Successfully Mentoring Undergraduates in Research: A How To Guide for Mathematicians     

Michael Dorff  Allison Henrich  Lara Pudwell 《PRIMUS》2017,27(3):320-336

Abstract

Undergraduate research occurs in a variety of mathematical fields and in diverse settings, but all mentors of undergraduates face a number of common considerations. This article is a brief guide to help faculty with various levels of previous mentoring experience lead students in research projects. In particular, we discuss the issues of picking appropriate research problems, recruiting students, setting expectations, moving research forward, and helping students to communicate their work.  相似文献   

Managing Bibliographic Data Quality in a Consortial Academic Library: A Case Study     

David Van Kleeck  Gerald Langford  Jimmie Lundgren  Hikaru Nakano  Allison Jai O'Dell  Trey Shelton 《Cataloging & classification quarterly》2016,54(7):452-467

This article presents a case study of quality management for print and electronic resource metadata, summarizing problems and solutions encountered by the Cataloging and Discovery Services Department in the George A. Smathers Libraries at the University of Florida. The authors discuss national, state, and local standards for cataloging, automated and manual record enhancements for data, user feedback, and statewide consortial factors. Findings show that adherence to standards, proactive cleanup of data via manual processes and automated tools, collaboration with vendors and stakeholders, and continual assessment of workflows are key to the management of biblio-graphic data quality in consortial academic libraries.  相似文献   

Using generational theory to rethink teaching in higher education     

Allison A. Buskirk-Cohen  Tisha A. Duncan  Margaret Levicoff 《Teaching in Higher Education》2016,21(1):25-36

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Entrepreneurship Initiatives in Academic Libraries     

Wes Edens  Allison Leaming Malecki 《Public Services Quarterly》2020,16(2):107-111

Abstract

Academic library spaces and services have widely broadened their missions away from providing only traditional research services and quiet spaces for study. Today, academic libraries are increasingly repurposing space and redesigning services to become the hub of innovation on university campuses. The literature explores entrepreneurship and academic libraries from many perspectives but with a common theme of the library as a leader in support of entrepreneurship initiatives on campus.  相似文献   

The role of fluid reasoning in word recognition     

Julia M. Guerin  Allison M. Sylvia  Kimberly Yolton  Quintino R. Mano 《Journal of Research in Reading》2020,43(1):19-40

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Welcome to the Journal of Adventure Education and Outdoor Learning     

Pete Allison  Kaye Richards 《Journal of Adventure Education & Outdoor Learning》2013,13(1):5-6

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‘More [Time] is better or less is more?’ Neoliberal influences on teaching and learning time     

Allison Roda 《教育政策杂志》2017,32(3):303-321

This article examines the neoliberal influences on ‘Port City Schools’ (PCS) unique district-wide extended learning time (ELT) initiative. Despite the recent popularity of ELT in urban schools, there have been few qualitative studies that question how stakeholders make sense of ELT on the ground. This research fills that gap in the literature by exploring ELT programming across PCS’s choice and neighborhood K-8 schools. The interview and observation data reveal an inherent tension between ‘more time is better’ in the enrichment-filled choice schools and ‘less is more’ in the intervention-filled neighborhood schools. Findings illuminate the ways in which school choice, neighborhood segregation, and high stakes testing push the district to use ELT to boost test scores in the lower performing neighborhood schools, while the choice schools are given flexibility in ELT programming because they are meeting expectations for student success. Because neoliberalism fails to take into account the strong relationship between test scores and socio-economics and school choice and segregation, it leads to a cycle of inequality in which children in the choice schools receive a well-balanced curriculum and children in the neighborhood schools get test preparation during ELT. Fixing this system could fix inequalities in ELT programming across all schools.  相似文献   

Family risks and protective factors: Pathways to Early Head Start toddlers’ social-emotional functioning     

Jessica E. Vick Whittaker  Brenda Jones HardenHeather M. See  Allison D. MeischT’Pring R. Westbrook 《Early childhood research quarterly》2011,26(1):74

Early Head Start children may be more likely to exhibit difficulties with social-emotional functioning due to the high-risk environments in which they live. However, positive parenting may serve as a protective factor against the influence of risk on children's outcomes. The current study examines the effects of contextual and proximal risks on children's social-emotional outcomes and whether these effects are mediated by maternal sensitivity. One-hundred and fourteen low-income, high-risk mother-toddler dyads participated in this longitudinal study designed to examine the relationships between family risk, mothers’ sensitivity, and children's social-emotional functioning in Early Head Start families. Researchers conducted two 2.5-h home visits, approximately six months apart, during which they assessed mothers’ levels of family risk, maternal sensitivity, and their children's social-emotional functioning. A theoretically derived structural equation model was tested to examine the direct paths from family risk variables to children's social-emotional functioning and the indirect paths by way of the mediator variable, maternal sensitivity. Support was found for a model that identified maternal sensitivity as a mediator of the relationship between parenting stress and children's social-emotional functioning. Results have implications for providing services through Early Head Start programs that are aimed at alleviating parenting stress and enhancing maternal sensitivity.  相似文献   

Understanding user needs for citation management program support     

Teresa U. Berry  Steven D. Milewski  Manda C. Sexton  Allison L. Sharp 《Public Services Quarterly》2020,16(2):71-82

Abstract

Citation management programs are tools used to organize references and to create citations and bibliographies. Libraries are often the central point for providing training and support in using these tools. To determine how we could improve our support and training services, we surveyed users to determine what software in being used, why they chose that particular program, what features are important, and how they use citation management programs to collaborate. Results indicate that users chose a particular program because it was freely available or recommended to them by others and that they thought that importing references and creating citations were important features. We also found a majority of respondents used citation management programs to collaborate and turned to the library for training and support.  相似文献   

Personal and systems‐level factors that limit and facilitate school psychologists' involvement in school‐based mental health services     

Shannon M. Suldo  Allison Friedrich  Jessica Michalowski 《Psychology in the schools》2010,47(4):354-373

The common path through which youth with mental health problems actually receive treatment is the education system. The current study used qualitative methodology to explore why school psychologists are not providing the level of mental health services that children need, leaders in the field call for, and practitioners desire. Thirty‐nine school psychologists participated in 11 focus groups; they responded to structured questions regarding the range of mental health services they currently provide, as well as the personal and systemic factors that facilitate and limit their provision of these mental health services. Analysis of themes that emerged across focus groups indicated that school psychologists provide a broad variety of mental health services with an emphasis on group and individual counseling as well as crisis intervention. The factors most often mentioned as prohibiting the delivery of such services included problems inherent to using schools as the site for service delivery, insufficient training, and a lack of support from department/district administration and school personnel. The enabling conditions that emerged most involved perceptions of ample support from administration and school personnel, sufficient integration into the school site, and particular personal characteristics, such as the desire to provide counseling and the ability to maintain personal boundaries. Implications for practitioners, administrators, and trainers are discussed. © 2010 Wiley Periodicals, Inc.  相似文献