1,720,998 research outputs found
Saint Paul Public Schools, Excel Grade 8.5 program: evaluation report
No full text1 online resource (PDF, 13 pages)Freeman, Carol. (2003). Saint Paul Public Schools, Excel Grade 8.5 program: evaluation report. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/180672
School start time study: preliminary report of findings
No full text1 online resource (PDF, 194 pages)Wahlstrom, Kyla; Freeman, Carol. (1997). School start time study: preliminary report of findings. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/180363
Arts for Academic Achievement: Arts Integration - A Vehicle for Changing Teacher Practice
No full textArts integration, a teaching approach that uses concepts integral to both arts and non-arts
areas, is increasingly being used to reach disenfranchised learners while at the same time
replenishing teachers and changing teacher practice. The purpose of this paper is to
present evidence of teacher practice change from research on a large urban school
district’s arts integration initiative by addressing the question, “What effect has arts
integration had on teacher practice?”Werner, Linnette; Freeman, Carol. (2001). Arts for Academic Achievement: Arts Integration - A Vehicle for Changing Teacher Practice. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/143711
Pre-kindergarten through 12th grade: inventory of university programs
No full text1 online resource (PDF, 209 pages)University of Minnesota. Center for Applied Research and Educational Improvement; Maruyama, Geoffrey; Freeman, Carol. (1994). Pre-kindergarten through 12th grade: inventory of university programs. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/180322
Connected Counseling Saint Paul Public Schools: Arlington High School Report
No full textArlington High School reportThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Funded by the Bush FoundationHickey, Meghan; Freeman, Carol; Gordon, Molly; Center for Applied Research and Educational Improvement. (2006). Connected Counseling Saint Paul Public Schools: Arlington High School Report. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/3961
Connected Counseling Saint Paul Public Schools: Como High School Report
No full textComo High School reportThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Funded by the Bush FoundationGordon, Molly; Freeman, Carol; Hickey, Meghan; Center for Applied Research and Educational Improvement. (2006). Connected Counseling Saint Paul Public Schools: Como High School Report. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/3882
Connected Counseling Saint Paul Public Schools: Highland Park High School Report
No full textHighland Park High School reportThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Funded by the Bush FoundationGordon, Molly; Freeman, Carol; Hickey, Meghan; Center for Applied Research and Educational Improvement. (2006). Connected Counseling Saint Paul Public Schools: Highland Park High School Report. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/3794
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
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