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121.
Duhita Mahatmya Janet Morrison Rebecca M. Jones Pamela W. Garner Shannon N. Davis Jill Manske Nancy Berner Ann Johnson Jayna Ditty 《Innovative Higher Education》2017,42(5-6):491-504
The positive impact of undergraduate research experiences on students’ post-secondary success is well-documented. However, these conclusions are drawn from undergraduate students who already participate; very little research has explored the pathways by which students enter these experiences. Using data from a multi-institutional survey, we examined students’ reasons for participating and differences across institutions and demographic groups. Overall, students cited social and experiential reasons as key motivators for participation and a perceived lack of research readiness as a key barrier. Differences were also found across academic year. Implications from this study address issues of access, preparation, and institutional policies around undergraduate research. 相似文献
122.
Peter L. Ignacio Merilee McCurdy Jada White Madeline B. Auge Christopher H. Skinner Janet Schwartz‐Micheaux 《Psychology in the schools》2019,56(9):1482-1492
Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was designed to evaluate the effects of session length (i.e., 5 vs. 15 min to write) and temporal cues (i.e., a single initial temporal cue vs. MDTC) on seventh‐ and eighth‐grade students writing assignment rates and writing accuracy. Results showed that the 5 min writing sessions did result in significantly greater rates of accurate responding than the 15 min sessions; however, explicit timing did not significantly alter writing rates or accuracy. These findings suggest that educators can enhance rates of accurate writing by reducing writing session lengths. Discussion focuses on applied implications of providing briefer writing sessions and future research investigating the interaction between multiple temporal cues and assignments. 相似文献
123.
Robert Brown Janet Scull Andrea Nolan Bridie Raban Jan Deans 《The Australian Educational Researcher》2012,39(3):313-331
This paper introduces the Young Learners?? Project, which is a large scale longitudinal study that aims to identify a number of factors associated with positive outcomes in literacy in the first year of school: the role of the preschool teacher, home life and child characteristics. In particular, it presents the design of one sub-study within the larger project that is focusing on the beliefs, theoretical constructs and literacy practices of 25 preschool teachers. The paper deliberates the methodological choices of a group of researchers who set out to represent in diverse ways, and for diverse purposes, the layered meanings inherent in preschool teachers?? beliefs and practices in relation to early literacy development. In particular, through reference to illustrative extracts of a single case analysis, the paper explores the possibilities and complexities of adopting mixed methods and in doing so, responds to a call for researchers to make explicit the purposes and challenges of case study methodologies. 相似文献
124.
125.
This study examined 3‐ to 7‐year‐old children's reliance on informant testimony to learn about a novel animal. Sixty participants were given positive or negative information about an Australian marsupial from an informant described as a maternal figure or a zookeeper. Children were asked which informant was correct and were invited to touch the animal, which was a stuffed toy hidden in a crate. Overall, younger children endorsed the zookeeper's testimony about the animal, but touched the animal more readily when the maternal figure provided positive information. Older children endorsed the informant who provided positive information, but showed some sensitivity to zookeeper expertise. Age differences were obtained in the association between participant characteristics and informant selection and animal approach behavior. 相似文献
126.
127.
A team of academics from RMIT School of Business Information Technology were involved in delivering LIS training to staff at Can Tho University in Viet Nam who were to work in a newly developed Learning Resource Centre (LRC). The training materials were written in English and then translated into Vietnamese. RMIT staff then delivered the training face-to-face through interpreters. This paper records a narrative of the interaction between academics, students, translators, and interpreters. This narrative examines development, limitations, and successes of cross-cultural teaching and learning and offers a commentary from the point of view of academic participants in this project, particularly about the developing relationships between academics, translators, and interpreters. Examination of the impact includes some preliminary evaluation of the nature of the teaching experience and the development of culturally inclusive strategies and material. 相似文献
128.
Janet Floyd 《Media History》2013,19(3):257-269
This is a discussion of the group of journalists working in and around Virginia City during the 1860s and 1870s, when the area became the world centre of the silver mining industry. The so-called Sagebrush writers reported on mining prospects for readerships locally and internationally, as well as writing anecdotes and stories about the life of the highly transient local communities generated by the search for silver. Theirs is writing characterised both by caution in responding to the mining industry and by an aggressive humour in depicting the local life of a cosmopolitan instant city. These newspaper writers have been considered in the local context of the Nevadan frontier. Here, I discuss their engagement with a complex and internationally networked industry, and also their address to the collectivities of the local population. 相似文献
129.
Janet Arcand 《期刊图书馆员》2013,64(2):215-216
Successful implementation of standards like Shared E-Resource Understanding (SERU), Counting Online Usage of NeTworked Electronic Resources (COUNTER), Standardized Usage Statistics Harvesting Initiative (SUSHI), and I2 (Institutional Identifiers) can simplify and improve your ability to manage your e-resources. Other initiatives like the Journal Usage Factor, EigenFactor?, and Metrics from Scholarly Usage of Resources (MESUR) are envisioned to become the basis for future tools to evaluate the impact of scholarly information. This article will provide a brief survey of current and future standards and initiatives related to e-resources and discuss why they should matter to you. 相似文献
130.
Priscilla L. Stephenson Teresa R. Coady Janet M. Schneider Dorothy P. Sinha 《Medical reference services quarterly》2013,32(2):219-224
E-readers provide an opportunity for hospital librarians to reach out to staff and patients with new approaches to library lending. Librarians in four Veterans Health Administration medical centers are using e-readers to enlarge their scope of service in unique ways. The libraries of VA hospitals in Minneapolis, Des Moines, Tampa, and Philadelphia have developed several ways to reach out to new library users. 相似文献