher combined vertical jump heights (p?<?.001) but were not significantly heavier (p?=?.759) than losing scrum packs. While perceived VAS and RPE values progressively increased (p?<?.001), no differences in the individual scrum magnitudes were observed between the 1st and 10th scrum (p?=?.418). The results indicated that the combination of individual forces, variation in movement and factors related to scrummaging performance, such as vertical jump height, were associated with team scrummaging success.  相似文献   

Swedish PE teachers’ understandings of legitimate movement in a criterion-referenced grading system     

Lena Svennberg 《Physical Education & Sport Pedagogy》2017,22(3):257-269

Background: Physical Education (PE) has been associated with a multi-activity model in which movement is related to sport discourses and sport techniques. However, as in many international contexts, the Swedish national PE syllabus calls for a wider and more inclusive concept of movement. Complex movement adapted to different settings is valued, and in the national grading criteria qualitative measures of movement are used. This research seeks to examine how the wider concept of movement is interpreted and graded. Drawing on Bernstein’s concept of the pedagogic device, the paper explores teachers’ roles as active mediators in the transformation of national grading criteria for movement and the kinds of movement that are valued in teachers’ grading practices. Purpose: The purpose of this study is to investigate what PE teachers consider legitimate movement in a criterion-referenced grading system and the factors that influence their grading practice. The Repertory Grid (RG) technique was employed in order to access their tacit knowledge. Methodology: Seven Swedish PE teachers were interviewed, all of whom teach and grade years seven to nine in different compulsory schools. Using the RG technique, the teachers were asked to reflect on the aspects they considered important for achieving a high grade. The national grading criteria for years seven to nine were then presented one at a time and the teachers were asked to describe how they assessed and graded each requirement. The teachers were also asked whether any specific factors had influenced their grading. In the content analysis, the second part of the interview was attended to first and the results were interpreted in light of Bernsteins’ concept of the pedagogic device. Findings: Sport techniques and competitive sports influenced the teachers’ interpretations of what constitutes complex movement. The aspect of fitness also appeared to be valued by the teachers in that it facilitates the valued movement. In some cases the difficulty of describing movement qualities in words could reduce the concept of movement to something measurable and quantifiable. The teachers’ concerns about students’ unequal opportunities to develop and demonstrate their skills also influenced the teachers’ interpretation of complex movement. Conclusions: In the transformation of national grading criteria to grading practice, the pedagogic actions taken inform and limit the way in which legitimate movement in PE is conceptualised. Adopting a concept of movement that is wider than competitive sports allows the structures of inequality to be addressed and enables the movements performed by students with other moving experiences than competitive sports to be valued. The tension between the demands of transparency in a high stakes grading system and the inability to articulate the quality of complex movements is problematic. There is a need to verbalise teachers’ conceptions about physical education knowledge to be able to discuss and develop the concept of movement. In this process, the RG technique is a potentially useful tool. Having the language to discuss movement qualities also enables us to strengthen the interrelation between curriculum, pedagogy and assessment.  相似文献