Journals at bepress: new twists on an old model     

Irene PERCIALI  Aaron EDLIN 《Learned Publishing》2008,21(2):116-122

In recent years academic journal publishers have explored a variety of new business models. The Berkeley Electronic Press (bepress), founded by professors in 1999, now publishes 39 electronic‐only journals. bepress's own model rests on three principles: improve, but do not break, the traditional journal; allow non‐subscribers to read articles as guests; and offer reasonable and sustainable prices to libraries. This model has resulted in steady growth. Even in the shifting landscape of open access, there remains a place for professional journal publishers who offer innovative improvements, traditionally qualified content, and reasonable prices.  相似文献   

Social capital and relationship maintenance: uses of social media among the South Asian Diaspora in the U.S.     

Mohammad Delwar Hossain  Aaron S. Veenstra 《亚洲交流杂志》2017,27(1):1-17

This study uses the framework of bridging and bonding social capital to explore how South Asian immigrants to the U.S. negotiate relationships amongst three social groups: their ties in their home country, their ties to Americans, and their ties to other South Asian immigrants living in the U.S. In so doing, it develops a model for immigrant social media use that contributes to an ongoing reassessment of the notion of community.  相似文献   

III. TEASING,BULLYING, AND EMOTION REGULATION IN CHILDREN OF INCARCERATED MOTHERS     

Barbara J. Myers  Virginia H. Mackintosh  Maria I. Kuznetsova  Geri M. Lotze  Al M. Best  Neeraja Ravindran 《Monographs of the Society for Research in Child Development》2013,78(3):26-40

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Exploring supplementary education: margins,theories and methods     

Kevin Myers  Ian Grosvenor 《History of education》2013,42(4):501-520

Existing knowledge of supplementary education, that is education organised and run by political, faith or ethnic groups outside of formal schooling, is patchy. This article is an exploration of the histories of supplementary education in the twentieth century. It is organised into three sections. The article begins by reviewing some existing literature and argues that supplementary education has been a topic of marginal concern for social historians, sociologists and historians of education. This marginal status has often been reflected in the way in which a dominant account of the history of supplementary education has entered the research literature despite a rather selective evidential base. The second section of the article deploys an expansive definition of education, and presents some new historical evidence concerning African Caribbean and Irish supplementary education. A final arguments section reflects on the significance of supplementary education and suggests some topics for a future research agenda.  相似文献   

Exploring the dimensions of organizational assimilation: Creating and validating a measure     

Karen Kroman Myers  John G. Oetzel 《Communication quarterly》2013,61(4):438-457

The purpose of this study was to create and validate a measure of organizational assimilation index. Organizational assimilation describes the interactive mutual acceptance of newcomers into organizational settings. Members from the advertising, banking, hospitality, university, nonprofit, and publishing industries participated in two phases of research. In the first phase, 13 interviewees suggested six dimensions of organizational assimilation: familiarity with others, organizational acculturation, recognition, involvement, job competency, and adaptation/role negotiation. The second phase involved analysis of a survey of 342 participants that appeared to validate the six dimensions. The OAI's construct validity was tested and supported through the use of three other scales. Job satisfaction and organizational identification related positively to assimilation, while propensity to leave related negatively.  相似文献   

Black Families and Schooling in Rural South Carolina: Families' and Educators' Disjunctive Interpretations of Parental Involvement     

Michele Myers 《Peabody Journal of Education》2013,88(3):437-458

The positive impact on children's educational trajectories when effective home-school partnerships are established has been extensively documented. This article shares findings from a 13-month research study in a rural, southern community in South Carolina that sought to investigate the nature of the “partnerships” formed between educators and families, while challenging stereotypes and misperceptions that prevent such partnerships from unfolding. In doing so, the researcher makes visible the experiences of Black families, students, and schools in communities rarely studied—poor, rural Black communities in the southern United States. The researcher uses the actual words of the teachers and parents to make visible the disjunctive interpretations about one of the major themes from the study, parental involvement as relationships. Finally, the researcher offers implications for educators and parents as they do the work necessary to form relationships that really benefit students.  相似文献   

A check list for use in the preparation of catalogues for teacher‐training institutions     

Vest C. Myers 《Peabody Journal of Education》2013,88(4):196-200

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The Relationship Between Students’ Motives to Communicate With Their Instructors and Classroom Environment     

Scott A. Myers  Christopher J. Claus 《Communication quarterly》2013,61(3):386-402

This study examined the relationships between students’ motives for communicating with their instructors (i.e., relational, functional, participatory, excuse making, and sycophantic) and their perceptions of the classroom environment (i.e., classroom climate, classroom connectedness, and personalized education). Participants were 174 undergraduate students enrolled in several introductory communication courses at a large, Mid-Atlantic university. The results indicated that students’ self-reports of their relational, functional, participatory, and sycophantic motives to communicate with their instructors were positively related to their perceptions of the classroom environment, but students’ self-reports of their excuse-making motives were not related to their perceptions of the classroom climate. Future research should examine whether students’ motives to communicate with their instructors remain constant or whether these motives fluctuate over the course of a semester or increase or decrease based on the instructional tasks that normally occur during an instructional period.  相似文献   

Science Teaching Orientations and Technology-Enhanced Tools for Student Learning     

Todd Campbell  Max Longhurst  Aaron M. Duffy  Paul G. Wolf  Brett E. Shelton 《Research in Science Education》2013,43(5):2035-2057

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Environmental‐Scale Map Use in Middle Childhood: Links to Spatial Skills,Strategies, and Gender     

Lynn S. Liben  Lauren J. Myers  Adam E. Christensen  Corinne A. Bower 《Child development》2013,84(6):2047-2063

Researchers have shown that young children solve mapping tasks in small spaces, but have rarely tested children's performance in large, unfamiliar environments. In the current research, children (9–10 years; N = 40) explored an unfamiliar campus and marked flags' locations on a map. As hypothesized, better performance was predicted by higher spatial‐test scores, greater spontaneous use of map–space coordinating strategies, and participant sex (favoring boys). Data supported some but not all hypotheses about the roles of specific spatial skills for mapping performance. Data patterns were similar on a computer mapping task that displayed environmental‐scale videos of walks through a park. Patterns of children's mapping errors suggested both idiosyncratic and common mapping strategies that should be addressed in future research and educational interventions.  相似文献