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Institution

University of Nebraska–Lincoln

EducationLincoln, Nebraska, United States
About: University of Nebraska–Lincoln is a education organization based out in Lincoln, Nebraska, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 28059 authors who have published 61544 publications receiving 2139104 citations. The organization is also known as: Nebraska & UNL.


Papers
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Journal ArticleDOI
TL;DR: A conference entitled "Soil Health: Managing the Biological Component of Soil Quality" was held in the USA in 1998 to help increase awareness of the importance and utility of soil organisms as indicators of soil quality and determinants of soil health.

1,462 citations

Journal ArticleDOI
TL;DR: In this paper, two studies (N = 1,032 and N = 232) test hypotheses on the impact that the selected positive psychological resource capacities of hope, optimism, and resilience have on desired work-related employee outcomes.

1,436 citations

Journal ArticleDOI
TL;DR: Through a comprehensive review of the literature, 11 factors were found to be critical to ERP implementation success – ERP teamwork and composition, change management program and culture, top management support, business plan and vision, and appropriate business and IT legacy systems are found.
Abstract: Enterprise resource planning (ERP) systems have emerged as the core of successful information management and the enterprise backbone of organizations. The difficulties of ERP implementations have been widely cited in the literature but research on the critical factors for initial and ongoing ERP implementation success is rare and fragmented. Through a comprehensive review of the literature, 11 factors were found to be critical to ERP implementation success – ERP teamwork and composition; change management program and culture; top management support; business plan and vision; business process reengineering with minimum customization; project management; monitoring and evaluation of performance; effective communication; software development, testing and troubleshooting; project champion; appropriate business and IT legacy systems. The classification of these factors into the respective phases (chartering, project, shakedown, onward and upward) in Markus and Tanis’ ERP life cycle model is presented and the importance of each factor is discussed.

1,433 citations

Journal ArticleDOI
TL;DR: The authors explored three commonly offered hypotheses for disproportionate discipline based on gender, race, and socioeconomic status, and found that there appeared to be a differential pattern of treatment, originating at the classroom level, wherein African-American students are referred to the office for infractions that are more subjective in interpretation.
Abstract: The disproportionate discipline of African-American students has been extensively documented; yet the reasons for those disparities are less well understood. Drawing upon one year of middle-school disciplinary data for an urban school district, we explored three of the most commonly offered hypotheses for disproportionate discipline based on gender, race, and socioeconomic status. Racial and gender disparities in office referrals, suspensions, and expulsions were somewhat more robust than socioeconomic differences. Both racial and gender differences remained when controlling for socioeconomic status. Finally, although evidence emerged that boys engage more frequently in a broad range of disruptive behavior, there were no similar findings for race. Rather, there appeared to be a differential pattern of treatment, originating at the classroom level, wherein African-American students are referred to the office for infractions that are more subjective in interpretation. Implications for teacher training and structural reform are explored.

1,432 citations

Journal ArticleDOI
TL;DR: Correlational and regression analyses revealed that visual short-term and working memory were found to specifically predict math achievement at each time point, while executive function skills predicted learning in general rather than learning in one specific domain.
Abstract: This study examined whether measures of short-term memory, working memory, and executive functioning in preschool children predict later proficiency in academic achievement at 7 years of age (third year of primary school). Children were tested in preschool (M age = 4 years, 6 months) on a battery of cognitive measures, and mathematics and reading outcomes (from standardized, norm-referenced school-based assessments) were taken on entry to primary school, and at the end of the first and third year of primary school. Growth curve analyses examined predictors of math and reading achievement across the duration of the study and revealed that better digit span and executive function skills provided children with an immediate head start in math and reading that they maintained throughout the first three years of primary school. Visual-spatial short-term memory span was found to be a predictor specifically of math ability. Correlational and regression analyses revealed that visual short-term and working memory were found to specifically predict math achievement at each time point, while executive function skills predicted learning in general rather than learning in one specific domain. The implications of the findings are discussed in relation to further understanding the role of cognitive skills in different mathematical tasks, and in relation to the impact of limited cognitive skills in the classroom environment.

1,414 citations


Authors

Showing all 28272 results

NameH-indexPapersCitations
Donald P. Schneider2421622263641
Suvadeep Bose154960129071
David D'Enterria1501592116210
Aaron Dominguez1471968113224
Gregory R Snow1471704115677
J. S. Keller14498198249
Andrew Askew140149699635
Mitchell Wayne1391810108776
Kenneth Bloom1381958110129
P. de Barbaro1371657102360
Randy Ruchti1371832107846
Ia Iashvili135167699461
Yuichi Kubota133169598570
Ilya Kravchenko132136693639
Andrea Perrotta131138085669
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
202393
2022381
20212,809
20202,977
20192,846
20182,854