Last week we featured the Library’s trial of the Scopus database and an article about finding a scholar’s h-index using Scopus. Unfortunately, the URL we included was incorrect. We definitely want to apologize to you. We have corrected our web version of our newsletter and hope you will click here to view the newsletter and access the articles and Scopus.
UVA SALARIES RELEASED
The Cavalier Daily submitted a request through the Virginia Public Records Act for the salaries of University faculty and staff in the 2013-14 fiscal year. They state, “The information obtained comes from the beginning of the 2013-14 fiscal year, which started July 1, 2013. It does not reflect raises or bonuses which were implemented after that time.” One can search by employee name, department or salary (this may take a little time to load) as well as other options. Read the full article here.
Bar graph, created by Anne Owen and used with permission from the Cavalier Daily.
MEASURING FACULTY IMPACT
“Impactstory is an open-source, web-based tool that helps researchers explore and share the diverse impacts of all their research products—from traditional ones like journal articles, to emerging products like blog posts, datasets, and software. By helping researchers tell data-driven stories about their impacts, Impactstory is helping to build a new scholarly reward system that values and encourages web-native scholarship. We’re funded by the National Science Foundation and the Alfred P. Sloan Foundation and incorporated as a 501(c)(3) nonprofit corporation.” Impactstory.
Impactstory helps researcher move from raw altmetrics data to impact profiles that tell data-driven stories, as they sort metrics by engagement type and audience. Find out where your work has been cited, viewed, downloaded, tweeted, and more. Discover and share the impacts of your articles, slides, datasets, and software. Your profile is free, the data behind it is open, and their code is open-source.
Are there altmetric tools used to document researcher/faculty impact? You betcha!
Plum Analytics (a new database to which UVa doesn’t currently subscribe)
PLoS Article-Level Metrics application
2014 INNOVATION IN PEDAGOGY SUMMIT
DATE: May 6, 2014
TIME: 9:00am – 4:30pm
LOCATION: Newcomb Hall Ballroom
DESCRIPTION: This summit is a collaboration between the 4-VA Collaborative, College and Graduate School of Arts & Sciences, the Online Learning Environment, and the Teaching Resource Center. Curry is being represented by four faculty members who are serving on a panel or as one of the innovation partners. They include, Stephanie van Hover, Karen Inkelas, Justin Thompson, and Stephanie Moore. The Library is represented by two individuals serving as innovation partners: Jama Courtney and Judy Thomas.
Innovative Teaching at U.Va. (9:15 AM – 11:30 AM)
Session I: Engaging Students in Deeper Learning: Teaching with Innovative Technology
Session II: Engaging Students Face-to-Face
Lunch and Conversation with Innovation Partners (11:45 – 1:15 PM)
Flipping & Wrapping (1:30 – 4:30 PM)
Keynote address & Guest Workshop by José Bowen, Author of Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning
Registration is required.
Title: The SAGE Handbook of Mentoring and Coaching in Education, 2012
Editors: Caroline S. Clauss-Ehlers, Zewelanji N. Serpell, Mark D. Weist
Overview: “The Handbook of Culturally Responsive School Mental Health explores the academic and behavioral challenges of an increasingly diverse school environment, offering workable, cost-effective solutions in an accessible, well-organized format. This timely volume updates the research on cultural competence in school-based interventions, describes innovative approaches to counseling and classroom life, and demonstrates how this knowledge is used in successful programs with children, adolescents, and their families. Populations covered range widely, from African American and Asian American/Pacific Islander families to forced migrants and children who live on military bases.” – Publisher
Title: Handbook of Multilevel Analysis, 2008
Editors: Jan de Leeuw and Erik Meijer
Overview: “This book presents the state of the art in multilevel analysis, with an emphasis on more advanced topics. These topics are discussed conceptually, analyzed mathematically, and illustrated by empirical examples. The authors of the chapters are the leading experts in the field.
Given the omnipresence of multilevel data in the social, behavioral, and biomedical sciences, this book is useful for empirical researchers in these fields. Prior knowledge of multilevel analysis is not required, but a basic knowledge of regression analysis, (asymptotic) statistics, and matrix algebra is assumed.” – Publisher
Title: Handbook of Multicultural Mental Health, 2nd Ed., 2013
Editors: Freddy A. Paniagua and Ann-Marie Yamada
Overview: “The Handbook of Multicultural Mental Health, Second Edition, discusses the impact of cultural, ethnic, and racial variables for the assessment, diagnosis, treatment, service delivery, and development of skills for working with culturally diverse populations. Intended for the mental health practitioner, the book translates research findings into information to be applied in practice.”– Publisher
3 NEW PRINT HANDBOOKS
Title: Higher Education: Handbook of Theory and Research, Volume 27, 28, and 29
Editor: Michael B. Paulson
Location: Alderman Library: LB 2300 .H54 v.28 2013 (Other volumes in the series are housed in Alderman Library.)
Table of Contents for 27
Table of Contents for 28
Table of Contents 29
CURRY EDUCATION RESEARCH LECTURESHIP SERIES
TOPIC: Policy and Practice: Implementation, Infrastructure, & Instruction
DATE: Friday May 2nd, 2014
TIME: 11:00pm – 12:30pm
LOCATION: Holloway Hall (Rm 116), Bavaro Hall
PRESENTER: James P. Spillane, School of Education and Social Policy, Northwestern University
ABSTRACT: In this presentation, drawing on several mixed method studies, Dr. Spillane theorizes relations between government policy and local school practice. He focuses on two related issues. First, he shows how the transformation of the school’s formal organizational infrastructure, in particular organizational routines, was central in school level efforts at re-coupling school administrative practice with government policy and with instruction. Second, he explores relations between organizational infrastructure (and infrastructure redesign) on work practice related to instruction in schools. In concluding, he reflects on his findings for policy, school administrative practice, and instructional change.For copies of the papers relating to this talk, email CurryVEST@virginia.edu
EDUCATION POLICY SEMINAR SERIES
TOPIC: The Impacts of Expanding Access to High-Quality Preschool Education
DATE: Monday, April 28, 2014
TIME: 12:30pm – 2:00pm
LOCATION: Holloway Hall (Rm 116), Bavaro Hall
PRESENTER: Dr. Elizabeth U. Cascio, Department of Economics , Dartmouth College
ABSTRACT: President Obama’s “Preschool for All” initiative calls for dramatic increases in the number of 4 year olds enrolled in public preschool programs and in the quality of these programs nationwide. The proposed program shares many characteristics with the universal preschools that have been offered in Georgia and Oklahoma since the 1990s. This study draws together data from multiple sources to estimate the impacts of these “model” state programs on preschool enrollment and a broad set of family and child outcomes. We find that the state programs have increased the preschool enrollment rates of children from lower- and higher-income families alike. For lower-income families, our findings also suggest that the programs have increased the amount of time mothers and children spend together on activities such as reading, the chances that mothers work, and children’s test performance as late as eighth grade. For higher-income families, however, we find that the programs have shifted children from private to public preschools, resulting in less of an impact on overall enrollment but a reduction in childcare expenses, and have had no positive effect on children’s later test scores.
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.
TRIAL ENDING SOON, FEEDBACK NEEDED
The UVa Library’s free trial to the full text database, Sage Research Methods Online, is ending at the end of April. With access to a wealth of information including books, journal articles, videos on quantitative and qualitative research methods of use to the social sciences, behavioral sciences, educational sciences, health sciences, and more, this database could be just what you need for your research.
To learn more about how to use Sage Research Methods Online, check out these video demos and tips. We took it for a spin and found full text books such as the SAGE Handbook of Spatial Analysis, 100 Statistical Tests, the SAGE Handbook of Grounded Theory, and Sage Handbook for Research in Education,” as well as articles from top journals and illustrative videos.
Please let us know if you consider this a valuable resource by completing this brief online evaluation. Your comments will help determine whether or not the Library obtains a subscription to this database.
EUROPEAN COMMISSION REPORT
The European Commission’s Innovation Union recently released the report, Standardisation in the area of innovation and technological development, notably in the field of Text and Data Mining. The executive summary for this report states, ” Text and data mining (TDM) is an important technique for analysing and extracting new insights and knowledge from the exponentially increasing store of digital data (‘Big Data’). It is important to understand the extent to which the EU’s current legal framework encourages or obstructs this new form of research and to assess the scale of the economic issues at stake.” This report could be informative for the US as to possible directions that European regulations on intellectual property may take, especially as it concerns digital data.
OUT-OF-POCKET COSTS FOR COLLEGE
This Data Point publication, Out-of-Pocket Net Price for College, briefly presents trends in out-of-pocket net price for college, the amount that students and their families must pay to attend college after subtracting grants, loans, work-study, and all other student aid from the total price of attendance. It also presents out-of-pocket net price by income levels for the most recent data available (2011-12). For comparability, findings are presented for undergraduates attending full time for a full year. This is a product of the National Center for Education Statistics (NCES).
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.