Scopus is the largest abstract and citation database of peer-reviewed literature including journal articles, books, conferences, and other resources. Scopus features will allow you to:
- Check out what’s hot in a research area by finding the most highly cited articles and authors.
- Find the right person by distinguishing between authors with the same or similar names.
- Stay up-to-date by setting up search and citation alerts using RSS feeds.
- Support grant and tenure applications by tracking citations to articles by year.
- Click straight to the full-text articles by following the Find@UVa link to subscription-based resources such as journals, trade journals and more.
- Calculates a scholar’s H-index. (To calculate the h-index, perform an author search, select all applicable name variations, and click on View Citation Overview. Many graphs will appear including cited articles, number of citations and h-index). You can email the graphs or export data to .cvs format.)
MEASURING A SCHOLAR’S IMPACT
The h-index is an index that attempts to measure both the productivity and impact of the published work of a scholar. Some scholars include their h-index on grant applications, annual review materials, and promotion and tenure documents. How does one calculate the h-index? Here’s how: a scholar has index h if h of their n papers have at least h citations each, and the other (N-h) papers have no more than h citations each. An example of this would be: Professor Smith has an h-index of 29 if 29 of her 185 papers have at least 29 citations each and the other 154 (185-29) papers have fewer than 29 citations each.
Consider calculating your h-index using the Scopus database before the trial ends! To calculate the h-index, perform an author search, select all applicable name variations, and click on View Citation Overview. Many graphs will appear including cited articles, number of citations and h-index). You can email the graphs or export data to .cvs format. Please contact your CLIC librarians if you have any questions! 434-982-2664.
A DEEPER DIVE INTO SOCIAL MEDIA (SM)
Are you curious how other professors use social media? The publisher Pearson and the Babson Survey Research Group recently published the results of their annual survey, Social Media for Teaching and Learning. This report allows you to take a deeper dive into using social media and see how others are using it. If you prefer your information with less text and in a more graphic format, Pearson also created an infographic of the survey findings.
The National Center for Education Research competition is for Education Research Grants (84.305A). The National Center for Special Education Research competition is for Special Education Research Grants (84.324A). The Request for Applications for each competition is available here. All remaining FY2015 grant competitions will be posted by April 30, 2014. More information is posted in the Federal Register and all applications are due August 7, 2014.
Curry faculty planning to submit an application for the August deadline should email Marianne Lampert, Curry’s Grants Administrator in order to be placed on the grants administrator’s schedule.
2014 EARTH WEEK @ UVA
We are in the middle of UVa’s Earth Week 2014 celebration and there are plenty of events still available for your participation, culminating in the annual U.Va. Earth Week Expo, on Earth Day, April 22nd. So, get out there and learn to better love your planet!
CURRY HAD THE BIG WINNER!
Congratulations to Curry’s Michelle Gabro. She won the $15 Cav Advantage card drawn from the entire pool of entrants in the Library’s “Think You Know TJ?” Founder’s Day quotation contest. If you are interested in knowing which of the quotes in the contest really were Jefferson’s, just check out the quotation list posted as you enter the CLIC. Many thanks to all who participated!
PRINT HANDBOOKS NOW ONLINE
The CLIC librarians continue to acquire online versions of the handbooks found in the print collection housed in the CLIC. As we add these online links, we want to highlight them for you.
Title: SAGE Handbook of Gender and Education, 2006
Editors: Christine Skelton, Becky Francis, & Lisa Smulyan
Overview: “The SAGE Handbook of Gender and Education brings together leading scholars on gender and education to provide an up-to-date and broad-ranging guide to the field. It is a comprehensive overview of different theoretical positions on equity issues in schools. The contributions cover all sectors of education from early years to higher education; curriculum subjects; methodological and theoretical perspectives; and gender identities in education. Each chapter reviews, synthesises, and provides a critical interrogation of key contemporary themes in education. This approach ensures that the book will be an indispensable source of reference for a wide range of readers: students, academics and practitioners.” – Publisher
Title: SAGE Handbook of Research in International Education, 2007
Editors: Mary Hayden, Jack Levy, & Jeff Thompson
Overview: “This Handbook analyzes the origins, contributions, and interpretations of international education. The authors identify approaches to research that will enhance our knowledge and understanding of the field, and extend and even redraw it, on the basis of the research evidence presented. Key features includes: a historical overview of the ways in which the term “international education” has been interpreted; the theoretical interpretation of international education in its current context; international education in practice: exploration of the issues in terms of students, curricula, pedagogies, and organizing formal institutions; and conceptual challenges for international education in the future.” – Publisher
Title: SAGE Handbook of Special Education, 2007
Editors: Lani Florian
Overview: “The SAGE Handbook of Special Education brings together the most up to date knowledge of this area and will serve as the major source book of authoritative information and ideas about current and future directions for special education. It aims to examine the intricate relations between theory, research, and practice, and places a particular emphasis on international policies such as Education for All, and inclusive education as a strategy for achieving it. This comprehensive, research-based work, assembles scholarship on an international level, and covers topics that transcend national boundaries.” – Publisher
CASTL WORKS IN PROGRESS MEETING
TOPIC: The Impact of Language Match on the Student-teacher Interactions and Relationship
DATE: Friday April 18, 2014
TIME: 2:00pm – 3:00pm
LOCATION: 350 Old Ivy Way, Suite 100
PRESENTER: Sadie Hasbrouck
ABSTRACT: Preliminary data will be explored evaluating the language match between preschool students and their teachers using data from NCRECE cohorts 2 and 3. Outcomes include inCLASS and STRS data. In addition, the proportion of students speaking Spanish in the classroom will be evaluated as a potential moderator.
TOPIC: A Helping Hand? Teacher Quality and Learning Outcomes in Kindergarten
DATE: Monday April 21, 2014
TIME: 11:00am – 12:30pm
LOCATION: Bavaro Hall, Holloway Hall, Rm. 116
PRESENTER: Norbert Schady, Principal Economic Advisor for the Social Sector at the Inter-American Development Bank (IDB)
DESCRIPTION: We assigned an entering cohort of approximately 15,000 kindergarten students to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. We filmed all teachers teaching for a full day, and coded the video using a recently-developed measure of teacher behaviors (the Classroom Assessment Scoring System, or CLASS). We find substantial teacher effects: A one-standard deviation increase in teacher quality results in 0.12, 0.10, and 0.05 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors are strongly associated with better learning outcomes: In a specification that corrects for measurement error, a one-standard deviation higher CLASS score is associated with 0.17 standard deviations more student learning. Better teachers appear to be better for students in all dimensions we measure—the same teachers produce higher math, language and EF scores. Children from across the distribution benefit from better teachers. Better teachers affect the intensive margin (more learning per days of school attended) rather than the extensive margin (fewer absences from school). Parents recognize better teachers, but do not change their behaviors to take account of differences in teacher quality.
This lecture is sponsored by the Curry Dean’s Office, the Center of Advanced Study of Teaching and Learning (CASTL) and EdPolicyWorks.
GRAHAM LECTURE IN READING 2014
TOPIC: Reader-Text Matching in the Common Core Era: Envisioning the Future, Learning from the Past
DATE: Thursday April 24, 2014
TIME: 8:00am – 3:00pm
LOCATION: UVa Rotunda
PRESENTER: Heidi Anne Mesmer, Associate Professor of Reading, Virginia Tech
DESCRIPTION: The text complexity standard of the Common Core State Standards for the English Language Arts (CCSS/ELA) brings unprecedented attention to reader-text matching. Dr. Mesmer will address the difference between text complexity and text difficulty and why this difference is important to teachers. She will clarify what is behind the number and letter labels commonly used in classrooms to describe the difficulty of texts. The lecture will examine the latest innovations in text difficulty including tools that are being used to capture of the cohesion of entire passages and methods for analyzing the meaning vocabulary in passages. Dr. Mesmer will draw on her own scholarship to inform questions about exactly how students can be “stretched” in text, how text length impacts readers, what is known about beginning reading materials, and why schools must think beyond individual books to programs of text that support readers across years and developmental junctures.
Throughout the semester, we will be highlighting information about finding, organizing, analyzing, managing, displaying, and preserving research data. See this week’s featured data information below.
HEALTH SCIENCES LIBRARY WORKSHOP
TOPIC: The Reputation Economy: Safeguarding your most valuable asset in the age of Google
TIME: 10:00am to 11:30am
DATE: Thursday, April 24, 2014
LOCATION: HSL Carter Classroom
DESCRIPTION: In its early days the Internet was often referred to as “the Wild West” due to the lack of standards governing it. Though the Internet is somewhat more settled these days, one thing that still harkens back to the days of cattle ranchers and train robbers is reputation. In the age of Google, reputations can be ruined by those with genuine grievances and those with grudges alike. Would you know how to defend your reputation or that of your institution should it come under fire? Join Kimberley Barker for a closer look at the good, the bad, and the ugly of life in the reputation economy, and learn about practical steps that you can take to safeguard your good name. This image is in the public domain and may be found at Wikimedia Commons.
PRESENTER: Kimberley R. Barker
TOPIC: High Performance Computing Bootcamp
TIME: 8:30am – 5:00pm
DATES: June 9th – June 13th, 2014
LOCATION: On Grounds TBD
DESCRIPTION: The High Performance Computing (HPC) Bootcamp is a FREE one-week short course for those who wish to learn the basics of high-throughput and parallel computing. Topics covered include MPI for distributed systems and OpenMP for multicore systems. Attendees should be competent at programming in C, C++, or Fortran. We will accommodate Python users as well, but our support for this language will be limited.
Morning sessions provide lectures on relevant topics. Afternoon sessions offer hands-on practice. Continental breakfast and snacks will be provided. There will be a one-hour break, but attendees will be responsible for their own lunches. Registration is required.
PRESENTERS: University of Virginia Alliance for Computational Science and Engineering (UVACSE)
REGISTER If you have any questions, please email email@example.com
EASY WAY TO GET DATA FROM A PDF TABLE
Trying to obtain table data from a PDF to include in a new document by cutting and pasting usually does not work well. This often means having to manually transfer the table data from the PDF to the new document. Apparently, some folks have been working on this problem and one of the solutions is the free, open source software, Tabula. The School of Data has a blog post about Tabula that includes links to information about using Tabula and a link to download the tool.
NEW CENSUS DATA ANALYSIS TOOL
The U.S. Census Bureau has a new Web-based analysis tool, QWI Explorer, which provides access to the full Quarterly Workforce Indicators dataset. The tool includes measures on employment, job creation and destruction, hires and wages from the Longitudinal Employer-Household Dynamics program. It also allows users to compare, rank and aggregate indicators across time, geography and/or firm and worker characteristics. More information about this new tool is available here. A video tutorial is also available (see right sidebar).
STUDY WEBSITE LAUNCHED
According to its website, “The Governance Lab (The GovLab) aims to improve people’s lives by changing how we govern. We are seeking new ways to solve public problems using advances in technology and science.” GovLab recently launched a website for its Open Data 500 project. Open Data 500 is a research study documenting the large number of U.S.-based companies that are already using open government data. It aims to demonstrate that open data is not just a theoretical concept, but a real-world business resource that is already being put to use. When you go to the Open Data 500 website, you can view information about businesses that are using open data. You can filter results by state, category, or by the Federal Agency providing the data. This is an ongoing study that will be updated on a continuing basis. The study is supported by funding from the John S. and James L. Knight Foundation.
SPEAKING OF OPEN DATA…
Data.gov is the home of the US government’s open data. You can find Federal, state and local data, tools, and resources to conduct research, build apps, design data visualizations, and more. The site itself is open source.
Data.gov recently launched Data.gov/Impact, a section of the website which features examples of companies using open data in innovative ways, and insights about how they use open data in key sectors including education, transportation, energy, consumer finance, and consumer products.
“The U.S. Open Data Institute is dedicated to supporting and promoting the people, organizations, businesses, and governments who are doing the on-the-ground work in opening up government and commercial data throughout the United States.” It is a beta node of the Open Data Institute based in the UK. As one of its first projects, the U.S. Open Data Institute has a new open authentication system, which will make it easier for data producers to get “signatures” on information without locking them into PDFs – making that data more available for innovators to use once it’s released.
SIG EVALUATION BRIEFS
Federal School Improvement Grants (SIG) support turnaround efforts in the nation’s lowest-performing schools, including many that serve a large number of English Language Learner Students (ELLs). This evaluation brief, A Focused Look at Schools Receiving School Improvement Grants That Have Percentages of English Language Learner Students, examines 11 high-ELL SIG schools’ capacity and efforts to address the unique needs of ELLs. Findings are based on fall 2011 site visits and teacher survey responses in 11 SIG schools that have high percentages of ELLs located in 9 districts and 4 states. These case study schools were part of a cohort that received SIG over a three-year period (school years 2010-11 to 2012-13).
Previous SIG evaluation briefs include, A Focused Look At Rural Schools Receiving School Improvement Grants and Operational Authority, Support, and Monitoring of School Turnaround.
This newsletter is produced by the CLIC librarians, Kay Buchanan and Carole Lohman.
The newsletter is intended to support faculty and students at the Curry School of Education who are engaged in scientifically based research, evaluation, and teaching by keeping them up-to-date on scholarly resources, trends, and opportunities so they can make a positive impact on education.