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Mark Ware 《Learned Publishing》2006,19(3):226-229
We report on a research study commissioned by ALPSP into the factors affecting journal cancellations and, in particular, on the impact of the free availability of journal articles via open access repositories. 相似文献
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Mark Ware 《Learned Publishing》2005,18(3):193-199
This article is a revised version of a talk given at the ALPSP seminar of the same name in February 2005. The current state of play with electronic‐only (‘e‐only’) journals is reviewed, along with some data on the different ways print and electronic editions are used. The drivers for and against a move to e‐only journals are discussed, including economic and commercial issues, long‐term access and preservation, and the growing divergence between the capabilities of print and electronic journals. 相似文献
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Curt M. Adams Jordan K. Ware Ryan C. Miskell Patrick B. Forsyth 《The Journal of educational research》2016,109(2):169-180
This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance. 相似文献
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Despite the fluid and nonlinear nature of data analysis, specifically in qualitative research, published work in comparative education has rarely discussed the messy aspects of data analysis. This Forum addresses the complexity of the analysis stage faced by three doctoral researchers in terms of: considering data analysis when selecting data collection tools; messiness of data analysis deriving from fieldwork and data collection; integrating different data sources; practising reflexivity during data analysis; and ethical issues arising from data analysis. The Forum aims not only to offer suggestions and tips to deal with data analysis but also to encourage more open discussions on this topic within the research community. 相似文献
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Dr. Gordon E. Greenwood Al Hazelton Albert B. Smith William B. Ware 《Research in higher education》1976,5(2):171-178
The purpose of the study was to investigate relationships between student ratings of college teaching using four types of student rating instruments and pre- vs. post-student achievement gains in 36 sections of an undergraduate analytic geometry and calculus course. Student rating instruments used varied according to type of items (high vs. low inference) and focus (students rating their own perceived growth vs. rating the instructor). Data were collected on 799 students (66% freshmen; 16% sophomore; and 15% juniors) at the University of Florida, and relationships were analyzed using the Pearson product-moment correlation technique. Significant relationships were not found between student ratings and student achievement. 相似文献
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Improving K-12 pedagogy via a Cloud designed for education 总被引:1,自引:0,他引:1
Sarah Stein Jennifer Ware Johanne Laboy Henry E. Schaffer 《International Journal of Information Management》2013
Cloud computing offers an opportunity to improve K-12 pedagogy with services tailored to teachers’ needs in individual classrooms. The Cloud can deliver services such as remote access to learning tools in a cost effective manner to school systems struggling with reductions in local and state funding. This article explores the distinct ways that a Cloud designed specifically for education can be applied to K-12 education's academic mission. It uses observations from a case study in North Carolina rural high schools using an educational Cloud called the Virtual Computing Lab to access dynamic geometry and algebra software. 相似文献
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Although the use of dynamic software in high school mathematics in the United States has emerged as a research topic, little research has been conducted on how teachers integrate new software in relation to at-home technology networks. Interviews with eight mathematics teachers from four North Carolina counties participating in 1:1 laptop initiatives are analyzed to trace similar decision-making themes, including Internet access, laptop availability, software use, and teacher training. This article outlines how current technologies in classrooms were critically examined by the teachers and how network connectivity impressions affected hardware and software use. 相似文献
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