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E. Jennifer Monaghan 《Publishing Research Quarterly》1994,10(1):28-46
Between 1880 and 1950, the role of women as authors of elementary readers flowered and faded. From 1880 to 1915, female authorship
dominated. Over the next fifteen years female authorship withstood the challenge of the scientific movement in education.
Women’s role as solo authors declined, however, during the Depression, World War II and the postwar years. These changes are
explained by the deteriorating environment for female professionalism, changes in the concept of reading expertise, the expanded
role of publishers in textbook development, and the differences between men and women in opportunities for graduate study.
E. Jennifer is Monaghan a professor in the Department of Educational Services, Brooklyn College of the City University of
New York. She is the founder of the History of Reading Special Interest Group of the International Reading Association and
author ofA Common Heritage: Noah Webster’s Blue-Back Speller. 相似文献
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The author‐pays model (open access publishing funded through author charges) is dependent on authors having access to financial support at the time their research papers are accepted. We conducted an author survey to determine the availability of external funding for publication charges at different points in the research process. Of the 377/524 (72%) who responded, 62% (233/377) received external funding to support their study, but with notable differences between journals. Only 25% (95/377) could withdraw funds from a grant at the time of paper acceptance. The grant was closed at this time for almost half (105/233, 45%) of those who were externally funded. Non‐externally funded research was largely supported through departmental resources (56%, 80/144) or carrying out research in own time (63%, 91/144). To conclude, a large proportion of published research is not externally funded, and many funded researchers do not have access to financial support at the time their paper is accepted for publication. 相似文献
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Jennifer R. Warren Michael L. Hecht David A. Wagstaff Elvira Elek Khadidiatou Ndiaye Patricia Dustman Flavio F. Marsiglia 《Journal of Applied Communication Research》2006,34(2):209-227
This study sought to determine if exposure to two communication-oriented activities, videotapes and public service announcements, accounts for changes in substance use among adolescents participating in the Drug Resistance Strategies Project's keepin' it REAL adolescent substance use prevention curriculum. Middle-school students (4,734, 72% Latino) responded to questionnaires related to these analyses. An analysis of covariance (ANCOVA) model was fit separately to six substance use outcomes. The results suggested that intervention students who saw four or five videos engaged in less substance use in the past month than did students who saw fewer videos. Having seen the PSAs one or more times did not predict the reported change in substance use. 相似文献
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Leanne K. Knobloch Erin D. Basinger Jennifer A. Theiss 《Journal of Applied Communication Research》2018,46(1):52-73
The transition from deployment to reintegration can be stressful for returning military personnel and at-home partners, and support plays a key role in their ability to transition effectively. We draw on relational turbulence theory to advance predictions about how parameters of the relationship between returning service members and at-home partners predict their perceptions of their partner’s support during the post-deployment transition. We surveyed 235 individuals (117 returning service members, 118 at-home partners) who had experienced the transition within the past 6 months. Findings consistent with the theory indicated that relational turbulence partially mediated the negative associations that relational uncertainty and interference from a partner shared with partner support. Partner uncertainty was a direct negative predictor of partner support as well. We consider how these results extend theory, research, and practice. 相似文献
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Jennifer L. Jones 《图书馆管理杂志》2018,58(1):54-64
As academic libraries' budgets remain flat while their expenditures rise, library leaders must seek out alternative sources of funding. One option is a mandatory student fee dedicated to the library. This article presents the results of a survey of 152 deans and directors of public R1 and R2 research universities that were asked whether their libraries benefit from mandatory student fees. While a library-specific fee is unusual, nearly half of responding libraries are eligible to receive some portion of another mandatory student fee. Study results can serve as evidence for libraries preparing to make a case for the significant, positive impact possible through even a modest library fee. 相似文献
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