IP Address Data and its Place in the Library Community Today and in the Future     

Justin R. Spence  Andrew Pitts  Ian Hames 《期刊图书馆员》2017,73(3-4):296-304

Internet Protocol (IP) technology has played an important role in the management of access to scholarly work within institutions since the advent of electronic publishing in the late 1990s. Despite recent efforts to explore alternative modes of authentication, the ubiquitous use of IP address authentication within the systems of libraries, publishers, and third party vendors around the world suggests it will continue to play a significant role for the foreseeable future. However, recent studies show that a large amount of the IP address data held within publisher systems is incorrect, improperly assigned, or requires clarification. Poor source data carries significant risks—not the least of which translates into unreliable usage reporting for libraries and publishers. The IP Registry is designed to help mitigate these challenges by creating a Registry of cleaned data that libraries and publishers can interact with in a centralized fashion thereby helping to ensure accuracy and reducing the level of resources necessary to manage and communicate changes to existing data. The database of more than 60,000 academic, corporate, and government libraries was created through the amalgamation of raw source data from more than 170 scholarly publishers. In addition to cleaned IP address data, the Registry includes standardized English naming, aliases, local language naming (and characters), hierarchies, and organizational IDs for each record. The importance of accurately understanding current usage and how libraries utilize published content is clear. Regardless of what the future holds, the need for a clean and stable source of IP address data is real for libraries, publishers, and vendors alike.  相似文献   

Brazilian Physical Education Teachers’ Beliefs About Teaching Students With Disabilities     

Samuel R. Hodge  Justin Haegele  Paulo Gutierres Filho  Gleides Rizzi Lopes 《International Journal of Disability, Development & Education》2018,65(4):408-427

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Emergence of the Link Between the Approximate Number System and Symbolic Math Ability     

Jinjing Wang  Justin Halberda  Lisa Feigenson 《Child development》2021,92(2):e186-e200

Experimentally manipulating Approximate Number System (ANS) precision has been found to influence children’s subsequent symbolic math performance. Here in three experiments (N = 160; 81 girls; 3–5 year old) we replicated this effect and examined its duration and developmental trajectory. We found that modulation of 5-year-olds’ ANS precision continued to affect their symbolic math performance after a 30-min delay. Furthermore, our cross-sectional investigation revealed that children 4.5 years and older experienced a significant transfer effect of ANS manipulation on math performance, whereas younger children showed no such transfer, despite experiencing significant changes in ANS precision. These findings support the existence of a causal link between nonverbal numerical approximation and symbolic math performance that first emerges during the preschool years.  相似文献   

Abstract     

Joseph Jaffe  Beatrice Beebe  Stanley Feldstein  Cynthia L. Crown  & Michael D. Jasnow 《Monographs of the Society for Research in Child Development》2001,66(2):vii-viii

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Beyond Diversity and Inclusion: Creating a Social Justice Agenda in the Classroom     

Justin E Lerner  Anjali Fulambarker 《Journal of Teaching in Social Work》2018,38(1):43-53

ABSTRACT

A social justice classroom agenda relies on the ability of educators to create a space free from microaggressions that can be strengthened through an approach of cultural humility. Utilizing Bonnycastle’s social justice continuum, this article explores how to create a classroom grounded in social equality and guided by social work values to foster participation from students across all social identities.  相似文献   

What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems     

Lauren A. Barth-Cohen  Michelle K. Smith  Daniel K. Capps  Justin D. Lewin  Jonathan T. Shemwell  MacKenzie R. Stetzer 《Journal of Science Education and Technology》2016,25(1):50-61

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction.  相似文献   

Responsibility of learning: a cross-cultural examination of the relationship of grit,motivational belief and self-regulation among college students in the US,UAE and Turkey     

Pasha-Zaidi  Nausheen  Afari  Ernest  Sevi  Barış  Urganci  Betul  Durham  Justin 《Learning Environments Research》2019,22(1):83-100

Learning Environments Research - The present study explored the relationship between grit, motivational beliefs and self-regulation among undergraduate students in the United States, the United...  相似文献   

What we know now: education,neuroscience and transdisciplinary autism research     

Jackie Ravet  Justin H. G. Williams 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):1-16

Background: Knowledge about the brain has been growing rapidly since the 1990s as a result of developments in neuroscientific research linked to improvements in functional neuroimaging and other brain imaging technologies. As the brain is the ‘principal organ involved in learning’ (1), it would seem reasonable to assume that education should be one of the chief beneficiaries of this research, leading to advances in our understanding of how people learn, the development of new curricula and innovative teaching and learning approaches. However, the linkage between neuroscience and education has, historically, always been weak, and, we suggest, continues to be so, notwithstanding important research initiatives since the year 2000.

Purpose: The purpose of this paper is to critically explore current theoretical understanding of joint neuroscientific and educational research, herein referred to as ‘neuroeducational’ research. There is a particular focus on a critique of the transdisciplinary model as applied in a study of imitation in learners with autism.

Main argument and sources of evidence: The review of the literature in the first half of the paper identifies the key barriers to neuroeducational research, including neuromyths, lack of shared understanding, the problem of the translation of neuroscientific findings to schools and clashing research assumptions, methodologies and traditions. However, a model of transdisciplinarity is presented as a possible way forward. This model is tested in the second half of the paper against the experiences of the authors in conducting transdisciplinary research in autism and imitation in the secondary classroom. Here, we develop the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ to structure our analysis of the various dimensions of the transdisciplinary research process. These new concepts are defined, and their relevance and utility explained.

Conclusions: The main conclusion of the paper is that the transdisciplinary research process within neuroeducation is complex, far from fully understood and requires further mapping. It is proposed that the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ are useful theoretical ideas in pursuit of this aim.  相似文献   

巧记英语基数词     

张晓莉 《英语辅导》2003,(6):30-30

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A combined social action, mixed methods approach to vocational guidance efficacy research     

Justin C. Perry 《International Journal for Educational and Vocational Guidance》2009,9(2):111-123

This article proposes a social action, mixed methods approach to verifying the efficacy of vocational guidance programs. Research strategies are discussed in the context of how the processes and purposes of efficacy research have been conceptualized and studied in vocational psychology. Examples of how to implement this approach in future efficacy research are provided.  相似文献