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231.
SciVal Experts is a resource for finding experts and fostering collaboration. The tool creates researcher profiles with automatically updated publication and grant information and faculty-inputted curriculum vitae, more fully capturing a researcher's body of work. SciVal Experts indexes campus-based "experts" by research topic, allowing faculty to find potential research partners and mentors, furthering translational research opportunities and dissemination of knowledge. 相似文献
232.
Christopher Devine Emily Bounds Paladino John A. Davis 《The Journal of Academic Librarianship》2011,37(3):197-206
The first comprehensive national survey of all academic libraries in the United States which were conducting chat reference service was carried out to determine: what practices were being used to prepare personnel for chat reference service, what competencies were being taught, how and why training practices may have changed over time, and what modifications to current training practices were anticipated in the future. 相似文献
233.
Reference departments track patron interactions to illustrate the type and number of services provided as well as to tailor librarians' time and expertise to the interest and needs of their patrons. Until 2010 the Reference, Education, and Community Engagement Department at the Calder Memorial Library tracked statistics using a complicated system of paper tic sheets and two Excel? spreadsheets. After considering different electronic systems, the department decided to employ an electronic form created with SurveyMonkey? to track patron interactions. After the system had been in place for three months, the authors administered a satisfaction and use survey to collect faculty and staff feedback on the new system. Seven months later the authors undertook usability testing to collect further evaluative data on the electronic form. The patron interaction form continues to be used to collect statistics, provide data for annual reviews, and recognize the contributions of all faculty and staff at the library. 相似文献
234.
Allen Kelly-Ann Jamshidi Negar Berger Emily Reupert Andrea Wurf Gerald May Fiona 《Educational Psychology Review》2022,34(1):229-257
Educational Psychology Review - A student’s sense of school belonging is critical to school success, yet internationally, a large proportion of secondary students do not feel that they belong... 相似文献
235.
Efstathios Papachristou Eirini Flouri Heather Joshi Emily Midouhas Glyn Lewis 《Child development》2022,93(2):341-358
Ability-grouping has been studied extensively in relation to children's academic, but not emotional and behavioral outcomes. The sample comprised 7259 U.K. children (50% male) with data on between-class and within-class ability-grouping at age 7. Peer, emotional, hyperactivity, and conduct problems were measured at ages 7, 11, and 14 years. Children in low within-class ability groups showed more hyperactivity and emotional problems across the study period compared to non-grouped children, after adjustments for the different types of ability grouping and confounding. Additionally, children in the middle within-class ability groups showed more, and those in the top within-class groups less, hyperactivity compared to non-grouped children, after adjustment. Children in lower within-class groups should be monitored closely to ensure that their well-being is not compromised. 相似文献
236.
Emily J. Solari Terese C. Aceves Ignacio Higareda Cara Richards‐Tutor Alexis L. Filippini Michael M. Gerber Jill Leafstedt 《Psychology in the schools》2014,51(2):126-142
This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish‐speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchal multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish‐speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency. 相似文献
237.
Terence Sullivan Penelope Serow Neil Taylor Emily Angell Jodana Tarrant Greg Burnett 《Asia-Pacific Journal of Teacher Education》2017,45(1):39-52
There has been little recent documentation concerning Pacific family support for family members locally involved in university study in their Pacific home country and how such responses affect both parties. Some studies dealing with family support for student family members, including Pacific families residing in the USA, have been published. A New Zealand Ministry of Education report on Pasifika students’ educational success rates raised the need for effective family support contexts. Another study researched the family support negotiation patterns of mature-age part-time students in Australia, Hong Kong and Papua New Guinea. Only one University of the South Pacific research focused on Pacific family and community expectations of family members studying and residing with their families in their Pacific home countries. This Nauru-based study describes mixed support responses from Nauruan families towards their teacher education student family members and Nauru Department of Education student engagement and well-being development strategies. 相似文献
238.
Patricia A. Alexander Emily M. Grossnickle Alexandra List Carla M. Firetto 《Journal of Experimental Education》2016,84(1):119-151
Relational reasoning is the foundational cognitive ability to discern meaningful patterns within an informational stream, but its reliable and valid measurement remains problematic. In this investigation, the measurement of relational reasoning unfolded in three stages. Stage 1 entailed the establishment of a research-based conceptualization of the construct and the development of a corresponding Test of Relational Reasoning (TORR). Stage 2 focused on the reliability and validity of data from the TORR. Analyses showed the data from the TORR to be reliable indicators of students' ability to reason relationally, and TORR performance predicted students' performance on SAT verbal and math problems. Stage 3 examined the underlying structure of the construct through Confirmatory Factor Analysis (CFA). Of the three CFA models tested, models with dedicated factors for analogical, anomalous, antinomous, and antithetical reasoning were deemed the best fit for the data. 相似文献
239.
Instructional Science - Students’ problem-solving success depends on more than their knowledge and abilities. One factor that may play a role is the teacher’s expectations of students.... 相似文献
240.
Crazy Bull Cheryl White Hat Emily R. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(1):117-141
International Review of Education - Indigenous education and philosophy are rooted in the concept of relationality – the relatedness of all things – within the framework of place-based... 相似文献