1,364 research outputs found
Dr. Kristin Bezio – Faculty Author Interview
No full textKristin Bezio, Assistant Professor Of Leadership Studies, discusses “Friends & Rivals: Loyalty, Ethics, and Leadership in Dragon Age II,” a chapter in the 2014 book, Identity and Leadership in Virtual Communities: Establishing Credibility and Influence. Dr. Bezio’s teaching and research focuses on the ways in which literature, drama, film, and video games have influenced society and the way people think about issues of leadership and followership. Her chapter explores how video game players can influence their understanding of ethics in terms of human emotion and interactio
Workshop with Kristin Fontichiaro
No full textKristin Fontichiaro is a clinical assistant professor at the University of Michigan School of Information and a former school librarian, classroom teacher, and district professional development facilitator.
Her most recent edited volumes are Navigating the Information Tsunami: Engaging Research Projects that Meet the Common Core State Standards, K-5 (Cherry Lake, June 2012) and Growing Schools: Librarians as Professional Developers (with Debbie Abilock and Violet H. Harada, Libraries Unlimited, June 2012).
She has edited three eBook compilations of essays, available as free downloads from Smashwords.com: Everything You Wanted to Know About Information Literacy But Were Afraid to Ask; School Libraries: What\u27s Now, What\u27s Next, What\u27s Yet to Come (co-edited with Buffy Hamilton) and Information Literacy in the Wild.
Earlier professional books include 21st-Century Learning in School Libraries; Active Learning Through Drama, Podcasting, and Puppetry; and Podcasting at School. With Sandy Buczynski, she is co-author of Story Starters and Science Notebooking: Developing Student Thinking Through Literacy and Inquiry.
She is series editor for the Makers as Innovators series for Cherry Lake Publishing, to be released in Fall 2013, and co-author of the series\u27 Maker Faire and Raspberry Pi.
She also writes informational texts for middle grade readers, including Know What to Ask: Forming Great Research Questions (with Emily Johnson) and Shared Creations: Making Use of Creative Commons (with Emily Puckett Rodgers).
Additionally, she has written for Principal Leadership, ASCD Express, Teacher Librarian, Synergy, and other publications.
Named an Emerging Leader by the American Library Association, Distinguished Alumna by the Wayne State University Library and Information Science Program, and a 2012 Library Journal Mover and Shaker, she blogs at http://bit.ly/fontblog and writes the “Nudging Toward Inquiry” column for School Library Monthly
The Wake of 2020: Heroes, Saviors & Problems with Power with Kristin Kobes Du Mez
No full textHow can Christians learn to acknowledge abuses of power? Kristin Kobes Du Mez joins Andrew and ICS Junior Member cohost Abbi Hofstede for the next installment in our series on some of the challenges facing philosophy and Christian faith in the wake of 2020. Kristin is the author of the provocative book Jesus and John Wayne: How White Evangelicals Corrupted a Faith and Fractured a Nation (Liveright, 2020). In this episode, she reflects on her experience writing the book, traces the thread of militant masculinity and racism in evangelicalism's recent history; and invites alternative visions of Christian culture, politics, and power
Self-archiving practice and the influence of publisher policies in the social sciences
No full textAuthors in different disciplines exhibit very different behaviours on the so-called ‘green’ road to open access, i.e. self-archiving. This study looks at the self-archiving behaviour of authors publishing in leading journals in six social science disciplines. It tests the hypothesis that authors are self-archiving according to the norms of their respective disciplines rather than following self-archiving policies of publishers, and that, as a result, they are self-archiving significant numbers of publisher PDF versions. It finds significant levels of
self-archiving, as well as significant self-archiving of
the publisher PDF version, in all the disciplines
investigated. Publishers’ self-archiving policies have
no influence on author self-archiving practice
Karnavaldan büyülü gerçekçiliğe: Berci kristin çöp masallari
No full textWith her different subjects and unique style Latife Tekin is a distunguished author of Turkish literature in the years following 1980s. Having synthesized the reality and the fantasy Tekin seems to have developed a new narration technique. Latife Tekin's Berji Kristin: Tales from Garbage Hills, which was published in 1984, arouse disagreement among some critics on the genre of this work. Since the concept of "magical realism" was not commonly known in Turkish literature of this era, some critics employed unsuitable instruments to interpret Berji Kristin: Tales from the Garbage Hills. It stands out in its unique way of using language, folkloric elements, and containment of supernatural events. In this study, after discussing the arguments based on Berji Kristin: Tales from Garbage Hills, the work will be examined with regard to Bakhtin's concept of carnivalesque novel. Thus, this article will prove that Berji Kristin: Tales from Garbage Hills has carnivalesque spirit with the employment of magic, reality, and fantasy
Sullivan, Kristin. Voter identification
No full text1 online resource (5 pages)"March 1, 2021."Summarizes identification (ID) requirements in Connecticut for registering to vote and for voting in person. Also discusses whether the state has ever had a strict photo ID requirement for voting in person. Updates OLR research report 2008-R-030
Kristin Linklater, Freeing the Natural Voice, in Orkney
No full textThis chapter is based on an interview with Kristin Linklater, master voice teacher for over 50 years in the United States and widely known internationally. On retiring as Emerita Professor after 16 years at Columbia University in New York, Kristin returned to her island birthplace on the Mainland, Orkney, north of Scotland to set up the Kristin Linklater Voice Centre (KLVC). The KLVC opened in 2014 and has offered residential workshops for students from over 35 different countries led by Kristin and increasingly by her fellow teachers and colleagues. The interview explores practice as research, charting how her teaching has developed since her return to her birthplace, drawing students and colleagues from around world to form a workshop laboratory and ‘community of practice’ on this remote island. It highlights how a particular regional landscape, Orkney, has shaped her and how, after returning to live there after 70 years of living away, Kristin is beginning to shape Orkney. © The Author(s) 2020
Research in Online Teacher Professional Development: A Systematic Mapping Review
No full textThis systematic mapping study examines 115 studies on online teacher professional development (OTPD) programs, including online-only and blended learning (BL) formats. Findings reveal that most programs combine synchronous and asynchronous phases, emphasizing collaborative, action-oriented, and reflective learning approaches. Frequently used technologies include discussion forums, videos, and learning management systems (LMS), while innovative tools such as virtual reality (VR) and artificial intelligence (AI) are less commonly implemented. Approximately half of the programs involve instructor guidance. These findings offer valuable insights into the design and implementation of OTPD and underline the need for further research into content-specific strategies and the effective use of emerging technologies
Perceptions of In-Service Economics Teachers Regarding Online Professional Development in Economic Education
No full textDiese Studie untersucht die Einstellungen von Wirtschaftslehrkräften zu digitalen Fortbildungen im Bereich der ökonomischen Bildung und analysiert die Einflussfaktoren auf deren Teilnahmeinteresse. Vor dem Hintergrund der heterogenen Ausbildungssituation von Wirtschaftslehrkräften (vgl. Friebel-Piechotta & Koch, 2025; Koch, 2021), bekannter Teilnahmebarrieren klassischer Präsenzangebote und der zunehmenden Bedeutung digitaler Formate erscheint die Berücksichtigung der Perspektive der potenziellen Teilnehmenden als besonders relevant. Grundlage der Untersuchung ist eine standardisierte Befragung von 242 Wirtschaftslehrkräften aus Niedersachsen, deren Daten mittels deskriptiver und inferenzstatistischer Verfahren ausgewertet wurden. Die Ergebnisse zeigen, dass das Teilnahmeinteresse maßgeblich durch die inhaltliche Relevanz der Fortbildungen bestimmt wird, während die digitale Umsetzung selbst eine nachgeordnete Rolle spielt. Ebenso erweist sich die Unterstützung durch die Schulleitung als zentraler Einflussfaktor. Lehrkräfte mit positiven Erfahrungen im Kontext digitaler Fortbildungen und einer offenen Einstellung gegenüber digitalen Medien zeigen eine gesteigerte Bereitschaft zur Teilnahme. Die Ergebnisse verdeutlichen die Notwendigkeit, digitale Fortbildungsformate stärker an den spezifischen Bedarfen der Zielgruppe auszurichten, um deren Akzeptanz und Wirksamkeit zu erhöhen. Es werden Implikationen für die Konzeption zielgruppengerechter digitaler Fortbildungsangebote diskutiert. This study examines the attitudes of economics teachers toward online professional development in the field of economic education and analyzes the factors influencing their interest in participation. In the light of the heterogeneous qualification pathways of economics teachers (Friebel-Piechotta & Koch, 2025; Koch, 2021), the well-documented barriers to participation in traditional in-person formats, and the increasing importance of online teacher professional development, it is particularly relevant to consider the perspectives of potential participants. The study is based on a standardized survey of 242 economics teachers from Lower Saxony, with data analyzed using both descriptive and inferential statistics. The findings indicate that interest in participation is primarily shaped by the perceived relevance of the training content, while the digital format itself plays a subordinate role. Support from school leadership emerges as another significant influencing factor. Teachers with prior positive experiences in online professional development and an open attitude toward digital media exhibit a higher willingness to participate. The results underscore the need to tailor digital professional development formats more closely to the specific needs of the target group in order to enhance both acceptance and effectiveness. Implications for the design of target group-specific online professional development programs are discussed.
Main and Interactive Effects of Diabetes Distress and Stress from Life Events on Overall Psychological Distress
No full textThis study sought to extend previous research by examining rates of three different types of diabetes distress, and whether stress from life events amplified the association between diabetes distress and overall psychological distress in a community-based sample of 119 middle-aged and older adults with type 2 diabetes. Consistent with past research, individuals experienced a moderate level of diabetes distress. However, only some types of diabetes distress were associated with depressive symptoms, independent of stressful life events, whereas all types of diabetes distress were only related to anxious symptoms when stress from life events was also high.This has not been published yet (just accepted). I do not know if there is an embargo period for this journal.Peer reviewe
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