This article describes the ongoing efforts at University of Nevada, Las Vegas (UNLV) Libraries to evolve the role of the institutional repository (IR) and to effectively position it within the context of the Libraries’ collections, research support, and scholarly communication services. A major component of this process is re-examining the fundamental aims of the IR and aligning it to the Libraries and the campus strategic goals. The authors situate UNLV Libraries’ experience within the context of the current literature to provide background and reasoning for our decision to pursue two, at times conflicting, aims for the IR: one for scholarly communication and another for research administration. 相似文献
AbstractMinority-serving institutions are important in the production of teachers of color. However, this formative process is not without limitations. This multisite, multistate study relied on network analysis techniques to unveil timely and relevant concerns that students, faculty, and administrators identified as critical toward the strengthening of teacher production. 相似文献
Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)... 相似文献
“The Bicycle Assembly Line Game” is a team‐based, in‐class activity that helps students develop a basic understanding of continuously operating processes. Each team of 7–10 students selects one of seven prefigured bicycle assembly lines to operate. The lines are run in real‐time, and the team that operates the line that yields the highest revenue wins. Students learn through discovery “What drives output rate?”; “How is capacity managed relative to market demand?”; and “Why does inventory accumulate?” Because task times are constant, the game provides a nice lead‐in to the topic of line balancing. This game has been successfully used in both undergraduate‐ and MBA‐level operations management courses. 相似文献
The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females. 相似文献
In a previous simulation study of methods for assessing differential item functioning (DIF) in computer-adaptive tests (Zwick, Thayer, & Wingersky, 1993, 1994), modified versions of the Mantel-Haenszel and standardization methods were found to perform well. In that study, data were generated using the 3-parameter logistic (3PL) model and this same model was assumed in obtaining item parameter estimates. In the current study, the 3PL data were used but the Rasch model was assumed in obtaining the item parameter estimates, which determined the information table used for item selection. Although the obtained DIF statistics were highly correlated with the generating DIF values, they tended to be smaller in magnitude than in the 3PL analysis, resulting in a lower probability of DIF detection. This reduced sensitivity appeared to be related to a degradation in the accuracy of matching. Expected true scores from the Rasch-based computer-adaptive test tended to be biased downward, particularly for lower-ability examinees 相似文献
This paper reports on research aimed at investigating the ways in which teachers in Portugal and in England are experiencing recent changes in the policy environment which have affected their sense of professionalism and their professional identity. Data were collected through questionnaires and focus group interviews. Findings suggest the existence of some strengths in teachers' views on their professionalism, namely the importance of vocationalism, continuing learning and collaborative cultures, the relevance of project‐oriented work at school and an integrated perspective of the curriculum. However, a number of limitations also emerged, such as feelings of ambivalence and conflict, associated with increased bureaucracy, qualities of school leadership, cultures of loneliness and the lack of understanding and ownership of the process of change.
Cet article rend compte des données sur une étude réalisée au Portugal et en Angleterre sur la manière dont les enseignants des deux pays vivent les plus récents changements dans leur travail en résultat des politiques nationales. Plus concrètement, l'étude a analysé la manière dont les enseignants des deux pays caractérisent leur professionnalisme et leur identité professionnelle. Les données ont été recueillies à travers des questionnaires et des entretiens en groupe. Les résultats suggèrent quelques points forts, notamment l'importance du sentiment de vocation, de l'apprentissage continu, des cultures de collaboration et du travail de projet ainsi qu'une perspective intégrée du curriculum. Par contre, les points plus faibles ont été les sentiments d'ambivalence et de conflit, ainsi que la bureaucratie, la culture de solitude et l'absence de compréhension du processus de changement.
El artículo se basa en un estudio realizado por las Universidades del Minho (Portugal) y Nottingham (Inglaterra) sobre la forma como los profesores de los dos países han reaccionado a los recientes cambios en la política curricular, bien como sobre sus implicaciones en su profesionalismo y su identidad. Los datos fueron recogidos a través de cuestionario y entrevista de grupo. La lectura que surge de los datos indica un conjunto de puntos fuertes en la definición del profesionalismo de los profesores, especialmente la importancia atribuida al aprendizaje continuo y a las culturas de colaboración, así como la importancia del trabajo de proyecto y un entendimiento más amplio de los papeles de la escuela y de los profesores. Sin embargo, también surgieron algunas limitaciones, sobretodo en lo que respecta a sentimientos de alguna manera ambivalentes y conflictivos, determinados por el aumento de la burocracia, de la cultura individualista y la falta de comprensión y asimilación de los procesos de cambio.
Dieser Artikel berichtet über eine Studie, welche untersucht hat, inwiefern Lehrer aus Portugal und England die jüngsten Veränderungen im politischen Umfeld erleben, und inwiefern sich diese Veränderungen auf die berufliche Einstellung und Identität der Lehrer auswirken. Die Daten wurden durch Fragebögen und Fokusgruppeninterviews erhoben. Die Untersuchungsergebnisse zeigen, dass die Lehrer ihre Weiterbildung und Mitarbeitskultur, projektorientierte Schularbeit, eine integrierte Perspektive des Curriculums und ein breites Verständnis für die Schule und für die Lehrerarbeit als wichtig erachten. Es wurden jedoch auch einige Schwachpunkte identifiziert, wie beispielsweise mit erhöhtem Bürokratismus verbundene Ambivalenz‐ und Konfliktgefühle, Einsamkeitskultur, sowie Verständnislosigkeit gegenüber dem Veränderungsvorgang. 相似文献
