ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Research Collaboration through Co-Authorship Network Analysis
Author: Fagan, Jesse
Date: 2018-00-00
Type: Journal Articles
Subjects: Authors,Network Analysis,Social Networks,Interdisciplinary Approach,Research Administration,Scientists,Cancer,Universities,Case Studies,Scientific Research,Research Reports,Faculty Publishing,Graphs,Models,Gender Differences,Cooperation

Interdisciplinary research collaboration is needed to perform transformative science and accelerate innovation. The Science of Team Science strives to investigate, evaluate, and foster team science, including institutional policies that may promote or hinder collaborative interdisciplinary research and the resources and infrastructure needed to promote team science within and across institutions. Social network analysis (SNA) has emerged as a useful method to measure interdisciplinary science through the evaluation of several types of collaboration networks, including co-authorship networks. Likewise, research administrators are responsible for conducting rigorous evaluation of policies and initiatives. Within this paper, we present a case study using SNA to evaluate interprogrammatic collaboration (evidenced by co-authoring scientific papers) from 2007-2014 among scientists who are members of four formal research programs at an NCI-designated Cancer Center, the Markey Cancer Center (MCC) at the University of Kentucky. We evaluate change in network descriptives over time and implement separable temporal exponential-family random graph models (STERGMs) to estimate the effect of author and network variables on the tendency to form a co-authorship tie. We measure the diversity of the articles published over time (Blau's Index) to understand whether the changes in the co-authorship network are reflected in the diversity of articles published by research members. Over the 8-year period, we found increased inter-programmatic collaboration among research members as evidenced by co-authorship of published scientific papers. Over time, MCC Members collaborated more with others outside of their research program and outside their initial dense co-authorship groups, however tie formation continues to be driven by co-authoring with individuals of the same research program and academic department. Papers increased in diversity over time on all measures with the exception of author gender. This inter-programmatic research was fostered by policy changes in cancer center administration encouraging interdisciplinary research through both informal (e.g., annual retreats, seminar series) and formal (e.g., requiring investigators from more than two research programs on applications for pilot funding) means. Within this cancer center, interdisciplinary co-authorship increased over time as policies encouraging this collaboration were implemented. Yet, there is room for improvement in creating more interdisciplinary and diverse ties between research program members.
American Institutional Review Boards: Safeguards or Censorship?
Author: Hottenstein, Kristi N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Guidelines,Governing Boards,Research Administration,Volunteers,Quality Assurance,Quality Control,Educational History,Federal Regulation,Public Policy,Academic Freedom,Policy Analysis,Educational Theories,Biomedicine,Censorship,Informed Consent,Prevention

The United States is a world leader in biomedical clinical research. America's existing human subject research regulations structure affords sizable protections for the ethical treatment of research volunteers. Early initiatives such as the Belmont Report were specific to federally funded research. Over the past several decades guidelines such as the Belmont Report, along with more stringent policies, have been applied to non-federally funded research and research in the social sciences, and have branched out over areas, which many argue, they were not initially intended. Institutional review boards were codified to protect human subjects, an ethical and noble concern, but arguably these regulations were hastened both in response to a highly publicized research experiment and political considerations. This article explores the creation of the American IRB [institutional review boards] system through the lens of John Kingdon's Multiple Streams Theory and examines critical viewpoints surrounding a longstanding inquisition over whether human subject research regulations are safeguards or censorship.
Research and Grant Management: The Role of the Project Management Office (PMO) in a European Research Consortium Context
Author: Wedekind, Gerben Kristian
Date: 2018-00-00
Type: Journal Articles
Subjects: Research Administration,Grants,Consortia,Research and Development,Case Studies,Robotics,Neurosciences,College Programs,Innovation,Educational History,Institutional Role,Grantsmanship,Program Proposals,Program Implementation,Institutional Characteristics,Foreign Countries

This paper illustrates how a university-based project management office (PMO) can provide focused support across the entire grant project lifecycle within a European research context. In recent years, EU (European Union) research and innovation grant programs have increasingly shifted to support multidisciplinary consortia composed of industry, academia and end-users, which collaborate to achieve tangible and sustainable socio-economic impact. This scope change, from traditional academic research projects to research and innovation projects, has created the need for professional project management and has provided a fertile environment for PMOs to flourish. The paper includes discussion of an illustrative case study based on the EDEN2020 project--an ongoing, international, multidisciplinary consortium project in robotic neurosurgery that is coordinated by Imperial College London and supported by a grant from the EU's Horizon 2020 research and innovation program. Imperial College's PMO provides project management and dedicated support to the academic team to enable delivery of the overall consortium project. In so doing, the PMO involved in EDEN2020 clearly adheres to the PMO roles identified by the PMBOK® standard, i.e. supportive, controlling and directive, albeit at different levels depending on the grant lifecycle stage. In EDEN2020, the PMO was predominantly confined to a supportive (advisory) role in the project's ideation and grant negotiation stages, a controlling (supporting delivery through standardization, templates) role in the proposal preparation stage, and a more directive (leading) role in project implementation. The paper concludes with a recommendation to increase the number of cases under investigation and expand the scope beyond Europe.
Productive Resources Management: How &quot;Visiana Bhakti&quot; Cooperative Samarinda Strives
Author: Fitriyah, Nur
Date: 2018-00-00
Type: Journal Articles
Subjects: Qualitative Research,Foreign Countries,Strategic Planning,Research Methodology,Cooperatives,Interviews,Observation,Content Analysis,Human Resources,Human Capital

This study examines strategies used by the cooperative to develop productive resources and how internal and external factors are identified to support the strategies. A qualitative case description illuminated factors the cooperative faced. The research was conducted in &quot;Visiana Bhakti&quot; Cooperative Samarinda Indonesia, involving 15 participants. An in depth interview, observation and document analysis were used as the sources of data. A hybrid of SWOT (Strengths, Weakness, Opportunities, Threats) analysis, External and Internal Factor Evaluation (EFE and IFE), was used to analyze the data. The findings show that the productive resources were developed to anticipate environment changes, compete with others, develop human resources, develop capital, cooperate with linkages, and build trust. Externally, competitiveness and literacy in technology were deemed the most essential for the sustainable cooperative. Internally, the objective of the cooperative and the amount of capital were dominant.
The Implementation of PAIKEM (Active, Innovative, Creative, Effective, and Exciting Learning) and Conventional Learning Method to Improve Student Learning Results
Author: Priyono
Date: 2018-00-00
Type: Journal Articles
Subjects: Conventional Instruction,Program Implementation,Learning Motivation,Student Motivation,Learner Engagement,Control Groups,Experimental Groups,Learning Strategies,Intermode Differences,Homogeneous Grouping,Grade 5,Questionnaires,Pretests Posttests,Active Learning,Instructional Effectiveness,Foreign Countries

The research aims to find the differences in students' learning results by implementing both PAIKEM (Active, Innovative, Creative, Effective, and Exciting Learning) and conventional learning methods for students with high and low motivation. This research used experimental design on two groups, a group of high motivation students and a group of low motivation students. Each group was divided into control group and experiment group. The results showed that there was a link between both PAIKEM and conventional learning method with the learning results of students with high motivation and low motivation, as different results were showed on each student group.
The Professional Competency Teachers Mediate the Influence of Teacher Innovation and Emotional Intelligence on School Security
Author: Rahayu, Sri
Date: 2018-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,School Security,School Effectiveness,Instructional Innovation,Foreign Countries,Structural Equation Models,Teacher Competencies,Statistical Analysis,Elementary School Teachers,Goodness of Fit

Qualified educational institutions in Indonesia are recognized for their effectiveness, efficiency, and productivity. Leaders must pioneer, create, and encourage the growth of the quality culture in schools. They should handle the change and create the educational renewal toward the quality such that school achievement can be achieved effectively. School effectiveness is influenced by the external and internal factors. Thus, reviewing teacher professional competencies must mediate the effect of teacher innovation and emotional intelligence on school effectiveness. The samples of this research include 333 civil servant teachers (PNS) of the State Elementary School in Malang City Indonesia, and the data analysis used in this study is structural equation models. Results corroborate that innovation and emotional intelligence affect teacher professional competence and school effectiveness. Such competence can mediate the effect of teacher innovation and emotional intelligence on school effectiveness.
The Relationship between Academic Procrastination Behaviors of Preservice Science Teachers and Their Attitudes toward Social Media
Author: Aslan Efe, Hülya
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Preservice Teachers,Preservice Teacher Education,Student Teacher Attitudes,Student Behavior,Attitude Measures,Multiple Regression Analysis,Gender Differences,Group Membership,Predictor Variables,Time Perspective,Likert Scales,Comparative Analysis,Goal Orientation,Achievement Need,Foreign Countries,Statistical Analysis

In this study, the relationship between study preservice science teachers' academic procrastination and their attitudes toward social media was investigated. The study was carried out with the participation of 511 preservice science teachers (F: 346, M:165) on teacher education course at Dicle University during 2014-2015 academic year. The date was collected through &quot;Social Media Attitude Scale&quot; and &quot;Academic Procrastination Scale&quot;. The data collected was analyzed by using &quot;t&quot; test, one-way ANOVA and multiple regression. Analysis of the data revealed that academic procrastination was higher among male preservice science teachers in comparison to the female participants. The study also found that having social media membership positively affects the preservice teachers' attitude in terms of social sharing, social competency and social isolation. The study also revealed that the duration of membership for a social media site has an influence on academic procrastination. The multiple regression displayed that as social media attitude dimensions, the sharing need, social competency, social isolation and relationship with teachers' variables all together yield a low-level and significant relationship with preservice teachers' academic procrastination behaviors. The findings have important implications for teacher education.
Opinions of Science Teachers for Classroom Management
Author: Kubat, Ulas
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Opinions,Science Teachers,Physical Environment,Student Motivation,Classroom Communication,Student Behavior,Behavior Problems,Qualitative Research,Semi Structured Interviews,Teacher Attitudes,Teacher Surveys,Classroom Environment,Educational Practices,Foreign Countries

This study investigates science teachers' concerns about how to achieve effective classroom management, with particular reference to classroom communication, student motivation, physical environments and unwanted student behaviors. A qualitative research method is used in this research. The semi-structured interview form is developed by the researchers as a data collection tool. The study group consists of fourteen science teachers who are working in Mugla province of Turkey, in the academic year of 2015-2016. According to the research findings, participating teachers have linked effective classroom communications to such aspects as student participation and a democratic and sincere classroom environment. In addition, they have also stated that effective classroom management are linked to the following: proper material usage, asking questions, feeling the importance of lessons, physical environment, laboratory environment, a U-shaped seating plan, use of an interactive whiteboard, verbal warnings to correct undesirable behaviors, trying to understand the causes of problems, giving responsibility, establishing eye contact, proper punishments, interviewing parents, guiding teachers and sending students to principal's room.
Building the Science of Research Management: What Can Research Management Learn from Education Research?
Author: Huang, Jun Song
Date: 2018-00-00
Type: Journal Articles
Subjects: Research Administration,Educational Research,Best Practices,Guidelines,Research Design,Educational Theories,Social Theories,Educational Practices,Foreign Countries

Research management is an emerging field of study and its development is significant to the advancement of research enterprise. Developing the science of research management requires investigating social mechanisms involved in research management. Yet, studies on social mechanisms of research management is lacking in the literature. To address this gap, this paper proposes importing methodologies and theories from other social science disciplines to study the social mechanisms of research management and to build the science of research management. The paper first articulates what constitutes the science of research management, then proposes to appropriate Design-Based Research (DBR), a methodology in education research, for building the science of research management while at the same time strengthening the theory-practice nexus. A study of education research is then presented to illustrate how DBR is used to enact the theory of homophily which is imported from sociology. It reveals an opportunity to use social designs to develop social relationships among teachers from different schools for networked learning. Such a research endeavour also has potential to advance theories of relationship-building in sociology. Inferring from the example as an analogue to what is suggested for research management, the paper advocates a way to reciprocally connect research management as an emerging research field with more established social science disciplines at large and to advance both the theory and practice of research management.
Utilization of Lean Methodology to Refine Hiring Practices in a Clinical Research Center Setting
Author: Johnson, Marcus R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Personnel Selection,Employment Practices,Clinical Teaching (Health Professions),Medical Research,Epidemiology,Job Simplification,Employment Interviews,Total Quality Management,Research Administration,Public Agencies,Veterans,Program Improvement,Needs Assessment,Guidelines,Selection Criteria

Background &amp; Aims: Lean methodology is a continuous process improvement approach that is used to identify and eliminate unnecessary steps (or waste) in a process. It increases the likelihood that the highest level of value possible is provided to the end-user, or customer, in the form of the product delivered through that process. Lean methodology has been used widely in healthcare and manufacturing settings but there is a limited amount of publicly available information on its use in research settings. The Cooperative Studies Program Epidemiology Center--Durham (CSPEC-Durham) is one of five epidemiology centers established by the Cooperative Studies Program (CSP) and serve as national resources for epidemiologic research and training in the U.S. Department of Veterans Affairs (VA). The purpose of this project was to determine the effectiveness of utilizing the Lean methodology to identify and eliminate non-value added steps in our center's hiring process and to increase its value to center staff. Methods: A team comprised of representatives from each of the Center's three operational cores was assembled--Executive Leadership/Administration, Computational Sciences, and Project Management. This team completed an A3, a tool to organize Plan-Do-Study-Act improvement processes into 9 steps, related to the Center's interview process. A gap analysis was conducted to better understand the root causes of interview process deficiencies. Lastly, a survey was developed to constantly evaluate effectiveness, efficiency, and staff satisfaction with the revised interview process at the end of each hiring cycle. Pre-defined metrics were displayed in a color-coded dashboard. Results: As a result of the A3, the team developed a comprehensive set of guidelines, including questions, for the interview process. These guidelines provided clarity to roles, responsibilities, and expectations for staff members participating in an interview panel. The improved interview process resulted in increased staff productivity and morale by reducing the number of work hours spent by staff on an interview process and decreasing the number of days spent on the duration of an interview cycle. Conclusions: Overall, center staff are satisfied with interview guidelines that were developed as a result of the A3. Additional areas identified for Lean improvement include: revising the interview process for internal candidates, and improving the alignment of interview questions to the evaluation guide used to rate position candidates.
Promoting Cultural Responsivity and Student Engagement through Double Check Coaching of Classroom Teachers: An Efficacy Study
Author: Bradshaw, Catherine P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Faculty Development,Culturally Relevant Education,Classroom Techniques,Self Efficacy,Behavior Problems,Coaching (Performance),Randomized Controlled Trials,Elementary School Teachers,Middle School Teachers,Cooperation,Student Behavior,Comparative Analysis,Discipline,Referral,African American Students,Intervention,Teacher Surveys,Teacher Attitudes,Outcomes of Education,Statistical Analysis,Measures (Individuals),Social Desirability,Social Bias,Observation,Hierarchical Linear Modeling

This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating teachers were exposed to school-wide professional development activities. Pre-post nonexperimental comparisons indicated improvements in self-reported culturally responsive behavior management and self-efficacy for teachers in both conditions following professional development exposure. With regard to the experimental findings, trained observers recorded significantly more proactive behavior management and anticipation of student problems by teachers, higher student cooperation, less student noncooperation, and fewer disruptive behaviors in classrooms led by coached teachers relative to comparison teachers. Taken together, the findings suggest the potential promise of coaching combined with school-wide professional development for improving classroom management practices and possibly reducing office discipline referrals among Black students.
Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice
Author: Larson, Kristine E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Behavior,Culturally Relevant Education,Teaching Models,Teaching Methods,Behavior Change,Educational Practices,Classroom Techniques,Structural Equation Models,Statistical Significance,Positive Behavior Supports,Functional Behavioral Assessment,Prevention,Self Efficacy,Elementary School Teachers,Middle School Teachers,Intervention,Social Desirability,Teacher Characteristics,Correlation,Observation

The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom. Identifying proactive behavior management and culturally responsive teaching practices that are associated with positive student behavior may inform teacher training and bolster efforts to reduce disparities in behavioral and academic performance. The current study examined the association between student behaviors and the observed use of and teacher self-reported efficacy in using culturally responsive teaching and proactive behavior management practices. Data were collected from 274 teachers in 18 schools. Structural equation modeling indicated a statistically significant association between observations of culturally responsive teaching and proactive behavior management practices, with observed positive student behaviors in classrooms. Implications for measurement and practice are discussed.