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In this digital ITEMS module, Dr. Jeffrey Harring and Ms. Tessa Johnson introduce the linear mixed effects (LME) model as a flexible general framework for simultaneously modeling continuous repeated measures data with a scientifically defensible function that adequately summarizes both individual change as well as the average response. The module begins with a nontechnical overview of longitudinal data analyses drawing distinctions with cross-sectional analyses in terms of research questions to be addressed. Nuances of longitudinal designs, timing of measurements, and the real possibility of missing data are then discussed. The three interconnected components of the LME model—(1) a model for individual and mean response profiles, (2) a model to characterize the covariation among the time-specific residuals, and (3) a set of models that summarize the extent that individual coefficients vary—are discussed in the context of the set of activities comprising an analysis. Finally, they demonstrate how to estimate the linear mixed effects model within an open-source environment (R). The digital module contains sample R code, diagnostic quiz questions, hands-on activities in R, curated resources, and a glossary. 相似文献
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学术信息交流的新途径——开放存取自存档 总被引：1，自引：0，他引：1
简述开放存取自存档的涵义、存在意义、目前发展状态。认为开放存取自存
档是学术信息交流的新的重要途径。分析开放存取自存档资源的版权问题、自存档知识
库的互操作问题、自存档知识库的查找问题、自存档资源的元数据收割及检索问题。以
美国麻省理工学院的DSpace系统为例，介绍自存档类型之一的机构知识库的应用状况及
版权控制措施。 相似文献
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文章实证分析了当前我国比较教育学专业硕士研究生的能力培养现状,及其与学术界、劳动力市场以及学生个人需求之间的匹配程度与差距.研究发现,当前我国比较教育学专业硕士研究生的通用能力和专业能力的成就水平整体偏低,且以通用能力尤甚,而专业能力中又以跨学科能力和具有实践导向的专业能力相对薄弱. 相似文献
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Lee F. Peoples 《Legal Reference Services Quarterly》2013,32(2):157-190
Public and university libraries have embraced placemaking theories to develop user-centric library spaces. Placemaking has largely been overlooked in the context of academic law libraries. This article explores the range of space planning choices available to law libraries as they downsize their print collections. The benefits of reimaging law library space using placemaking concepts are explained. 相似文献
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Rebecca Hankins Pauline Melgoza Christina Seeger Gary Wan 《Public Services Quarterly》2013,9(2):98-113
Today's academic librarian is frequently called upon to function as a subject specialist, with or without advanced degrees in other disciplines. One method of monitoring trends within a given field is to study its literature; another is to attend conferences in the discipline. Discipline-specific conference attendance by academic librarians provides opportunities to interact with faculty in their disciplines that result in an increased communication with faculty, improved reference expertise, and more focused collection development. This paper describes the Texas A&M University Libraries' support for conference attendance and examples of the resulting benefits. 相似文献
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Many academic librarians have ideas or opportunities for teaching information literacy courses for the library, outside the scope of their regular positions. Some additional librarians are asked to consider teaching credit-bearing courses for other departments at their institutions, based on graduate degrees they hold in fields besides library science. Academic librarians who face either option are often asked to provide detailed information on how colleagues at other institutions handle arrangements: payment, coverage of library services while they are teaching, and proving their suitability for teaching in a given subject area. Unfortunately, the data available on their work is both scant and scattered. The authors surveyed librarians at 350 academic libraries across the United States to gather and analyze data on these and numerous related aspects of librarians’ teaching for departments outside the library. They also collected and analyzed comprehensive background information on these “professor-librarians.” 相似文献
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大学英语教师与ESP教师的角色对比与转换 总被引：1，自引：0，他引：1
胡咏梅 《乐山师范学院学报》2004,19(4):74-77
为了适应我国目前对ESP教师日益增长的需要，越来越多的大学英语教师开始尝试ESP教学本文通过对大学英语教师与ESP教师的角色的对比，提出了从大学英语教师转换到ESP教师的可能性以及如何从大学英语教师转换到ESP教师。 相似文献
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学科教育技术课程是培养教师实施信息技术与学科教学深度融合能力的重要载体.为了探讨如何建设深入学科的教育技术课程,采用内容分析和深度访谈等方法研究了英属哥伦比亚大学的一门在线教育硕士项目课程--"运用技术教数学与科学".研究发现:该课程以TPACK理论和有意使用技术的教学思维框架为指导,其课程特色是以融合为导向,以问题为纽带,以探究为核心,以作品为中心,以协作为形式.这充分体现了整合性STEM教育的5个关键特征:STEM多学科融合,基于问题的学习,基于探究的学习,基于设计的学习,基于协作的学习.研究启示:(1)以学科教育技术为依托培养教师的信息化教学能力;(2)以学科交叉融合为导向培养教师的跨学科教学能力;(3)以信息技术支持的跨学科教育为切入点培养社会需要的创新型人才. 相似文献
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专题数据库建设的质量控制 总被引：7，自引：0，他引：7
本文探讨了如何从宏观和微观两个层面对专题数据库建设进行质量控制,分析了其质量控制的具体内容。认为宏观层面的质量控制包括四个方面:选题控制、规范控制、可行性论证、资金保证;微观层面的质量控制可以从建库的全过程进行控制,包括建库前、建库中、建库后的质量控制。最后提出三点思考。 相似文献
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Vivian Hinchcliffe 《Support for Learning》2022,37(1):62-79
The Rochford Review heralded new arrangements for statutory assessment for children with SLD and PMLD working below the national curriculum standard. New assessment arrangements, the pre-key stage standards and the engagement model, relate to two groups of pupils: pupils ‘not yet engaged’ and pupils ‘engaged’ in subject-specific study. This article looks at what these terms mean and examines what is involved in the new assessment arrangements. 相似文献
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