The politics of day care     

Gwen G. Morgan 《Early Childhood Education Journal》1981,8(3):23-27

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What Makes for Great Data Journalism?     

Mary Lynn Young  Alfred Hermida  Johanna Fulda 《Journalism Practice》2018,12(1):115-135

This study examines the quality of winners and finalists in major national and international data journalism awards. We completed a content analysis of data projects submitted by Canadian media to three journalism associations—the Online News Association, the Global Editors Network and the Canadian Association of Journalists—as far back as the first award in this category in 2012. Our research addresses how journalists executed what could be considered excellent data journalism. Our findings point to a lack of accepted standards regarding what is considered as excellence. The quality of the projects was limited by two key factors: the use of free online options such as Google Maps that were not easily customizable; and the number of practitioners who worked on the data projects largely within traditional journalism frameworks. The most used visual elements were dynamic maps, graphs and video. With respect to interactivity, all but one of the projects contained an interactive element. The most popular interaction techniques were inspection and filtering, considered entry-level techniques in the field of information visualization. These techniques suggest a need for collaborative interdisciplinary approaches to data journalism, and further study on the implications of tools such as Google Maps on practice.  相似文献   

Assessing impact of institutional studies     

Lynn H. Willett 《Research in higher education》1976,4(4):373-379

A three-dimensional model which relates time, action, and audience components has been developed to assess impact of institutional studies. Elements of the models are: short, intermediate, and long-range time components; acceptance, nonresponse, and rejection actions; and primary, secondary, and tertiary audiences.A variety of criterion measures and instruments have been identified to assist in the model implementation. A research impact gram (RIG) is offered as a comprehensive graphic analysis mechanism for the model. Data analysis limitations are noted for each of the model components.Suggestions for further research are offered.  相似文献   

Sociomoral development in direct-instruction, eclectic, and constructivist kindergartens: A study of children's enacted interpersonal understanding     

Rheta Devries  Halcyon Reese-Learned  Pamela Morgan 《Early childhood research quarterly》1991,6(4)

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Research Dilemmas Concerning Gender and the Management of Education in Third World Countries     

Lynn Davies 《比较教育学》1987,23(1):85-94

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Building a more robust conception of early career researcher experience: what might we be overlooking?     

Lynn McAlpine  Kirsi Pyhältö  Montserrat Castelló 《Studies in Continuing Education》2018,40(2):149-165

Two decades of research into early career researchers has highlighted the interaction of a constellation of influences in making sense of their experiences. Such research largely draws on either quantitative or qualitative traditions. While both traditions explore similar phenomena, research questions are often framed differently and use different methods. Interestingly, there are few studies in which design integrates quantitative and qualitative processes. In this paper, we describe such a design in which we examined post-PhD researcher agency, social support and intention to remain in or leave the academy. The quantitative analysis highlighted two profiles representing variation in intention to remain based on the interaction of community and supervisory support. The qualitative analysis, while supporting this finding, suggested other influences as well. Examining these other influences in-depth led to a more robust representation of the interplay of personal life and work in relation to intention to remain. We concluded work-related factors are insufficient to explain intention to remain. We suggest future research in this area should explore what other factors may be overlooked in understanding (a) intention to remain and (b) early career researcher experience more broadly. Finally, we propose research designs integrating both quantitative and qualitative processes may prove fruitful in future research, not just in this area but more broadly.  相似文献   

Diversity in Australian higher education?     

Leo C. J. Goedegebuure  Art Lysons  V. Lynn Meek 《Higher Education》1993,25(4):395-410

This study explores systematic relationships between management attitudes about recent transitions in the funding and structure of higher education in Australia (Meek and Goedegebuure, 1989) and the domains of the taxonomy emerging from ongoing organisational effectiveness research based on these institutions (Lysons, 1990b). The results reinforce the integrity of the previously established 4 group framework and flesh-out more fine-grained issues which may militate against the smooth transition of amalgamated institutions to university status, on the one hand, and the enhancement of diversity on the other.  相似文献   

Bridging the Skills Gap: Innovations in Africa and Asia     

Clara Morgan 《比较教育学》2018,54(2):276-278

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Guiding the social development of young children     

J. Amos Hatch  Lynn G. Johnson 《Early Childhood Education Journal》1991,18(4):29-33

It is likely that every early childhood class will include children who have difficulty making positive social adjustments. Although some children's difficulties seem to be associated with shyness or reluctance to make social contact, other children's behavior may be a problem because they bully peers or refuse to respect the space and property of others.This article is a revised version of a paper presented at the Annual Conference of the National Association for the Education of Young Children, Anaheim, CA, November 1988.  相似文献   

An Orientation on the Mathematics Classroom that Emphasizes Power and Identity: Reflecting on Equity Research     

Lynn Liao Hodge 《The Urban Review》2006,38(5):373-385

In this paper, I reflect on equity research in order to describe a perspective on the mathematics classroom as a non-neutral place where issues of power and identity play out in teaching and learning processes. This view of the mathematics classroom takes seriously issues of equity in the form of power and what becomes constituted as legitimate mathematics while attending to the out-of-school practices in which students engage. This orientation and its related issues are significant in that they provide an alternative perspective on investigating equity in mathematics classrooms that is in contrast to efforts that focus specifically on comparing standardized test scores of specific groups based solely upon racial classifications.Lynn Liao Hodge is an assistant professor in mathematics education. Her research interests include issues of equity and identity in mathematics education and how classroom practices create opportunities for students to develop both an appreciation and a deep understanding of mathematics. Additionally, she is interested in investigating experiences that support the increased participation of women and minorities in mathematics, science, and engineering related professions. Address correspondence to Lynn Liao Hodge, Department of Theory and Practice in Teacher Education, The University of Tennessee, Knoxville, TN 37996-3442, USA; e-mail: lhodge4@utk.edu  相似文献