Creating and Sharing Online Library Instruction: A How-to-do-it Manual for Librarians     

Julie M. Porterfield 《Public Services Quarterly》2018,14(1):57-58

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Publication and patent behavior of academic researchers: Conflicting, reinforcing or merely co-existing?   总被引：1，自引：0，他引：1  

Bart Van Looy  Julie Callaert 《Research Policy》2006,35(4):596-608

Increasing entrepreneurial activity within academia has raised concerns that the number of publications added to the scientific commons might be reduced or that academic research would be directed exclusively towards the application-oriented needs of industry. In the case of academic inventions, the potential conflict between public- and private-oriented considerations seems most salient. In this contribution, we examine whether the publication behavior of academic inventors (at K.U. Leuven) differs from their colleagues (non-inventors) working within similar fields of research. Our analysis reveals that inventors publish significantly more. Moreover, no empirical evidence was found for the ‘skewing problem’. These findings not only suggest the co-existence of both activities; they may actually reinforce each other.  相似文献   

创业者的白金思维法     

Bruce D.Henderson 《科技创业月刊》2002,(4):33

任何一个复杂的问题都是近乎无数的事实和关系的组合。商业行为尤其受到方方面面的影响,包括过去的、非逻辑的和不可知的事物的影响。这种复杂性又因目标不同与服务于各种各样的顾客的需要而更加盘根错节,而顾客的许多目标不得不经过权衡后放弃。在这样复杂的条件下解决问题需要井井有条的、系统的方法以试图优化最后的决定。  相似文献   

Find the Message Puzzle     

Julie Mason 《英语辅导》2017,(2)

Instructions:Answer the clues (information which helps you find the answer) from 1-20.Put a line through each answer-the first one is done for you.In the boxes which you have not put a line through,you will find a message.What is the message?  相似文献   

‘But that wasn't enough’: exploring affective assemblages within a professional relationship     

Linda Henderson 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):459-472

This paper engages with the early childhood–school relationship. The relationship has a long-standing history of being defined by a series of divisions and separations. Research has identified the divisions and separations to be largely determined by differences around concepts of learning and pedagogy. Discursive analyses of these differences often result in a series of impasses. The aim of this paper is to move beyond these discursively determined impasses. I draw on data from a small pilot study where a group of early childhood teachers come together to talk about their use of Transition Statements. I bring to the analysis of the data the concept of affective assemblages. This allows me to look beyond that which has been discursively produced in order to ask new questions, and to offer new ways of being in relationship.  相似文献   

Using iPad tablets for self‐modeling with preschoolers: Videos versus photos          下载免费PDF全文

Dacia M. McCoy  Julie Q. Morrison  Dave W. Barnett  Hilary D. Kalra  Lauren K. Donovan 《Psychology in the schools》2017,54(8):821-836

As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self‐modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off‐task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self‐video and photos prior to circle time. A child preference phase was conducted whereby each child self‐selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off‐task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self‐modeling condition.  相似文献   

Problems in Classroom Engagement: Validation of an Assessment for District-Wide Use in the Early Primary Grades     

Katherine Barghaus  John Fantuzzo  Whitney LeBoeuf  Cassandra Henderson  Feifei Li  Paul McDermott 《Early education and development》2017,28(2):154-166

Research Findings: The aim of this study was to provide an initial investigation into the psychometric properties of the Problems in Classroom Engagement Scale (PCES). The PCES was designed and tested for district-wide use as part of the report card system for a large urban school district. The PCES was administered to all 1st-, 2nd-, and 3rd-grade students in the district. Factor analytic examination revealed a bifactor structure as the best fit to the data. The bifactor structure reflected a general factor of Problems in Behavioral Engagement and two group factors: Problems in Social Engagement and Problems in Academic Engagement. These factors were found to be reliable within and across grades and demonstrated convergent and divergent relations with academic and behavioral outcomes. Practice or Policy: Findings provide initial evidence to support the routine use of the PCES in a large urban setting. The use of the PCES can help in fostering district-wide attention to students’ early difficulties with behavioral, social, and academic engagement.  相似文献   

Women,Disability and Mental Distress     

Julie Yamanashi 《International Journal of Disability, Development & Education》2017,64(5):566-568

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Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion     

Julie Sarno Owens  Madeleine E. Schwartz  William P. Erchul  Lina K. Himawan  Steven W. Evans  Erika K. Coles 《Journal of educational and psychological consultation》2017,27(4):411-436

The goals were to (a) replicate the findings of previous research with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results replicated Erchul et al. Sample 2 (N = 37; 45.9% Hispanic) represented a subset of Sample 1 who participated in a consultation project and completed the IPI about influence in their current consultation relationship. The results advance the literature by offering evidence for convergent and predictive validity of the IPI soft power bases. Teachers who reported being influenced by soft power strategies experienced greater change in their behaviors and their students’ behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed.  相似文献   

Shaping global teacher identity in a short-term mobility programme     

Donna Tangen  Deborah Henderson  Jennifer Alford  Erika Hepple  Amyzar Alwi  Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2017,45(1):23-38

This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity.  相似文献