Institution
Indiana University
Education•Bloomington, Indiana, United States•
About: Indiana University is a education organization based out in Bloomington, Indiana, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 64480 authors who have published 150058 publications receiving 6392902 citations. The organization is also known as: Indiana University system & indiana.edu.
Topics: Population, Poison control, Context (language use), Health care, Cancer
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TL;DR: An overview of the many types of studies that fall into the qualitative design genre is provided in this paper, along with strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy.
Abstract: An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy are listed and defined. So that readers will recognize the important contribution qualitative studies have made in the field of special education, a range of well-known and lesser known examples of qualitative research are reviewed. The quality indicators that are important in conducting and evaluating qualitative research are identified. Finally, as an example of the evidence that can be produced using qualitative methods, the authors provide a summary of how 3 studies have provided important information that can be used to inform policy and practice.
1,591 citations
TL;DR: In this article, the extent to which student engagement is associated with experimental and traditional measures of academic performance, whether the relationships between engagement and academic performance are conditional, and whether institutions differ in terms of their ability to convert student engagement into academic performance.
Abstract: This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain institutions more effectively convert student engagement into higher performance on critical thinking tests.
1,586 citations
National University of Cordoba1, Addis Ababa University2, National Autonomous University of Mexico3, State University of Campinas4, United Nations Environment Programme5, UNESCO6, United States Department of Agriculture7, Indiana University8, University of British Columbia9, Commonwealth Scientific and Industrial Research Organisation10, University of Paris-Sud11, Landcare Research12, University College London13, Autonomous University of Madrid14, University of Cambridge15, Council for Scientific and Industrial Research16, University of Southern Denmark17, United Nations University18, Virginia Tech College of Natural Resources and Environment19, The Nature Conservancy20, University of the South Pacific21, University of East Anglia22, Kyushu University23, King Abdulaziz City for Science and Technology24, University of Washington25, Budapest University of Technology and Economics26, Environmental Law Institute27, Ankara University28, University of Portsmouth29, Chinese Academy of Sciences30, Indian Institute of Technology Bombay31, Kyoto University32, Joseph Fourier University33, National Scientific and Technical Research Council34, University of Yaoundé35, Polish Academy of Sciences36, University of São Paulo37, École Normale Supérieure38, University of Otago39, Stanford University40, University of Queensland41, Azim Premji University42, Helmholtz Centre for Environmental Research - UFZ43, University of Ghana44, Corvinus University of Budapest45, Stockholm University46, Lakehead University47, Indian Institute of Forest Management48, Seoul National University49, Sofia University50
TL;DR: The first public product of the Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES) is its Conceptual Framework as discussed by the authors, which will underpin all IPBES functions and provide structure and comparability to the syntheses that will produce at different spatial scales, on different themes, and in different regions.
1,585 citations
TL;DR: Alcove selectively attends to relevant stimulus dimensions, can account for a form of base-rate neglect, does not suffer catastrophic forgetting, and can exhibit 3-stage learning of high-frequency exceptions to rules, whereas such effects are not easily accounted for by models using other combinations of representation and learning method.
Abstract: ALCOVE (attention learning covering map) is a connectionist model of category learning that incorporates an exemplar-based representation (Medin & Schaffer, 1978; Nosofsky, 1986) with error-driven learning (Gluck & Bower, 1988; Rumelhart, Hinton, & Williams, 1986) Alcove selectively attends to relevant stimulus dimensions, is sensitive to correlated dimensions, can account for a form of base-rate neglect, does not suffer catastrophic forgetting, and can exhibit 3-stage (U-shaped) learning of high-frequency exceptions to rules, whereas such effects are not easily accounted for by models using other combinations of representation and learning method
1,574 citations
TL;DR: The relationship between species richness and productivity has been extensively studied in the literature as discussed by the authors, with a focus on positive, negative, or curvilinear relationships between productivity and species diversity.
Abstract: Understanding the relationship between species richness and productivity is fundamental to the management and preservation of biodiversity. Yet despite years of study and intense theoretical interest, this relationship remains controversial. Here, we present the results of a literature survey in which we examined the relationship between species richness and productivity in 171 published studies. We extracted the raw data from published tables and graphs and subjected these data to a standardized analysis, using ordinary least-squares (OLS) regression and generalized linear-model (GLIM) regression to test for significant positive, negative, or curvilinear relationships between productivity and species diversity. If the relationship was curvilinear, we tested whether the maximum (or minimum) of the curve occurred within the range of productivity values observed (i.e., was there evidence of a hump?). A meta-analysis conducted on the distribution of standardized quadratic regression coefficients showed that ...
1,572 citations
Authors
Showing all 64884 results
| Name | H-index | Papers | Citations |
|---|---|---|---|
| Frank B. Hu | 250 | 1675 | 253464 |
| Stuart H. Orkin | 186 | 715 | 112182 |
| Bruce M. Spiegelman | 179 | 434 | 158009 |
| David R. Williams | 178 | 2034 | 138789 |
| D. M. Strom | 176 | 3167 | 194314 |
| Markus Antonietti | 176 | 1068 | 127235 |
| Lei Jiang | 170 | 2244 | 135205 |
| Brenda W.J.H. Penninx | 170 | 1139 | 119082 |
| Nahum Sonenberg | 167 | 647 | 104053 |
| Carl W. Cotman | 165 | 809 | 105323 |
| Yang Yang | 164 | 2704 | 144071 |
| Jaakko Kaprio | 163 | 1532 | 126320 |
| Ralph A. DeFronzo | 160 | 759 | 132993 |
| Gavin Davies | 159 | 2036 | 149835 |
| Tyler Jacks | 158 | 463 | 115172 |