Changing Inequalities in Education?     

Ivan Reid 《British Journal of Sociology of Education》2000,21(2):299-306

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How Experiments Begin: The Formation of Scientific Collaborations     

Joel Genuth  Ivan Chompalov  Wesley Shrum 《Minerva》2000,38(3):311-348

Multi-organizational collaborations are increasingly important incontemporary science, but their formative processes have beenneglected by scholars in the social studies of science. Based onan examination of 53 collaborations in physics and relateddisciplines, we have found five types of formations.Collaborations that encountered greater difficulties in formingbecame more formal in their organization and management.  相似文献   

A Symbiosis of Access: Proliferating STEM PhD Training in the U.S. from 1920–2010     

Fernandez  Frank  Baker  David P.  Fu  Yuan-Chih  Muñoz  Ismael G.  Ford  Karly Sarita 《Minerva》2021,59(1):79-98

Minerva - Over the course of the 20th century, unprecedented growth in scientific discovery was fueled by broad growth in the number of university-based scientists. During this period the American...  相似文献   

From the Literature     

Emme Lopez 《Medical reference services quarterly》2020,39(3):286-292

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PROBLEMS CONCERNING THE LINKAGE BETWEEN GENERAL AND VOCATIONAL EDUCATION AND HIGHER EDUCATION     

Ivan A. Maslarov 《Higher Education in Europe》1988,13(1-2):24-31

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A reply to Rubincam     

Ivan Kalmar 《Interchange》1988,19(2):83-84

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Project Outcome results in action     

Samantha Lopez 《Public Library Quarterly》2018,37(2):150-165

ABSTRACT

The Public Library Association’s performance measurement initiative, Project Outcome, is a free online toolkit designed to help public libraries understand and share the impact of essential library programs and services by providing simple surveys and an easy-to-use process for measuring and analyzing outcomes. Interviews of participating libraries and community stakeholders were conducted in 2017 to create five success case studies. What PLA learned is that libraries using Project Outcome surveys can leverage their outcome data into actionable results—tracking their impact across time, improving and expanding programs and services, supporting new and deepening existing partnerships, and increasing library championship.  相似文献   

Engaging Families in Public Libraries     

M. Elena Lopez  Margaret Caspe  Christina Simpson 《Public Library Quarterly》2017,36(4):318-333

Public libraries today are undergoing significant transformations as well as interacting with patrons in new and different ways (Knight Foundation 2017). Part of this transformation is the way libraries are engaging entire families. Libraries are playing a stronger role than ever before in supporting families to promote children’s early literacy and reading skills (Celano and Neuman 2015; Nagle et al. 2016; Neuman and Celano 2010), stimulating adult learning (Boden and Tashijan 2015), creating initiatives to improve family health (Morgan et al. 2016), providing services to families with extreme challenges such as those experiencing poverty, homelessness, food insecurity, and incarceration (Holt and Holt 2010; Terille 2016), as well as becoming spaces for families, especially those who are recent immigrants, to build new relationships and social networks (Khoir et al. 2017; Vårheim 2014). Despite these efforts, few studies have specifically sought to understand the organizational dimensions that support family engagement within a library system and the potential that these efforts have in promoting children’s learning not only in the early years, but also into and throughout middle childhood and adolescence. Based on a yearlong study investigating the power of family engagement in public libraries, this article considers how libraries can begin to adopt a systemic approach to family engagement to further innovate the library space.  相似文献   

Family and school     

Ivan Fomič Svadkovskij 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):341-350

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DEVELOPMENT OF THE CONCEPT OF HIGHER EDUCATION RESTRUCTURING IN BULGARIA DURING THE 1978‐1987 PERIOD     

Ivan Nikolov 《Higher Education in Europe》1987,12(4):49-55

The concept of reform according to which the restructuring of the Bulgarian higher education system considered as a dynamic open system and as a product of the country's social development, is based on the discussions, relative to the restructuring of the educational system, that took place between 1978 and 1987. The changes in the concept of educational models, those of higher education included, not only reflect the results of social development but embody a new position arising from the requirements of scientific and technological revolution. The latter have transformed education from a result into a cause and have thus conditioned the rate of social and economic development. The author thus attempts to relate the evolution of the concept through its different stages. He points out some specific problems and decisions which characterize the complexity and the outlooks of the decision.  相似文献