Categoria: Tendenze della ricerca (4)

Categoria: Tendenze della ricerca (4) Commenti: Visite:
Heading for success: or how not to title your paper
The citation analysis of papers according to title characteristics is better at telling authors what to avoid than what to include. Our results, combined with others, suggest that a high-impact paper should be neither too short nor too long (somewhere between 30 and 40 characters appears to be the sweet spot for papers published in Cell). It may also be advisable to avoid question marks and exclamation marks (though colons and commas do not seem to have a negative impact on subsequent citation). And even when you think you have a clever joke to work in to a title, it probably won’t help you gain citations. Finally, while a catchy title can help get readers to look at your paper, it’s not going to turn a bad paper into a good one.
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On Data-Driven Decision Making
Nine article free downloadable on:
1. Mining data to improve student learning
2. Leveraging schools' investment in data systems
3. Using data to predict which students are likely to dropout
4. Managing student privacy
5. Securing school data systems from crashes and failures
6. Implementing student-data technology
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A teacher's "value-added" is defined as the average test-score gain for his or her students, adjusted for differences across classrooms in student characteristics (such as their previous scores). Is teacher value-added a good measure of teacher quality?
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What Makes Good Teachers Good?
This study examined classroom practices of effective versus less effective teachers (based on student achievement gain scores in reading and mathematics). In Phase I of the study, hierarchical linear modeling was used to assess the teacher effectiveness of 307 fifth-grade teachers in terms of student learning gains. In Phase II, 32 teachers (17 top quartile and 15 bottom quartile) participated in an in-depth cross-case analysis of their instructional and classroom management practices. Classroom observation findings (Phase II) were compared with teacher effectiveness data (Phase I) to determine the impact of selected teacher behaviors on the teachers’ overall effectiveness drawn from a single year of value-added data.
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