How can we ensure visibility and diversity in research contributions? How the Contributor Role Taxonomy (CRediT) is helping the shift from authorship to contributorship     

Liz Allen  Alison O&#x;Connell  Veronique Kiermer 《Learned Publishing》2019,32(1):71-74

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Emotion Regulation in Two-Year-Olds: Strategies and Emotional Expression in Four Contexts   总被引：8，自引：0，他引：8  

Wendy S. Grolnick  Lisa J. Bridges  James P. Connell 《Child development》1996,67(3):928-941

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Strike-induced chemosensory searching in Old World vipers and New World pit vipers     

David Chiszar  Claes Andren  Göran Nilson  Barbara O’Connell  Joseph S. Mestas  Hobart M. Smith  Charles W. Radcliffe 《Learning & behavior》1982,10(2):121-125

It is known that striking rodent prey induces a sustained, high rate of tongue flicking in rattlesnakes. The present study shows this phenomenon (called strike-induced chemosensory searching, SICS) to occur in species of rattlesnakes not previously investigated and in two species ofAgkistrodon. SICS occurs in Old World vipers (Eristocophis, Vipera, Bitis), including species which normally hold their prey after striking. A hypothesis is offered which (1) accounts for the occurrence of SICS in these latter species and (2) suggests that SICS in some viperids may have arisen through paedomorphic evolution. More generally, it is concluded that SICS is probably a homologous trait in vipers and pit vipers and that the trait may have first appeared in elapid ancestors of the viperidae.  相似文献   

USING LISTENING JOURNALS IN MATH METHODS     

Shelly Sheats Harkness  Kimberly Wachenheim 《The Teacher Educator》2013,48(1):59-71

The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. The participants were enrolled in a mathematics methods course for PreK–3 (early childhood) majors during their last semester of coursework prior to student teaching. Data in the form of final reflections from participants' listening journals and researchers' field notes were analyzed. Findings suggest that the preservice teachers entered the course without truly considering listening as an important component of teaching methods related to facilitating classroom discourse. The listening journal assignment helped them begin to think more deeply about listening and the different definitions and modes of listening; however, at the end of the semester, many still wrote about their own personal journeys with listening and not about the role of listening as a key element in promoting classroom discourse and learning.  相似文献   

Some recent bibliographic aids in the field of Latin Americana     

John Brian O’Connell 《International Information and Library Review》2013,45(4):429-436

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Telling Tales: Child Migration and Child Trafficking: Stories of trafficking obscure the realities for migrant children     

Julia O’Connell Davidson 《Child abuse & neglect》2013

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A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities     

Daniel Z. Meyer  Allison Antink Meyer  Keith A. Nabb  Margaretann G. Connell  Leanne M. Avery 《Research in Science Education》2013,43(1):57-76

A central concern in science education is promoting inquiry activities, and a significant amount of research in science education has addressed what inhibits this goal. However, this research has tended to be focused on implementation issues. Levels of implementation are correlated with extrinsic barriers such as time, resources and teacher knowledge, but the internal structure of inquiry remains unexamined. However, are there also some ways in which inquiry based instruction is intrinsically difficult? That is, given perfect conditions for implementation, is devising inquiry activities a non-trivial matter, and are there patterns to the difficulties in doing so? The aim of this paper is to provide both a theoretical and empirical basis for the intrinsic problems associated with the construction of inquiry activities. We present a theoretical framework that connects contemporary studies of science to the classroom context. We then examine a case study of teacher education students designing inquiry-based instruction to demonstrate empirical evidence of intrinsic problems. Our ultimate goal is to improve our ability as teacher educators to guide science teachers in fulfilling this central task of their work.  相似文献   

Photovoice: understanding high school females’ conceptions of mathematics and learning mathematics     

Shelly Sheats Harkness  James Stallworth 《Educational Studies in Mathematics》2013,84(3):329-347

Photovoice is a participatory action research tool that is grounded in the literature for critical consciousness (Wang & Burris, 1997). Four creative high school girls who reported struggles with mathematics were given cameras and asked to take photographs to answer the following questions: (1) What is mathematics? (2) What is your ideal learning environment? (3) What things impede your learning of mathematics? Within-case and cross-case analyses of the photographs and interview responses were conducted. Each individual case was analyzed using the work of Belenky, Clinchy, Goldberger, and Tarule (Women’s Ways of Knowing, 1986) who investigated women’s epistemological perspectives. The girls were either silenced (disconnected from the mathematical knowledge of the teacher), received (lacked confidence to do mathematics independently), or “fragily” subjective (viewed mathematical knowledge as personal rather than imparted by the teacher) knowers of mathematics. The use of photovoice has the power to facilitate the nurturing of silence as it moves toward the “roar which is on the other side of silence” (Belenky et al., 1986, p. 4).  相似文献   

Survey of Web Developers in Academic Libraries     

Ruth Sara Connell 《The Journal of Academic Librarianship》2008,34(2):121-129

A survey was sent to library Web designers from randomly selected institutions to determine the background, tools, and methods used by those designers. Results, grouped by Carnegie classification type, indicated that larger schools were not necessarily working with more resources or more advanced levels of technology than other institutions.  相似文献   

On hollow railway axles     

J.E. M&#x;Connell 《Journal of The Franklin Institute》1838,26(6):361-366

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