To explore or to exploit? An empirical investigation of acquisitions by large incumbents     

Marcus Wagner 《Research Policy》2011,40(9):1217-1225

Innovation in high technology industries poses considerable challenges, frequently forcing firms to consider using acquisitions as a means of sourcing technology. This paper investigates such behaviour in a major high technology sector, namely the semiconductor industry. The paper focuses on differential effects of technology-related versus nontechnological acquisitions on exploratory and exploitative research and innovation. Most importantly, it confirms the important role of technology-related acquisitions for exploratory innovation.  相似文献   

A photographic impact testing machine for measuring the varying intensity of an impulsive force     

B.W. Dunn 《Journal of The Franklin Institute》1898,145(1):36-47

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Natural history     

Marcus Bull 《Journal of The Franklin Institute》1826,2(6):358-363

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Reviews     

Daniel E. Ritchie  Fred Baumann  Philip Marcus 《Academic Questions》1993,6(2):84-92

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Connections between open access publishing and access to gray literature     

Marcus Banks 《Journal of the Medical Library Association》2004,92(2):164-166

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Tuition and U.S. private college characteristics: The hedonic approach     

Jon D. Harford  Richard D. Marcus 《Economics of Education Review》1986,5(4)

Tuition at private colleges in the United States for the academic year 1982–1983 were statistically very closely related to quality characteristics associated with those colleges. Reduced form hedonic regressions reveal the equilibrium marginal tuition revenue estimates for over twenty important measures of quality, including faculty-student ratios, library size, and the percentage of the faculty holding Ph.D. degrees. These findings show that private college tuition responds in economically sensible ways to changes in public tuition, and changes in the quantity and quality of the faculties, facilities, and student bodies at private colleges.  相似文献   

Individual Differences in the Stability and Change of Childhood Depression: A Growth Mixture Model With Structured Residuals     

Matt Hawrilenko  Katherine E. Masyn  Janine Cerutti  Erin C. Dunn 《Child development》2021,92(4):e343-e363

Studies of developmental trajectories of depression are important for understanding depression etiology. Existing studies have been limited by short time frames and no studies have explored a key factor: differential patterns of responding to life events. This article introduces a novel analytic technique, growth mixture modeling with structured residuals, to examine the course of youth depression in a large, prospective cohort (N = 11,641, ages 4–16.5, 96% White). Age-specific critical points were identified at ages 8 and 13 where depression symptoms spiked for a minority of children. Most depression risk was due to dynamic responses to environmental events, drawn not from a small pool of persistently depressed children, but a larger pool of children who varied across higher and lower symptom levels.  相似文献   

Advancing opportunities for children’s informal STEM learning transfer through parent–child narrative reflection     

Maria Marcus  Pirko Tõugu  Catherine A. Haden  David H. Uttal 《Child development》2021,92(5):e1075-e1084

This study examined whether families’ conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative reflection about their building experience or not at the museum. Thirty-six of these families completed a building activity with different materials weeks later at home, and the majority (77%) evidenced learning transfer of the building principle demonstrated at the museum. Those who participated in the photo-narrative reflection at the museum also showed learning transfer by talking more about STEM during the home building activity.  相似文献   

Assessment of mathematics and reading performance: An examination of the correspondence between direct assessment of student performance and teacher report     

Tanya L. Eckert  Erin K. Dunn  Robin S. Codding  John C. Begeny  Ava E. Kleinmann 《Psychology in the schools》2006,43(3):247-265

Teacher judgments have been identified as a primary source of information regarding student academic achievement. Research examining the accuracy of teachers' judgments in assessing students' academic abilities has shown relatively high accuracy. However, previous studies have relied primarily on norm‐referenced measures to obtain estimates of students' achievement in reading and mathematics. Recent developments in the assessment of students' academic skills, such as Curriculum‐Based Measurement (CBM), provide a direct estimate of students' skill levels in basic areas such as reading and mathematics. The purpose of the present study was to examine the extent to which teachers' perceptions of students' reading and mathematics skills corresponded to direct estimates of students' reading and mathematics skills. Two second‐grade teachers estimated the reading and mathematics skills of 33 second‐grade students. Results of this study indicated that teachers were not accurate in assessing their students' mathematics functioning. Teachers were more accurate in assessing the occurrence of Mastery mathematics levels in basic addition, but were very inaccurate in assessing the occurrence of Mastery, Instructional, or Frustrational mathematics levels in all other skills assessed. In reading, teachers' judgment accuracy varied as a function of grade‐level material and instructional level. Specifically, teachers experienced considerable difficulty accurately identifying students who were reading at a Mastery level in grade‐level or above‐grade‐level material. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 247–265, 2006.  相似文献   

Australian academics and transnational teaching: an exploratory study of their preparedness and experiences     

Lee Dunn 《高等教育研究与发展》2006,25(4):357-369

Australia is now the third largest provider of education to overseas students. Between 1994 and 2000 the number of overseas students taught by Australian universities increased by 150% to 107,622. It is estimated that 41% of the recent growth in international education has been in offshore enrolments, with each of Australia’s 38 universities now providing offshore education. This paper reviews recent Australian literature on transnational teaching and presents an overview of a study with academics who teach transnationally and who are drawn from nine Australian universities. The study covers the professional development and teaching experiences of these academics and their perceptions of the induction/orientation and ongoing professional development needed to support the delivery of quality trans‐cultural education offshore.  相似文献