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231.
232.
Laura Goodwin Elizabeth Kozleski Rodney Muth Lynn K. Rhodes Kim Kennedy White 《Innovative Higher Education》2005,30(4):251-268
This article describes the establishment in fall 2002 of a School of Education Research Center designed to support faculty
in increasing productivity and quality in research. Details are provided about center goals, services, staffing, space, resources,
and logistics during the first year of operation. In addition, data are shared about faculty usage of the Center, the level
of faculty satisfaction with center services in the first year, and initial increases in faculty productivity. The article
concludes with plans for continued data collection to monitor the impact of the Center, a discussion of lessons learned at
this point in the Center's development, and possibilities for the evolution of the Center.
All authors are at the University of Colorado, Denver. Laura Goodwin, Ph.D., University of Colorado at Boulder, is Interim
Associate Vice Chancellor for Faculty Affairs and continues to serve as a Faculty Research Associate. Elizabeth Kozleski,
Ed.D., University of Northern Colorado, is the Associate Dean for Research in the School of Education. Lynn Rhodes, Ed.D.,
Indiana University, is the Dean of the School of Education. Rodney Muth, Ph.D., Claremont Graduate School, is a professor
of Administrative Leadership and Policy Studies in the school and chaired the Research Center Advisory Board. Kim Kennedy
White, M.A., University of Oregon, was the original School of Education Research Center Coordinator and was responsible for
collecting most of the data included in this study. 相似文献
233.
1IntroductionBackground subtraction methods are extensively ex-ploited for moving object detection in videos in manyapplications ,such as traffic monitoring[1],human mo-tion capture[2]and video surveillance[3]. The centralidea behind such methods is to segment foreground ini mage sequences taken from a fixed camera by com-paring each newframe to a model of the scene back-ground . Therefore , correctly and efficiently modelingand updating the background model is one of the mostchallenging aspec… 相似文献
234.
1 Introduction Organiclight emittingdiodes(OLEDs)haveattract edconsiderableattentionduetoitsgreatpotentialinefficiency ,low voltage ,large area ,lightweight ,andfull colorflat paneldisplays[1,2 ] .Forfull colordis plays ,itisnecessarytohaveefficientred ,green ,andblueemitterswithappropriatechromaticity .Bycom parisonwiththehighperformanceofblueandgreenOLEDs ,theperformanceandpurechromaticityofredOLEDsarestillrelativelypoor .UsuallyredOLEDsareimprovedbydopingreddyesintohostmaterialswit… 相似文献
235.
分析了高校成人教育学生学籍档案管理的现状,以及建立电子学籍档案的必要性,提出完善学生学籍档案管理工作的途径,以此提高学籍档案的使用效益和教学管理工作。 相似文献
236.
FOB术语是国际贸易中常用的术语,但在使用FOB术语的情况下,卖方面临更大的风险.笔者主要通过对几个典型案例的分析,探讨在使用FOB贸易术语的情况下,卖方面临风险的类型,同时研究规避风险的方法和途径. 相似文献
237.
2006年初,法国颁布的《首次雇佣合同》法案(Cntrat Pemirèe Ebauche,简称CPE)引起了社会的强烈反响,包括工人、学生在内的大规模游行随即开始。其背后隐藏着深刻的社会背景和政治、经济原因。法国新劳工法案的颁发触及到了一部分社会群体的利益,是法国社会动荡形成的重要成因。从社会公正这一视点出发,来探讨法国的教育和就业政策问题,就显得尤为重要和可行。 相似文献
238.
239.
男教师介入幼儿教育的理性思考 总被引:1,自引:0,他引:1
幼儿园男教师的缺乏是人们目前普遍关注的一个话题。从男教师的心理特征出发,阐明了男教师在幼儿教育中具有的一些优势和劣势,并根据我国的实际情况,对当前幼儿园男教师发展的出路做了有益的探索。 相似文献
240.
Drew Polly Christie S. Martin Jennifer R. McGee Chuang Wang Richard G. Lambert David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. 相似文献