Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature     

Jenny Olin Shanahan  Elizabeth Ackley-Holbrook  Eric Hall  Kearsley Stewart  Helen Walkington 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):359-376

This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.  相似文献   

Adult outcomes of sustained high-quality early child care and education: Do they vary by family income?     

Andres S. Bustamante  Eric Dearing  Henrik Daae Zachrisson  Deborah Lowe Vandell 《Child development》2022,93(2):502-523

Experimental research demonstrates sustained high-quality early care and education (ECE) can mitigate the consequences of poverty into adulthood. However, the long-term effects of community-based ECE are less known. Using the 1991 NICHD Study of Early Child Care and Youth Development (n = 994; 49.7% female; 73.6% White, 10.6% African American, 5.6% Latino, 10.2% Other), results show that ECE was associated with reduced disparities between low- and higher-income children's educational attainment and wages at age 26. Disparities in college graduation were reduced the more months that low-income children spent in ECE (d = .19). For wages, disparities were reduced when children from low-income families attended sustained high-quality ECE (d = .19). Findings suggest that community-based ECE is linked to meaningful educational and life outcomes, and sustained high-quality ECE is particularly important for children from lower-income backgrounds.  相似文献   

Building Women’s Innovation Capacities Through Undergraduate Experiences     

Selznick  Benjamin S.  Mayhew  Matthew J.  Zhang  Lini  McChesney  Eric T. 《Research in higher education》2022,63(4):567-588

Research in Higher Education - This study examines how collegiate climates and practices can promote innovation capacities among an international longitudinal sample of undergraduate women. Using a...  相似文献   

Program Review: Perspectives on an Improvement-Oriented Process     

Caleb J. Keith  Kristine Brunovska Karnick  Chandra L. Kohler  Eric J. Teske  A. Sonia Ninon 《Assessment Update》2023,35(5):6-14

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Do more hours in center-based care cause more externalizing problems? A cross-national replication study     

Catalina Rey-Guerra  Henrik D. Zachrisson  Eric Dearing  Daniel Berry  Susanne Kuger  Margaret R. Burchinal  Ane Nærde  Thomas van Huizen  Sylvana M. Côté 《Child development》2023,94(2):458-477

Whether high quantities of center-based care cause behavior problems is a controversial question. Studies using covariate adjustment for selection factors have detected relations between center care and behavior problems, but studies with stronger internal validity less often find such evidence. We examined whether within-child changes in hours in center-based care predicted changes in externalizing problems in toddlers and preschoolers (N = 10,105; 49% female; data collection 1993–2012) in seven studies, including from Germany, Netherlands, Norway, two from Canada and two from the U.S. Race/ethnicity data were only collected in the United States (57% and 80% White; 42% and 13% African-American; 1.2% and 5% Latinx). Meta-analyses showed no association (r = .00, p = .88) between hours in center-based care and externalizing problems.  相似文献   

User community vs. producer innovation development efficiency: A first empirical study     

Christoph Hienerth  Eric von Hippel  Morten Berg Jensen 《Research Policy》2014

In this paper we report upon a first empirical exploration of the relative efficiency of innovation development by product users vs. product producers. In a study of over 50 years of product innovation in the whitewater kayaking field, we find users in aggregate were approximately 3× more efficient at developing important kayaking product innovations than were producers in aggregate. We speculate that this result is driven by what we term “efficiencies of scope” in problem-solving. These can favor an aggregation of many user innovators, each spending a little, over fewer producer innovators benefitting from higher economies of scale in product development. We also note that the present study explores only one initial point on what is likely to be a complex efficiency landscape.  相似文献   

Of pride and prejudice: the amateur question in english nineteenth‐century rowing     

Eric Halladay 《国际体育史杂志》2013,30(1):39-55

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Handbook of distance education     

Eric Deeson 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(4):511-512

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A method for personalising the blade size for competitors in flatwater kayaking     

Eric Sprigings  Peter McNair  Grant Mawston  David Sumner  Mark Boocock 《Sports Engineering》2006,9(3):147-153

The intent of this project was to explore the feasibility of personalising the paddle blade size for individual flatwater kayakers based on their power output profiles. Twelve elite male kayakers performed on a kayak ergometer at the same intensity and resistance that they would normally experience while paddling at race pace for 500 m on the water. The kayak ergometer was instrumented so that power profiles could be determined from the instantaneous force and velocity of the representative centre point of the paddle blade. From the power profile information, the researchers calculated a personalised blade size that was expected to improve performance for those kayakers differing more than 5% from the calculated ‘ideal’ size. For the elite kayakers studied, it was recommended that seven of the paddlers should increase their blade size by approximately 5–10%. For the remaining five paddlers, the results indicated that their current blade sizes were within the expected measurement error of their predicted ideal value and should be retained. It is anticipated that this research will provide the theoretical rationale for elite kayakers to see the need to personalise their blade size based on their own muscle power profiles.  相似文献   

Changing classroom culture,curricula, and instruction for proof and proving: how amenable to scaling up,practicable for curricular integration,and capable of producing long-lasting effects are current interventions?     

Elena Nardi  Eric Knuth 《Educational Studies in Mathematics》2017,96(2):267-274

This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also critically important to knowing and doing mathematics. Although the seven papers, and the intervention studies they report, vary in many ways—student population, content domain, goals and duration of the intervention, and theoretical perspectives, to name a few—they all provide valuable insight into ways in which classroom experiences might be designed to positively influence students’ learning to prove. In our commentary, we highlight the contributions and promise of the interventions in terms of whether and how they present capacity to change the classroom culture, the curriculum, or instruction. In doing so, we distinguish between works that aim to enhance students’ preparedness for, and competence in, proof and proving and works that explicitly foster appreciation for the need and importance of proof and proving. Finally, we also discuss briefly the interventions along three dimensions: how amenable to scaling up, how practicable for curricular integration, and how capable of producing long-lasting effects these interventions are.  相似文献