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1. IFLA General Conference, 1987. Division of Bibliographic Control. National Bibliographies Seminar. Papers.

Author

International Federation of Library Associations, The Hague (Netherlands).

Abstract

Two of the papers on national bibliography compiled here are printed in the original language as well as English translation: (1) "Le Congres de Paris sur les bibliographies nationales et ses recommendations: dix ans apres, objectifs partiellement atteints" = "The Paris Congress on National Bibliographies and Its Recommendations: Ten Years Later, Objectives Partially Achieved" (Marcelle Beaudiquez); (2) "The Universal Bibliographic Control (UBC) Contribution to the Development of National Bibliographies" (Barbara Jover); (3) "Progress, Problems and Prospects in Current National Bibliographies: Implementations of the ICNB [International Congress on National Bibliographies] Recommendations" (Barbara L. Bell); (4) "Die Anwendung von Klassifikationssystemen in Nationalbibliographien" = "The Usage of Classification Systems in National Bibliographies" (Barbara Kelm and Walther Traiser); (5) "The Future of the National Bibliography" (P. R. Lewis); and (6) "Development of the Tanzania National Bibliography since the 1977 Congress on National Bibliographies" (Theophilus E. Mlaki). (MES)

Published
1987

2. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Appendix A: Research Supporting Key Elements of the Standards, Glossary of Key Terms

Author

Common Core State Standards Initiative

Abstract

One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers. This document makes a research-based case for why the complexity of what students read matters. In brief, while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K-12 texts have actually declined in sophistication, and relatively little attention has been paid to students' ability to read complex texts independently. These conditions have left a serious gap between many high school seniors' reading ability and the reading requirements they will face after graduation. This paper then addresses how text complexity can be measured and made a regular part of instruction. It introduces a three-part model that blends qualitative and quantitative measures of text complexity with reader and task considerations. This paper also includes three annotated examples showing how the model can be used to assess the complexity of various kinds of texts appropriate for different grade levels. A bibliography and a glossary of key terms are included. (Contains 18 figures and 9 footnotes.) [For the main report, see "Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects" (ED522008). For additional appendixes to the main report, see: (1) "Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Appendix B: Text Exemplars and Sample Performance Tasks" (ED522010); and (2) "Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Appendix C: Samples of Student Writing" (ED522009).]

Published
2010

3. The TEG Bibliography: Having Knowledge and Using It--Next Steps?

Author

Wall, Karl, Campbell, Anne, Hextall, Ian, Hulme, Moira, Jones, Marion, Mahony, Pat, Menter, Ian, Murray, Jean, and Procter, Richard

Abstract

This paper acknowledges and refers to the recent online release and updating of the Teacher Education Group (TEG) bibliography. It offers a brief summary of how and why it was felt necessary to create the resource, what it covers and how it can be used. Broader issues of what skills and prior understanding a naive user of its various search facilities might need are raised. It is suggested that additional pedagogically focused tools will need to be developed and suggests what these might be. Finally the paper argues that for the Bibliography to be used more widely, further development work will be needed, focused around the provision of user tools and support materials. (Contains 6 tables.)

Published
2009
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4. Assessment in Education. IBE Special Alert

Author

International Bureau of Education (IBE) (Switzerland)

Abstract

As another year is approaching, the time seems appropriate to look back and reflect on all the things that have been done, and more importantly learned during 2014. Along the same lines, and in order to offer further food for thought, the IBE is happy to share with you its latest Thematic alert on the topic of assessment in education. More specifically, the IBE has compiled this list of resources on educational assessment to assist curriculum developers, researchers and practitioners. The first section focuses on assessment for learning, followed by assessment of learning. Other sections include guides and tools, and reports and studies. The Links section provides the URLs for programmes such as: PISA, TIMSS, etc. where their numerous papers and reports may be consulted. Most of the publications and documents are freely accessible online.

Published
2014

5. Citation Behaviour of Information Science Students II: Postgraduate Students

Author

Clarke, Maria Elizabeth and Oppenheim, Charles

Abstract

This paper reports the results of a study of student citation behaviours in the Department of Information Science, Loughborough University. The research methods were citation analysis of student dissertation bibliographies from 1998 to 2003, a survey of student's attitudes to citation behaviour and a test of student citation accuracy. The results of the investigation showed the majority of citations were to journals (32.6%, books (30.0%), and websites (24.0%). Websites were found to be cited more than books for the first time in 2002 and again in 2003. The number of citations to electronic formats increased over time. A highly significant difference was found in the correlation between the topic students studied and the numbers of citations to electronic journals. The overall percentage of citation errors was 24.9% and the majority of bibliographies (80%) were found to contain at least one error. Many students (56.9%) stated they did not feel confident when citing electronic materials. The results suggest that students have many reasons to cite, and that these are generally similar to those of scholarly authors. (Contains 13 tables and 1 footnote.)

Published
2006

6. SCIENCE AND TECHNOLOGY AS DEVELOPMENT FACTORS.

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France). and LENGYEL, PETER

Abstract

PROCEEDINGS FROM A MEETING OF UNESCO'S ADVISORY COUNCIL TO ITS OFFICE OF ECONOMIC ANALYSIS AND ITS DIVISION OF SCIENCE POLICY ARE REPORTED. THE CENTRAL THEME OF THE CONFERENCE IS SCIENCE AND TECHNOLOGY IN ECONOMIC DEVELOPMENT. AN INTRODUCTORY PAPER DEALS WITH RESOURCES IN SCIENCE AND TECHNOLOGY, THE INFLUENCE OF SCIENCE AND TECHNOLOGY ON DEVELOPMENT, AND ECONOMIC PLANNING IN RELATION TO SCIENCE AND TECHNOLOGY. A SECOND PAPER DISCUSSES CURRENT PROBLEMS IN THE UTILIZATION OF NATURAL RESOURCES IN LATIN AMERICA. THE SOCIAL AND PSYCHOLOGICAL PROBLEMS INVOLVED IN THE INTRODUCTION OF THE APPLICATIONS OF SCIENCE AND TECHNOLOGY INTO THE POPULATIONS OF DEVELOPING COUNTRIES ARE CONSIDERED IN A THIRD PAPER. THE CHARACTERISTICS OF RESEARCH, DEVELOPMENT, AND ECONOMIC GROWTH IN FOUR EUROPEAN COUNTRIES ARE DESCRIBED IN A SERIES OF CASE STUDIES. MOST OF THE PAPERS INCLUDE BIBLIOGRAPHIES. THIS DOCUMENT IS AVAILABLE AS THE "INTERNATIONAL SOCIAL SCIENCE JOURNAL," VOLUME 18, NUMBER 3, 1966 FROM UNESCO PUBLICATIONS CENTER, 317 EAST 34 STREET, NEW YORK, NEW YORK 10016, 468 PAGES, FOR $2.00. (AG)

Published
1966