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Jill Livingston Deborah Sanford Dave Bretthauer 《Library Collections, Acquisitions, and Technical Services》2006,30(3-4):179-201
Open URL link resolvers are emerging technological tools designed to increase use of library collections by automating the process of locating and accessing library holdings. This study examines the system architecture and capabilities of commercially available OpenURL link resolvers to assess viable options for the University of Connecticut Libraries. Data for the study, largely experiential feedback received from libraries employing OpenURL link resolvers, were gathered through a series of evaluative activities. These included a preliminary literature review, Web survey, follow-up e-mail survey, and on-site visits to libraries. Results were analyzed within the context of the University of Connecticut Libraries' resources and needs. Analysis revealed wide variation in library experiences with and perception of product functionality and performance, as well as requisite staff and financial investments. 相似文献
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Barry J. Fraser Jill M. Aldridge F. S. Gerard Adolphe 《Research in Science Education》2010,40(4):551-571
This article reports a cross-national study of classroom environments in Australia and Indonesia. A modified version of the
What Is Happening In this Class? (WIHIC) questionnaire was used simultaneously in these two countries to: 1) crossvalidate
the modified WIHIC; 2) investigate differences between countries and sexes in perceptions of classroom environment; and 3)
investigate associations between students’ attitudes to science and their perceptions of classroom environment. The sample
consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). Principal
components factor analysis with varimax rotation supported the validity of a revised structure for the WIHIC. Two-way MANOVA
revealed some differences between countries and between sexes in students’ perceptions of their classroom environments. Simple
correlation and multiple regression analyses revealed generally positive associations between the classroom environment and
student attitudes to science in both countries. 相似文献
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Jill M. Norvilitis Jie Zhang 《Educational Assessment, Evaluation and Accountability》2009,21(4):299-311
A total of 232 college students in six different courses in three departments participated in a study to examine the effect
of perceived course mean on course and instructor evaluations. Following a midsemester exam, students were given their actual
earned exam scores and a manipulated class mean that was either ten percentage points higher or lower than the actual class
average on the exam. Participants then completed an evaluation of the course and instructor. It was hypothesized that students
scoring above the manipulated mean would rate the course and instructor more highly than students scoring below the manipulated
mean. It was further hypothesized that students who were told that the class mean was higher would rate the course and instructor
more highly than students who were told that the mean was lower. Results supported the first hypothesis. However, hypothesis
two was not supported. Students receiving the lower manipulated class mean rated instructors more favorably. Results suggest
the need to consider both individual exam scores and class averages in understanding the grade-teaching evaluation relationship. 相似文献
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