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

  相似文献   

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

  相似文献   

Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability     

Christina Yeager Pelatti  Shayne B. Piasta  Laura M. Justice  Ann O’Connell 《Early childhood research quarterly》2014

The present study examined the language- and literacy-learning opportunities of 400 young children enrolled in 81 early childhood classrooms to address two research aims: (1) to describe typical language- and literacy-learning experiences afforded to young children in classrooms, and (2) to investigate the extent to which young children had different experiences within classrooms. Results revealed that participating children, on average, spent over 18 min, or 20% of their day, learning in key language and literacy domains. Further, our findings highlight considerable between- and within-classroom variability in language- and literacy-learning opportunities and suggest that young children are afforded different experiences in their classrooms, particularly in specific learning domains. Future investigations ought to further unpack classroom educational practices to ensure that all young children develop the requisite knowledge and skills necessary for academic success in kindergarten and beyond.  相似文献   

When the Ink Runs Dry: Implications for Theory and Practice When Educators Stop Keeping Reflective Journals     

Janet E. Dyment  Timothy S. O’Connell 《Innovative Higher Education》2014,39(5):417-429

In this article we report on a study that explored educators’ past and current use of reflective journals and if and how these practices influence their pedagogical use of such journals with their own students. We conducted semi-structured interviews with 8 educators who had kept reflective journals in the past but were no longer doing so; however, they require their own students to keep journals. Several interesting themes emerged including the temporal relevance of using reflective journals in professional practice, the significance of alternative methods of reflection, implications of the “teaching as you’ve been taught” phenomenon, and the importance of lower levels of reflection in development as a professional.  相似文献