The basis for bibliomining: Frameworks for bringing together usage-based data mining and bibliometrics through data warehousing in digital library services     

Scott Nicholson 《Information processing & management》2006

Over the past few years, data mining has moved from corporations to other organizations. This paper looks at the integration of data mining in digital library services. First, bibliomining, or the combination of bibliometrics and data mining techniques to understand library services, is defined and the concept explored. Second, the conceptual frameworks for bibliomining from the viewpoint of the library decision-maker and the library researcher are presented and compared. Finally, a research agenda to resolve many of the common bibliomining issues and to move the field forward in a mindful manner is developed. The result is not only a roadmap for understanding the integration of data mining in digital library services, but also a template for other cross-discipline data mining researchers to follow for systematic exploration in their own subject domains.  相似文献   

Recognizing postmodern intersectional identities in leadership for early childhood     

Julie Nicholson  Helen Maniates 《Early Years: An International Journal of Research and Development》2016,36(1):66-80

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Editorial: New directions in research on reading and writing difficulties     

Tom Nicholson 《Australian Journal of Learning Difficulties》2017,22(2):71-73

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Sustainable development of Philippine coastal resources: Subsidiarity in ethnoecology through inclusive participatory education     

Joey Ayala  Pauline Bautista  Marivic Pajaro  Mark Raquino  Paul Watts 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2016,62(2):161-185

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Space matters: framing the New Zealand learning landscape     

Carvalho  Lucila  Nicholson  Tom  Yeoman  Pippa  Thibaut  Patricia 《Learning Environments Research》2020,23(3):307-329

Learning Environments Research - Significant funding is devoted across the world to transforming traditional classrooms into flexible learning environments. These efforts are often...  相似文献   

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems     

Elizabeth M. Westrupp  Sheena Reilly  Cristina McKean  James Law  Fiona Mensah  Jan M. Nicholson 《Child development》2020,91(2):e365-e382

This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4–5, 6–7, and 8–9 years) and hyperactivity-inattention, conduct problems and emotional symptoms (8–9, 10–11, 12–13, 14–15 years), and literacy and peer problems (8–9 years). Lower growth in vocabulary was related to trajectories of hyperactivity-inattention, conduct problems, and emotional symptoms. Literacy was a key mediator explaining these associations. Results were consistent for children below the 50th percentile for vocabulary at 4–5 years compared to the full sample. These findings suggest that early literacy-based interventions may alleviate declining academic, emotional and behavioral functioning in adolescence.  相似文献   

Deleterious effects of psychotherapy and counseling in the schools     

Heather Nicholson  Catherine Foote  Sarah Grigerick 《Psychology in the schools》2009,46(3):232-237

Providing individual and group counseling has become an identified role for school psychologists working in the school setting. There is an extensive research base that highlights positive outcomes and supports the use of a variety of counseling methods when working with children and adolescents. However, there may exist a host of other outcomes, including deleterious effects, when counseling school‐age children and adolescents. This article looks to identify and summarize some of the possible deleterious effects in school‐based counseling across a variety of disorders and to make school psychologists cognizant of possible negative outcomes when designing and implementing treatment plans. © 2009 Wiley Periodicals, Inc.  相似文献   

Sex Equity and Sexuality in Education     

Heather Johnston Nicholson 《Equity & Excellence in Education》2013,46(4):63-65

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Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school     

Philip Nicholson 《Education 3-13》2019,47(4):450-461

This study explored teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition from Reception to Year 1. Data were collected through interviews with one Early Years Foundation Stage (EYFS) teacher and one Year 1 teacher in the same setting. A questionnaire distributed to Year 1 children (n?=?23) provided supplementary data. Findings revealed that teachers and pupils were aware of pedagogical discontinuity in the transition from EYFS to Year 1. Teachers attributed pedagogical discontinuity to the constraints of the National Curriculum. Pressures to ensure children are ‘school ready’ also have implications for bridging pedagogical discontinuity through play.  相似文献   

Stories Are Everywhere: Geographical understanding and children's fiction at Key Stages I and II     

Heather Norris Nicholson 《Literacy》1992,26(1):18-20

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