Early adopters of ORCID functionality enabling recognition of peer review: Two brief case studies          下载免费PDF全文

Brooks Hanson  Rebecca Lawrence  Alice Meadows  Laura Paglione 《Learned Publishing》2016,29(1):60-63

Key points

• Publishers increasingly acknowledge the need for better recognition of peer review activities and are experimenting with ways to achieve this.
• A recent community working group recommended a set of data exchange standards to support this recognition, and these have now been implemented by the Open Researcher and Contributor ID.
• The American Geophysical Union and F1000 are the first adopters of this new functionality.

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Systems learning with a conceptual representation: a quasi-experimental study     

Cindy E. Hmelo-Silver  Rebecca Jordan  Catherine Eberbach  Suparna Sinha 《Instructional Science》2017,45(1):53-72

In this paper, we share results from a classroom intervention that used a conceptual representation to support reasoning about ecosystems. Engaging students in modeling allows them to make their ideas visible while being malleable and available for discussion, which enables students to make meaning out of systems. Further, the Components-Mechanisms-Phenomena (CMP) conceptual representation was designed to enable students to construct coherent mental models. Following our intervention, students deepened their understanding of ecosystem dynamics when compared to students who engaged in traditional instruction without use of the CMP conceptual representation. We discuss our results in terms of data that helped guide the design of the intervention and we describe a theoretical perspective that can be used to guide future instruction.  相似文献   

Relationships between families’ use of Sure Start Children’s Centres,changes in home learning environments,and preschool behavioural disorders     

James Hall  Pam Sammons  Rebecca Smees  Kathy Sylva  Maria Evangelou  Jenny Goff 《牛津教育评论》2019,45(3):367-389

UK Sure Start Children’s Centres (SSCCs) aim to lessen behavioural disorders yet we lack evidence concerning how this is achieved. This study evaluates one possible mechanism: improved home learning environments (HLEs). Data come from a longitudinal study of 2568 families and children recruited at a mean age of 14 months from 117 SSCCs in England in 2012. Behavioural disorders were measured at 38 months via the Strengths and Difficulties Questionnaire. HLEs were measured at 14 and 38 months via parental interview. Families’ use of SSCCs was measured via parental interview at 14, 22, and 38 months. This study suggests that the use of SSCCs is associated with fewer preschool behavioural disorders via intermediate changes to the quality of HLE’s. Implications are discussed for social policies and for early years’ professionals.  相似文献   

The literacy curriculum and use of an Integrated Learning System     

Larry Miller  Jillian DeJean  Rebecca Miller 《Journal of Research in Reading》2000,23(2):123-135

This article describes one aspect of a year‐long study of primary level teachers’ and children’s (Grades 1‐3; children aged 6‐9 years) use of the language arts component of SuccessMaker, an Integrated Learning System (ILS). Using information gathered from teacher surveys and classroom observation, we documented areas where the curricula embedded in the ILS were congruent with teachers’ normal curricula and pedagogical practices. However, we also found numerous instances of incongruity. To illustrate our findings we use the case of phonics instruction to reveal discrepancies between normal practice and computer‐based learning. The differences in content, presentation sequence and instructional practices raise issues about the appropriate relationship between computer‐based instruction and teachers’ normal practices.  相似文献   

Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study     

Erin Marie Furtak  Katharina Kiemer  Ruhan Kizil Circi  Rebecca Swanson  Vanessa de León  Deb Morrison  Sara C. Heredia 《Instructional Science》2016,44(3):267-291

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Letter From the Editor     

Czerniak  Charlene M.  Goldston  Dee  Lumpe  Andrew T.  Schneider  Rebecca  Settlage  John  Templin  Mark 《Journal of Science Teacher Education》2004,15(1):1-2

Journal of Science Teacher Education -  相似文献   

Mentoring pathways program for first-year education doctor of education students: perspectives of a program redesigned for sustainability     

Rachel Louise Geesa  Rebecca D. Brown  Kat R. McConnell 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):156-175

ABSTRACT

Education doctoral (EdD) students face unique challenges to complete a doctorate as scholar-practitioners. An EdD mentoring pathways program for first year EdD students to receive support and advice from fellow colleagues and graduates of the doctoral program to successfully complete the degree at a mid-sized, midwestern university was initially implemented in the 2016–2017 academic year. In order to sustain the EdD mentoring pathways program, the program was redesigned and studied for sustainability the following year for first year EdD students (mentees). To better understand mentees’ perspectives of the mentoring pathways program, mentees participated in pre- and post-surveys, an interview, and a focus group during the 2017–2018 academic year. Themes emerged from quantitative and qualitative data and include: (a) mentees view mentors as successful role models and resources; (b) mentees used the mentoring program to connect with one another; and (c) mentees desire more access to and advice from mentors.  相似文献   

My Friend PK: A Final Good-Bye     

Rebecca A. Martusewicz 《Educational Studies A Journal of the American Educational Studies Association》2016,52(2):194-197

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Exploring variations in teachers' work,lives and their effects on pupils: key findings and implications from a longitudinal mixed‐method study     

Pam Sammons  Christopher Day  Alison Kington  Qing Gu  Gordon Stobart  Rebecca Smees 《British Educational Research Journal》2007,33(5):681-701

This article outlines the research design of a large‐scale, longitudinal research study in England intended to describe and explore variations in teachers' work, lives and their effects on pupils' educational outcomes. The study, funded by the Department for Education and Skills (DfES) and incorporated into the Teaching and Learning Research Programme (TLRP) as an ‘Associate Project’, used an innovative mixed‐methods research design to create case studies of 300 teachers in Years 2, 6 and 9. The research was conducted over three consecutive academic years and collected a wide range of data through interviews, questionnaire surveys of teachers' and pupils' views and assessment data on pupils' attainments in English and mathematics. The text summarises the main findings from the research in relation to four interconnected themes of the study: Professional Life Phases; Professional Identity; Relative Effectiveness; and Resilience and Commitment. The influence of school context, in terms of level of social disadvantage of pupil intake, is also investigated. Key findings and their implications for policy and practice are highlighted.  相似文献   

The role of prior knowledge in inferential processing     

Rebecca Fincher-Kiefer 《Journal of Research in Reading》1992,15(1):12-27

The present research tested how domain-related knowledge influences inference generation during text comprehension. Two types of inference were examined, those that maintained referential coherence, referred to as local inferences, and those that were anticipatory in nature, referred to as global inferences. Three groups of subjects, each with differing degrees of domain knowledge, read a domain-related text that included both types of inference. It was found that all knowledge groups processed sentences involved in local inferences similarly, presumably because establishing text coherence is essential to comprehension. However, knowledge differences emerged in the processing of the sentences involved in global inferences. The results of two experiments suggested that individuals with prior knowledge used their knowledge actively to generate global inferences during reading. It was argued that this anticipatory inferential process guides the construction of a mental model of a text, built partly with explicit information and partly with existing knowledge.  相似文献