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161.
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
162.
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
163.
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
164.
Susan Groundwater-Smith 《Educational Action Research》2016,24(2):159-176
This article provides a review of the concept of student voice as it has been represented in Educational Action Research from the 1990s to the present day. Contextualised within an exploration of the challenges posed by educational action research that incorporates student voice in the current age of accountability as reflected and understood in academia, we explore issues of power and authority, issues of process and issues of ownership as they emerge in the literature. We note ways in which these challenges are manifest in primary and secondary schooling and in tertiary education. Finally, we survey some recent representations of student voice in Educational Action Research, observing something of a shift from earlier conceptualisations of students as a ‘data source’ to a more active involvement as co-researchers and joint constructors of knowledge, progressing toward more active student–teacher partnerships. 相似文献
165.
Rats were trained in a three-alternative spatial delayed matching-to-sample task in a starburst maze. Samples consisted of rewarded forced choices of one arm, and retention was indicated by rats’ returning to that arm after a 90-sec delay. If a rat made an error on its first choice, it was returned to the start compartment and allowed a second choice. Unlike in previous experiments with this task, all three arms were available during the animals’ second choices. The rats tended to perseverate in their second choices by returning to the arm that they had erroneously visited on their first choice. In Experiment 1, the accuracy of second choices following first-choice errors was below chance during the first block of sessions, when a 90-sec delay intervened between the first choice and the second choice, and at chance during the second block of sessions, when a short (5–6 see) delay intervened between first and second choices. In Experiment 2, long-delay and short-delay sessions were randomly presented to naive subjects. Similar results were obtained. In both experiments, the tendency to repeat the erroneous first choice was greater when long delays separated the two choices than when short delays were used. The results suggest that rats make their first-choice errors because they erroneously encode or remember the location of the sample and that they base their second choices on the same erroneous-memory. The increase in perseveration at long delays implies some kind of rehearsal-like mechanism that slows forgetting of the memory controlling the first choice. 相似文献
166.
167.
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
168.
Kausalai Wijekumar Bonnie J. F. Meyer Puiwa Lei Anita C. Hernandez Diane L. August 《Reading and writing》2018,31(9):1969-1996
Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills. 相似文献
169.
170.