1,720,974 research outputs found
The Relationship between Youth Program Quality and Social & Emotional Learning
Full text linkThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.This peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Herman, Margo; Blyth, Dale. (2016). The Relationship between Youth Program Quality and Social & Emotional Learning. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/195181
Youth in 4-H Participation Patterns
No full textThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.Youth organizations, like 4-H, are dynamic systems with structures that grow and change over time. In the current study, we examine differences in participation across gender, race, ethnicity, and area of residence.Scott, Siri; Blyth, Dale; Larson Nippolt, Pam. (2014). Youth in 4-H Participation Patterns. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/195271
Minnesota 4-H Retention Study Brief
Full text linkThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.While the Minnesota 4-H Club program has been growing over the last six years, over 25% of youth do not re-enroll annually. Wanting to know how 4-H could improve its member retention rate, the Minnesota 4-H Retention Study asked 4-H members who left the program why they decided to join, stay and ultimately leave 4-H.Harrington, Rebecca; Sheehan, Trisha; Blyth, Dale. (2010). Minnesota 4-H Retention Study Brief. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/195222
Exploring the Supply and Demand for Community Learning Opportunities in Minnesota
Full text linkThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.It is with great pleasure we share the results of this one of a kind study—Exploring Supply and Demand for Community Learning Opportunities in Minnesota. This study was designed to explore Minnesota parent and youth perceptions about afterschool opportunities for young people across the state.Lochner, Ann; Allen, Gina; Blyth, Dale; Minnesota Commission on Out-of-School Time. (2005). Exploring the Supply and Demand for Community Learning Opportunities in Minnesota. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/194861
Perspectives on Social and Emotional Learning (SEL) from Out-of-School Time (OST) Leaders in Minnesota
Full text link"To be successful in school now and ready for college and careers later, young people need to develop a range of skills that extends beyond traditional academics. Content knowledge and academic skills are important, but it is also critical that youth learn how to work well with others, persevere when faced with challenges, and recognize when a new strategy is needed to solve a problem. There is increasing evidence that social and emotional factors are critical to young people's success. There is, however, little agreement on which factors to assess or how best to support their development in both school and out of school programs.
This poster presents results from an online survey of over 900 leaders in the out of school time field. The survey taps their perspectives on social and emotional learning, its importance, its assessment, barriers, current efforts in this area, and which dimensions of SEL are considered most important. Many of the questions parallel a survey we conducted with over 600 school district and building education leaders. Results from these surveys, along with one being conducted with youth this fall, help round out our understanding of how leaders and youth both in and out of school understand, value, and promote the social and emotional development of young in Minnesota. These data provide direction for how best to move forward in both improving practice and assessing social and emotional learning in different contexts."Walker, Kate; Blyth, Dale; Sheldon, Tim. (2014). Perspectives on Social and Emotional Learning (SEL) from Out-of-School Time (OST) Leaders in Minnesota. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/167589
Moving Social and Emotional Learning from Research to Action
No full textBridging the educational achievement gap is one of Extension’s identified issue
areas. This poster presents a three-year initiative dedicated to developing
programming that enhances understanding of social and emotional learning
factors and their contribution to closing the achievement and opportunity gaps.
The Extension Center for Youth Development is working with the Center for
Applied Research and Educational Improvement (CAREI), Extension Center for
Family Development, the Department of Family Social Science, and Youthprise
(a non-profit intermediary and funder) on this issue.
This poster will explore social and emotional learning frameworks, share
research on the importance of these skills, delineate strategies and delivery
methods (e.g., public symposia, regional forums, online webinars, issue briefs)
to move those strategies into programming. Also addressed are the internal
and external partnerships that enhance the visibility and value of social and
emotional factors in addressing educational disparities.Herman, Margo; Walker, Kate; Blyth, Dale; Hagen, Elizabeth. (2013). Moving Social and Emotional Learning from Research to Action. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/161330
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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