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55. Oral Language and Beginning Reading: Exploring Connections and Disconnections

Author

Hill, Susan

Abstract

The purpose of this study was to explore the connections between young children's oral language vocabulary and children's reading of written language in beginning reading books. Oral language has been viewed as the foundation for emergent reading development as it provides the semantic base, syntactic base and phonological base for successfully moving from oral to written language. In fact in the years before school the development of children's oral language in the home environment is viewed as an important factor for early reading success. The research reported in this study involved children in their first year of school in a socioeconomically diverse community. The findings revealed disconnections between children's receptive oral language vocabulary and early reading. Children with English as a Second Language scored low on oral language vocabulary but high on reading levelled texts. Children with high scores on oral vocabulary scored low on reading levelled texts and a small group of Aboriginal children scored low on both oral and written measures. This study raises questions about the view that oral language neatly underpins reading development and suggests that learning to read is akin to learning a second language for all children. (Contains 2 tables and 3 figures.)

Published
2009

56. Is It My Looks? Or Something I Said? The Impact of Explanations, Embodiment, and Expectations on Trust and Performance in Human-Robot Teams

Author

Wang, Ning, Pynadath, David V., Rovira, Ericka, Barnes, Michael J., Hill, Susan G., Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, Ham, Jaap, editor, Karapanos, Evangelos, editor, Morita, Plinio P., editor, and Burns, Catherine M., editor

Published
2018
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57. Meaningful and Measurable Health Domains in Huntington’s Disease: Large-Scale Validation of the Huntington’s Disease Health-Related Quality of Life Questionnaire Across Severity Stages

Author

Downie, Lorna, Jack, Roisin, Matheson, Kirsty, Miedzybrodzka, Zosia, Rae, Daniela, Simpson, Sheila A., Summers, Fiona, Ure, Alexandra, Vaughan, Vivien, Akhtar, Shahbana, Crooks, Jenny, Curtis, Adrienne, de Souza (Keylock), Jenny, Piedad, John, Rickards, Hugh, Wright, Jan, Coulthard, Elizabeth, Gethin, Louise, Hayward, Beverley, Sieradzan, Kasia, Wright, Abigail, Barker, Roger A., O’Keefe, Deidre, Gerrtiz (nee Di Pietro), Anna, Fisher, Kate, Goodman, Anna, Hill, Susan, Mason, Sarah, Swain, Rachel, Guzman, Natalie Valle, Busse, Monica, Butcher, Cynthia, Callaghan, Jenny, Dunnett, Stephen, Clenaghan, Catherine, Fullam, Ruth, Hunt, Sarah, Jones, Lesley, Jones, Una, Khalil, Hanan, Minster, Sara, Owen, Michael, Price, Kathleen, Townhill, Jenny, Rosser, Anne, Goudie, David, Buchanan, Lindsay, McFadyen, Paula, Tonner, Alison, Taylor, Anne-Marie, Edwards, Maureen, Ho, Carrie, McGill, Marie, Porteous, Mary, Pearson, Pauline, Harrower, Timothy, Irvine, Sarah, Brockie, Peter, Foster, Jillian, Johns, Nicola, McKenzie, Sue, Rothery, Jean, Thomas, Gareth, Yates, Shona, Deith, Catherine, Ireland, Jane, Ritchie, Stuart, Brown, Pauline, Burrows, Liz, Fletcher, Amy, Harding, Alison, Harrison, Kaye, Laver, Fiona, Silva, Mark, Thomson, Aileen, Chu, Carol, Evans, Carole, Gallentree, Deena, Hamer, Stephanie, Kraus, Alison, Markova, Ivana, Raman, Ashok, Rowett, Liz, Andrew, Alyson, Frost, Julie, Noad, Rupert, Cosgrove, Jeremy, Gallantree, Deena, Hobson, Emma, Jamieson, Stuart, Longthorpe, Mandy, Musgrave, Hannah, Peacy, Caroline, Toscano, Jean, Wild, Sue, Yardumian, Pam, Clayton, Carole, Dipple, Heather, Freire-Patino, Dawn, Hallam, Caroline, Middleton, Julia, Alusi, Sundus, Davies, Rhys, Foy, Kevin, Gerrans, Emily, Pate, Louise, Anjum, Uruj, Coebergh, Jan, Eddy, Charlotte, Lahiri, Nayana, McEntagart, Meriel, Patton, Michael, Peterson, Maria, Rose, Sarah, Andrews, Thomasin, Dougherty, Andrew, Golding, Charlotte, Kavalier, Fred, Laing, Hana, Lashwood, Alison, Robertson, Dene, Ruddy, Deborah, Santhouse, Alastair, Whaite, Anna, Gosling (nee Brown), Stefanie, Bruno, Stefania, Chu, Elvina, Doherty, Karen, Haider, Salman, Hensman, Davina, Lewis, Monica, Novak, Marianne, Patel, Aakta, Robertson, Nicola, Rosser, Elisabeth, Tabrizi, Sarah, Taylor, Rachel, Warner, Thomas, Wild, Edward, Arran, Natalie, Bek, Judith, Craufurd, David, Hare, Marianne, Howard, Liz, Huson, Susan, Johnson, Liz, Jones, Mary, Krishnamoorthy, Ashok, Murphy, Helen, Oughton, Emma, Partington-Jones, Lucy, Rogers, Dawn, Sollom, Andrea, Snowden, Julie, Stopford, Cheryl, Thompson, Jennifer, Trender-Gerhard, Iris, Verstraelen (formerly Ritchie), Nichola, Westmoreland, Leann, Cass, Ginette, Davidson, Lynn, Davison, Jill, Fullerton, Neil, Holmes, Katrina, Komati, Suresh, McDonnell, Sharon, Mohammed, Zeid, Morgan, Karen, Savage, Lois, Singh, Baldev, Wood, Josh, Nemeth, Andrea H., Siuda, Gill, Valentine, Ruth, Dixon, Kathryn, Armstrong, Richard, Burn, John, Weekes, Rebecca, Craven, Janet, Bailey, Wendy, Coleman, Caroline, Haig-Brown, Diane, Simpson, Steve, Majeed, Tahir, Verstraelen (Ritchie), Nicola, Barrett, Wendy, Ho, Aileen, Bandmann, Oliver, Bradbury, Alyson, Fairtlough, Helen, Fillingham, Kay, Foustanos, Isabella, Gill, Paul, Kazoka, Mbombe, O’Donovan, Kirsty, Nevitt, Louise, Peppa, Nadia, Quarrell, Oliver, Taylor, Cat, Tidswell, Katherine, Kipps, Christopher, MacKinnon, Lesley, Agarwal, Veena, Hayward, Elaine, Gunner, Kerry, Harris, Kayla, Anderson, Mary, Heywood, Melanie, Keys, Liane, Smalley, Sarah, El-Nimr, George, Duffell, Allison, Wood, Sue, Kennedy (nee Smith), Karen, Gowers, Lesley, Powell, Kingsley, Bethwaite, Pamela, Edwards, Rachel, Fuller, Kathleen, Phillips, Michelle, Bucher, Walter, de Schepper, Beatrice, Eden, John, Hendrikx, Victor, Hughes, Alis, King, Diana, Kleibrink, Ursula, Kuttruff-Wilschut, Rita, Lenon-Bird, Anne, Lohkamp, Christiane, Perrousseaux, Marie-Odile, Martinez, Asuncion, Rapaille, Lilliane, Santini, Helen, Sasinkova, Pavla, Soltysiak, Beverley, Smith, Steve, van der Leer, Hans, van der Meer, Lucienne, Wooldridge, Michael, Zinzi, Paola, Ho, Aileen K., Horton, Mike C., Landwehrmeyer, G. Bernhard, Burgunder, Jean-Marc, and Tennant, Alan

Published
2019
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58. Native Education and In-Classroom Coalition-Building: Factors and Models in Delivering an Equitous Authentic Education

Author

Redwing Saunders, Sabrina E. and Hill, Susan M.

Abstract

For centuries Canadian First Nations education has been a substandard, abusive means of dealing with the "Indian Problem." In recent decades Native education has been under-funded and employed non-indigenized models. Despite these facts, many are surprised when these efforts fail another cohort of children. This article outlines Canadian Native education including attainment and attrition, curriculum, Native epistemology, and Indigenous practice and theory. Finally, a Curriculum Model designed from a 2004 mixed-method study based on Haudenosaunee student and educator responses is offered as a means to achieve reparative or equitous educational outcomes through the creation of in-classroom coalitions between educators and students. (Contains 2 figures and 36 notes.)

Published
2007

59. Adolescents Engaging in Risky Sexual Behavior: Sexual Activity and Associated Behavioral Risk Factors in Bolivian Adolescents

Author

Novilla, M. Lelinneth B., Dearden, Kirk A., Crookston, Benjamin T., De La Cruz, Natalie, Hill, Susan, and Torres, Scott B.

Abstract

This study describes the prevalence of risky sexual activities among Bolivian adolescents within the context of other behavioral factors that contribute to compromised health outcomes, unintended pregnancies, and sexually transmitted infections including HIV/AIDS. Data was collected from 576 adolescents, 13-18 years of age, from six schools in La Paz, Bolivia, using the Youth Risk Behavior Surveillance Survey. Findings indicate that males were more likely than females to report having ever engaged in sex, initiated sexual activity at age 14 or younger, and had two or more sexual partners within the three months prior to the survey. For both sexes, those who initiated sexual activity at an early age were more likely to engage in a variety of risk behaviors, with alcohol as the most significant risk factor. The likelihood of engaging in sexual activity is associated with age, low academic performance, substance abuse, violence, depression, and suicidal tendencies. The more frequent the occurrence of these risk factors, the higher the chances of engaging in sexual activity. Future research should examine efforts to simultaneously reduce multiple risk factors and to determine how adolescents' views on reproductive issues influence sexual initiation and patterns of sexual behavior over time. (Contains 3 tables and 1 figure.)

Published
2006

61. Alcohol Advertisements in Youth-Oriented Magazines: Persuasive Themes and Responsibility Messages

Author

Hill, Susan C., Thomsen, Steve R., and Page, Randy M.

Abstract

Every year in the United States, health and social problems result from adolescents' use and abuse of alcohol. Alcohol use is associated with high-risk behaviors and is a leading cause of death among adolescents. Research indicates that alcohol advertising influences drinking intentions for children and adolescents. Using content analysis of 486 advertisements, the focus of this study was to analyze persuasive themes and responsibility messages in alcohol advertising from a popular youth-oriented magazine over a three-year period. Findings indicate that product quality, humor, sex appeal, romance/relationships, and hanging out/partying were the most frequently used persuasive themes. Nearly 75% of advertisements included a responsibility message, but less than 1% included statements warning against underage drinking or encouraging the use of a designated driver. Chi-square analysis indicated a relationship between persuasive themes and the presence of responsibility messages. Given the susceptibility of youth to the emotional appeals of advertising, health education implementing media literacy and advocacy strategies can inform adolescents of the persuasive techniques and mixed messages used in advertising, and help develop skills to decrease their susceptibility to them. (Contains 5 tables.)

Published
2005

62. A Descriptive Analysis of Health-Related Infomercials: Implications for Health Education and Media Literacy

Author

Hill, Susan C., Lindsay, Gordon B., and Thomsen, Steve R.

Abstract

Media literacy education helps individuals become discriminating consumers of health information. Informed consumers are less likely to purchase useless health products if informed of misleading and deceptive advertising methods. The purpose of this study was to conduct a content analysis of health-related TV infomercials. An instrument specifically for health-related infomercials was developed and tested. The instrument assessed product category, health problems solved, production format, persuasive techniques, implied health benefits, implied social/emotional benefits, testimonial frequency, and product acquisition information presented in the program. Four trained observers analyzed the content of 31 health-related infomercials. Health infomercials were divided into five categories of products. Frequency of use for 21 different promotional techniques varied from 93 to 10%. Analysis demonstrated that particular types of products were far more likely to utilize selected persuasive tactics. Frequency distributions for implied physical and emotional/social benefits were calculated. Health-related infomercials utilize a consistent formula of promotional techniques. Veteran health educators will recognize these techniques from long-standing consumer health recommendations on how to spot health fraud. Implications for media literacy in health education are explored. (Contains 6 tables.)

Published
2003

63. Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1991-2000. Detailed Statistical Tables.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Statistics. and Hill, Susan T.

Abstract

This document presents statistical information on earned degrees in the United States from 1991-2000 based on race and ethnicity data obtained from two surveys, bachelor's and master's degree data from the U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS) Completions Survey and doctoral degree data from the Survey of Earned Doctorates (SED). Contents include general notes, technical notes, detailed statistical tables, and program classifications. (YDS)

Published
2002

64. Science and Engineering Degrees: 1966-2000. Detailed Statistical Tables.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Statistics. and Hill, Susan T.

Abstract

This document presents earned degree data in the fields of science and engineering from 1966-2000 obtained from two surveys, bachelor's and master's degree data from the U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS) Completions Survey and doctoral degree data from the Survey of Earned Doctorates (SED). Contents include general notes, technical notes, detailed statistical tables, and program classifications. (YDS)

Published
2002

67. Science and Engineering Doctorate Awards: 2000. Detailed Statistical Tables.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Studies. and Hill, Susan T.

Abstract

This report presents detailed statistical trends in doctorate rewards by science and engineering (S&E). The data were collected by the Survey of Earned Doctorates (SED) and identify field and recipient characteristics, institutions awarding doctorates, and post graduation plans of recipients. Tables include: (1) S&E doctorates awarded by field of study and year of doctorate; (2) S&E doctorates awarded to women by field of study and year of doctorate; (3) S&E doctorates awarded by citizenship status, sex, racial/ethnic group, and major field of study of recipients; (4) S&E doctorates awarded by major field and citizenship status of recipients; (5) percentage distribution of science and engineering doctorates awarded by major field and citizenship status of recipients; (6) non-U.S. citizens awarded doctorates in science and engineering by country of citizenship, visa type, and year of doctorate; (7) institutions conferring S&E doctorates by state, institution, and major field; (8) postgraduation plans of S&E doctorate recipients by citizenship status and major field; (9) percentage distribution of definite postgraduation plans of S&E doctorate recipients by citizenship status and major field; (10) postgraduation plans of S&E doctorate recipients (U.S. citizens and non-U.S. citizens with permanent visas) by sex and major field; and (11) percentage distribution of definite postgraduation plans of S&E doctorate recipients (U.S. citizens and non-U.S. citizens with permanent visas) by sex and major field. (YDS)

Published
2001

68. Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1990-98. Detailed Statistical Tables.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Studies. and Hill, Susan T.

Abstract

This document presents detailed statistical data on science and engineering degrees by race/ethnicity of recipients between 1990 and 1998. The data is based on two surveys: Bachelor's and Master's degree data were collected by the National Center for Education Statistics (NCES), and data on doctorates were collected by the Survey of Earned Doctorates which is sponsored by the National Science Foundation (NSF). The report includes three sections: (1) Technical Notes; (2) Detailed Statistical Tables; and (3) Classification of Programs. (YDS)

Published
2001

69. Science and Engineering Degrees: 1966-98. Detailed Statistical Tables.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Studies. and Hill, Susan T.

Abstract

This document contains detailed statistical data on science and engineering degrees between 1966 and 1998. The data is based on two surveys. Bachelor's and Master's degree data were collected by the National Center for Education Statistics (NCES), and data on doctorates were collected by the Survey of Earned Doctorates, which is sponsored by the National Science Foundation (NSF). The data include the earned degrees in the United States, comprising 50 States, the District of Columbia, and the U.S. Territories and Outlying Areas. The report includes three sections: (1) Technical Notes; (2) Detailed Statistical Tables; and (3) Classification of Programs. (YDS)

Published
2001

70. Science and Engineering Doctorate Awards: 1999.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Studies. and Hill, Susan T.

Abstract

The data in this report show trends in doctorate awards by science and engineering (S&E) field and recipient characteristics, institutions awarding doctorates, and postgraduation plans of recipients. The source of the data is the Survey of Earned Doctorates (SED). The SED is conducted annually for the National Science Foundation (NSF) and four other federal agencies. Information from this survey becomes part of the Doctorate Records File, which is a census of recipients of research doctorates awarded since 1920 by regionally-accredited universities and colleges. Doctoral degrees such as the Ph.D. or D.Sc. are included in these surveys, but first-professional degrees such as the J.D. or M.D. are not. Data for the SED are collected directly from the individual doctorate recipients. The questionnaire is distributed through the cooperation of the Graduate Deans to persons as they are completing their doctorate. The data for a given year include all doctorates awarded in the 12-month period ending on June 30 of that year. These tables present detailed data on S&E doctorate recipients with some totals provided for broad non-S&E fields. Detailed data on non-S&E fields are published in the Summary Report and by other federal sponsors of the SED. The groupings of field specialties into broad fields may differ among the sponsoring agencies according to their missions. Approximately 92% of the annual cohort of doctorate recipients in 1999 responded to the questionnaire. Over the period 1989-1997, the response varied between 92% and 95%. Most of the numbers presented are actual self-reports as there are no adjustments made for nonresponse. For the nonrespondents, partial data from public sources are added; therefore, complete counts are presented for conferred doctorates by field of study and sex of recipient. Because some tables present data subject to nonresponse, these summaries represent the conservative known responses for any data item. Small changes in numbers should be interpreted with caution as numerical trends are affected by fluctuations in response rates, and declines and increases may appear greater than they might be in reality. (ASK)

Published
2001

71. Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1989-97. Detailed Statistical Tables.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Studies. and Hill, Susan T.

Abstract

This publication provides detailed statistical data on degrees in science and engineering fields by the race/ethnicity of recipients from 1989-1997. Bachelor's and master's degree data were obtained from the universe institution surveys of the National Center for Education Statistics (NCES), U.S. Department of Education. Data on doctorates are from the Survey of Earned Doctorates, a university survey of individual doctorate recipients sponsored by the National Science Foundation (NSF) and four other federal agencies. The estimates of population in the various age categories are based on data that was collected and published by the Bureau of the Census, U.S. Department of Commerce. Sections include: (1) "Technical Notes"; (2) "Detailed Statistical Tables"; (3) "Classification of Programs"; and (4) "Getting Information on the World Wide Web." (CCM)

Published
2000

72. Science and Engineering Degrees: 1966-97. Detailed Statistical Tables.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Studies. and Hill, Susan T.

Abstract

This publication provides detailed statistical data on degrees in science and engineering fields for 1966-67. Bachelor's and master's degree data were obtained from the universe institution surveys of the National Center for Education Statistics (NCES), U.S. Department of Education. Data on doctorates are from the Survey of Earned Doctorates, a universe survey of individual doctorate recipients sponsored by the National Science Foundation (NSF) and four other federal agencies. The estimates of population in the various age categories are based on data that was collected and published by the Bureau of the Census, U.S. Department of Commerce. Sections include: (1) "Technical Notes"; (2) "Detailed Statistical Tables"; (3) "Classification of Programs"; and (4) "Getting Information on the World Wide Web". (CCM)

Published
2000

76. Literacy Development in the First Year of Schooling.

Author

Hill, Susan and Louden, William

Abstract

Drawing on the research study, "100 Children Go to School: Connections between Literacy Development in the Prior to School Period and the First Year of Schooling," conducted from 1996-1998 by a team made up of Susan Hill, Barbara Comber, William Louden, Judith Rivalland, and Jo-Anne Reid, this paper discusses the findings of the study, poses questions about universal, sequential linear notions of literacy development, and raises issues to do with literacy pedagogy. According to the paper, the study explored the connections and disconnections among three distinct social spaces through which young children move--home, preschool, and school. The paper links connections and disconnections children make between home and school to the repertoires and knowledge children already have. It states that the case studies suggest that success in playing the institutional game of schooling is contingent upon students using the social and cultural capital they have acquired from home, and also upon teachers' ways of building on children's different resources. The paper endorses culturally inclusive curriculum and pedagogy, rather than children's success with literacy being contingent upon what children already have experienced prior to schooling. It advocates a review of current literacy curriculum and pedagogy to examine school practices in terms of cultural inclusivity. (Contains 3 tables, 3 figures, and 29 references.) (NKA)

Published
1999

77. Science and Engineering Doctorate Awards: 1998.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Studies. and Hill, Susan T.

Abstract

The data presented in this report shows trends in doctorate awards by science and engineering (S&E) field and recipient characteristics, institutions awarding doctorates, and postgraduation plans of recipients. The source of the data is the Survey of Earned Doctorates (SED). The SED has been conducted annually for the National Science Foundation (NSF) and four other Federal agencies. Information from this survey becomes part of the Doctorate Records File, which is a census of recipients of research doctorates awarded since 1920 by regionally-accredited universities and colleges. Doctoral degrees such as the Ph.D. or D.Sc. are included in these surveys, but first-professional degrees such as the J.D. or M.D. are not. Data for the SED are collected directly from the individual doctorate recipients. The questionnaire is distributed to them through the cooperation of the Graduate Deans to persons as they are completing their doctorate. The data for a given year include all doctorates awarded in the 12-month period ending on June 30 of that year. These tables present detailed data on (S&E) doctorates recipients, with some totals provided for broad non-S&E fields. Detailed data on non-S&E fields are published in the Summary Report and by other Federal sponsors of the Survey of Earned Doctorates. The groupings of field specialties into broad fields may differ among the sponsoring agencies according to their missions. Approximately 92 percent of the annual cohort of doctorate recipients in 1998 responded to the questionnaire. Over the decade, though, the response rate ranged from 93 percent in 1988, then increased to 95 percent in 1994, then declined to 92 percent in 1997. Note that most of the numbers presented are actual self-reports, as there are no adjustments for nonresponse. For the nonrespondents, partial data from public sources are added to the file for nonrespondents; therefore, complete counts are presented for conferred doctorates by field of study and sex of recipient. Because some tables present data subject to nonresponse, these summaries represent the conservative known responses for any data item. Therefore, small changes in numbers should be interpreted with caution, as numerical trends are affected by fluctuations in response rates and declines and increases may appear greater than they may be in reality. (ASK)

Published
1999

78. A Study of the Knowledge of Phonics, Phonemic Awareness, and Developmental Spelling Ability in Primary Non-Readers.

Author

Hill, Susan

Abstract

Since one way to study a non-reading primary child's phonics knowledge is to examine his/her invented spelling, a researcher's quandary led to a quasi-experimental design study, employed to answer three questions: (1) Do primary non-readers possess phonics knowledge? (2) Do primary non-readers possess phonemic awareness? and (3) Do primary non-readers spell at a high developmental level? If many reports and authorities are accurate, findings should be that non-readers lack these things, hence their inability to read. Subjects were 50 primary students from a small rural city in the southeastern United States, identified by their teachers as non-readers. As part of their routine, these children were instructed from highly phonetic basal readers and experienced daily drills from a commercially prepared phonics program. Following a screening, 26 students were identified as reading less than 80% of the words from a passage in their primer and were classified as non-readers. After some were excluded for various reasons, the final sample was comprised of 21 children. The children were tested individually, and findings revealed that these students were phonetically knowledgeable, possessed phonemic awareness, and could spell at a level which includes the recognition of letter name vowels, consonants, and some short vowels. What was apparent was that they had been taught to use only one cueing system--phonics. If children actively construct knowledge through assimilation and re-inventions, then the approach to the teaching of reading must be to provide support for every child in his/her development of all three cueing systems. (Contains 3 figures and 17 references.) (NKA)

Published
1999

80. The Dynamics of Human-Agent Trust with POMDP-Generated Explanations

Author

Wang, Ning, Pynadath, David V., Hill, Susan G., Merchant, Chirag, Hutchison, David, Editorial Board Member, Kanade, Takeo, Editorial Board Member, Kittler, Josef, Editorial Board Member, Kleinberg, Jon M., Editorial Board Member, Mattern, Friedemann, Editorial Board Member, Mitchell, John C., Editorial Board Member, Naor, Moni, Editorial Board Member, Pandu Rangan, C., Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Terzopoulos, Demetri, Editorial Board Member, Tygar, Doug, Editorial Board Member, Weikum, Gerhard, Series Editor, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Beskow, Jonas, editor, Peters, Christopher, editor, Castellano, Ginevra, editor, O'Sullivan, Carol, editor, Leite, Iolanda, editor, and Kopp, Stefan, editor

Published
2017
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81. Early Reading and Practice-Inspired Research

Author

Hill, Susan

Abstract

Large-scale standardised, early reading assessments abound at the international and national levels, but research into urgent problems facing practitioners remains scarce. Practice-inspired research involves university-researchers in partnership with teacher-researchers undertaking high-quality research to provide relevant and useful knowledge. Case studies of practice-inspired research of students beginning to read in schools within complex, diverse communities provided unexpected findings as well as innovative practices. The first study investigated the connections between oral language and early reading and revealed that contrary to teachers' expectations, students' oral language did not map neatly to early reading development. Oral language was, however, important in its own right for learning in school. The second study investigated a large number of struggling readers in a school within a low-income community. This research found an urgent need for flexible, one-to-one, reading interventions for previously overlooked readers who fall into the third quartile within classrooms.

Published
2017
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82. Teen Births: A County-By-County Factbook. For Children for Ohio's Future.

Author

Children's Defense Fund-Ohio, Columbus. and Hill, Susan

Abstract

This Factbook provides state- and county-level statistical information on teen births in Ohio and discusses statewide trends from 1992 to 1996. The statistical portrait is based on 12 indicators: (1) number of infants born to teens; (2) teen birth rate; (3) repeat teen birth rate; (4) percentage of teen births to unmarried teens; (5) percentage of births to 18- and 19-year-old mothers without high school diplomas; (6) percentage of teen and adult births with low birthweights; (7) percentage of all adult births where the baby were low birthweight; (8) and (9) percentage of teen and adult births with inadequate early prenatal care; (10) age breakdown of fathers of infants born to teen mothers; (11) education of fathers, age 18 and older, of infants of teen mothers; and (12) age and race breakdown of teen mothers. The bulk of the report provides county profiles on the indicators. The major findings indicate that between 1992 and 1996, there were improvements in repeat births and early prenatal care and little change in teen birth rate, low birthweight births, high school completion, and teen mothers' age distribution. The percentage of births to unmarried teens increased between 1990 and 1996. Although most Ohio teen births are to whites, the black teen birth rate is high, and African-American teen mothers are less likely to be married or receive early prenatal care, and more likely to have low birthweight infants than white counterparts. Eight of the 10 counties with the worst teen birth rates are in rural Appalachian Ohio. However, urban counties account for half of Ohio teen births. (KB)

Published
1998

83. Science and Engineering Degrees: 1966-95. Detailed Statistical Tables.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Studies. and Hill, Susan T.

Abstract

This report is based on final data obtained from several federal surveys including the U.S. Department of Education's Survey of Degrees and Other Formal Awards Conferred, the Integrated Postsecondary Education Data Systems (IPEDS) Completions Survey, and the Survey of Earned Doctorates, the last of which is conducted annually for the National Science Foundation (NSF). The data cover earned degrees conferred in the aggregate United States which includes the 50 states, the District of Columbia, and U.S. Territories and outlying areas. Statistical charts show numbers and percentages of degrees awarded in science and engineering fields by major field, sex, and degree level from 1966 to 1995. Tables show in detail the number of degrees awarded in various fields arranged by degree level, sex of recipient, and major field group. Percentage distribution of degrees awarded is also shown. Degree data are compiled for a 12-month period, July through June, of the following year. The data from earlier years are presented as consistently as possible with the classifications used in the current Classification of Instructional Programs (CIP). The data have been reclassified according to NSF field categories where appropriate. (PVD)

Published
1997

84. Science and Engineering Doctorate Awards: 1996. Detailed Statistical Tables.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Studies. and Hill, Susan T.

Abstract

The data presented in this report show trends in doctorate awards by science and engineering fields and recipient characteristics, institutions awarding doctorates, and postgraduation plans of recipients for the years 1987-1996. The source of the data is the Survey of Earned Doctorates (SED). The SED is conducted annually for the National Research Council (NRC). Data for the SED are collected from the individual doctorate recipients. The questionnaire is distributed through the cooperation of the Graduate Deans to persons as they are completing their doctorate. Tables present detailed data on science and engineering doctorate recipients with some totals providing for broad nonscience and engineering fields. Graduate schools in the United States have conferred increasing numbers of doctorates in science and engineering (S&E) fields in the last 20 years. Much of this growth is due to increasing numbers of foreign citizens on temporary visas who come to the United States to earn doctorates in S&E. In 1977, they earned 18 percent of all S&E doctorates and by 1996, they accounted for 30 percent. However, there have also been increases in U.S. citizens and immigrants holding permanent residence visas earning S&E doctorates. Increases among this group have been due to growing numbers of women and racial/ethnic minorities, mostly Asian-Americans. However, the number of Blacks, Hispanics, and American Indians awarded S&E doctorates also increased in the last 20 years, especially in the 5-year period from 1992-96. Even with these increases, Blacks, Hispanics, and American Indians remain severely underrepresented among S&E doctorates recipients. (ASK)

Published
1997

85. Cooperative Learning: A Catalyst for Change in the College Classroom. Final Report.

Author

Florida Community Coll., Jacksonville. and Hill, Susan S.

Abstract

In order to address the problems of student success, student retention, and an improved sense of community among students and faculty, Florida Community College at Jacksonville (FCCJ) implemented a three-year project of cooperative learning. The FCCJ Cooperative Learning Project, funded from 1993-1996, focused on changing the culture of the college classroom. Faculty were provided with several levels of intensive training in cooperative learning strategies. FCCJ faculty and students participated in systematic data collection in order to measure the impact and effectiveness of cooperative learning environments. In addition, the Southeastern Center for Cooperative Learning was established at FCCJ in order to provide on-going research on cooperative learning environments and provide ongoing training. The Cooperative Learning Program has proven to be a cost effective means of reforming the classroom and improving student outcomes. Overall, students preferred cooperative learning over traditional methods. They demonstrated significant gains in achievement, retention in the classroom, critical thinking skills, improved teamwork skills, and an increased sense of community between students and faculty, demonstrating the value of cooperative learning. Appendices include the faculty development model, student survey, Center information, presentations, grant information, and a summative evaluation report. (YKH)

Published
1996

86. Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1987-94. Detailed Statistical Tables.

Author

Quantum Research Corp., Bethesda, MD. and Hill, Susan T.

Abstract

This publication is based on data obtained by the National Center for Education Statistics, U.S. Department of Education, from all accredited institutions of higher education. Data cover earned degrees conferred in the aggregate United States. Degree data are compiled for a 12-month period, July of one year through June of the following year. In this report the racial and ethnic categories among U.S. citizens who received degrees during the 1987-94 period are charted and tabulated. Findings indicate that the number of bachelor's degrees in science and engineering (S&E) fields awarded to underrepresented minority students showed robust growth in the early 1990s after a period of relatively slow growth from 1985 to 1990. (JRH)

Published
1996

87. Cooperative Communication among Parents and Teachers about Children's Emergent Literacy. Final Project Report to the National Reading Research Center.

Author

Upper Kobuk Eskimo Language Program, Shungnak, AK., Serpell, Robert, Baker, Linda, Sonnenschein, Susan, Gorham, Linda, and Hill, Susan

Abstract

A study described and evaluated the Cooperative Communication Project, which was designed to improve communication between inner-city families and schools about young children's literacy development. A total of four pre-kindergarten and kindergarten teachers from two schools in the Baltimore City Public Schools completed an inservice course (a series of six seminar-format discussion sessions) out of which developed plans for individual action research projects to be carried out in the teachers' classrooms. Frequent on-site support visits were conducted while the teachers were implementing their research projects. Teachers presented oral reports and prepared a final written version of their project reports. Because of the small number of teachers and schools that eventually participated in the project, preliminary plans to investigate systematically the impact of the inservice course on the organizational climate of the schools and the relation of the schools with their communities were dropped. Evaluation of the four completed projects is cautiously optimistic on the grounds that the process succeeded in connecting research findings and issues with the lived experience of the participating teachers and in inspiring them to undertake independent inquiry projects in the specified fields of cooperative communication among parents and teachers about children's emergent literacy. (Contains 43 references, the four final written projects, and five figures representing material presented in seminars and excerpts of transcripts of seminar discussions. An appendix contains a list of the concrete products associated with each of the four projects. (RS)

Published
1996

88. Science and Engineering Degrees: 1966-94. Detailed Statistical Tables.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Studies. and Hill, Susan T.

Abstract

This report provides information on science and engineering degrees conferred in the aggregate United States over the period 1966-1994. It is based on data obtained from several Federal agencies. The data was acquired as part of these agencies' general statistics programs. The Bachelor's and Master's degree data were obtained from universe institution surveys of the National Center for Education Statistics while data on doctorates are from the Survey of Earned Doctorates, and a universe survey of individual doctorate recipients collected by the National Research Council. Degree data are compiled for a 12-month period. Included in the report are the current classification schemes for the Integrated Postsecondary Education Data System (IPEDS) completions survey and the survey of earned doctorates and historical changes in the IPEDS/Higher Education General Information Service (HEGIS) classification system. Data are classified by total number of degrees, gender, major field, and age. (JRH)

Published
1996

89. Love, Care and Politics in Low Income Early Childhood Settings: The Process of Constructing a Professional Identity.

Author

Hill, Susan and Veale, Ann

Abstract

This paper reports on a planned 4-year longitudinal study in Adelaide, South Australia, that seeks to trace the development of student teachers' constructs about becoming a teacher in three settings, namely, day care, preschool, and early primary school, in low-income and middle-to-high-income areas. Thus far, the study has focused on 20 student teachers in practicum courses over the course of 1 year. During this time the students provided their opinions on 19 constructs related to their role as teachers and caregivers in day care center environments. The results indicated that students felt, on average, more confident in caring for young children, more aware of health and hygiene issues, and more comfortable in their relationships with center staff after completing their practicums in the day care centers. The study also found that students placed in centers with a high percentage of children from low-income families seemed oblivious to the socioeconomic circumstances that made it necessary for such families to keep their children at the centers for long hours while the parents work. (Contains 28 references.) (MDM)

Published
1995

90. Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1985-93. Detailed Statistical Tables.

Author

National Science Foundation, Arlington, VA. Div. of Science Resources Studies. and Hill, Susan T.

Abstract

This publication is based on data from several federal surveys from all accredited institutions of higher education. Three of them are: the Completions Survey conducted by the National Center for Education Statistics; the U.S. Department of Education's Survey of Degrees and Other Formal Awards Conferred; and the Survey of Earned Doctorates. These data cover earned degrees conferred in the aggreate United States in science and engineering during the period from Earned Doctorates. These data cover earned degrees conferred in the aggregate United States in science and engineering during the period from June, 1985 through June, 1993. The first section contains data highlights for degrees awarded to underrepresented minorities by the following fields: psychology, social science, biological science, mathematics, physical sciences, engineering, agriculture, and computer Higher Education General Information Survey/Integrated Postsecondary Education Data System classification system. The last two sections definitions of racial/ethnic categories and historical changes in the Higher Education General Information Survey/Integrated Postsecondary Education Data System classification system. The last two sections contain statistical charts and tables. (MKR)

Published
1995

91. Exploration in large, established firms : idea generation and corporate venturing

Author

Hill, Susan Anne d'Altera and Birkinshaw, Julian

Subjects
658.421, Business enterprise, Entrepreneurs
Abstract

Exploration - "experimentation with new alternatives" [1] - presents an ongoing challenge to large, established firms. A myriad of inertial factors encourages firms, instead, to exploit their existing competences and paradigms, with adverse consequences for their long-term adaptability. Corporate entrepreneurship (CE) may, however, provide one avenue for incumbent firms to pursue exploration. This dissertation comprises two empirical studies that examine CE as a vehicle for exploration. The first study examines idea generation via dispersed CE (i.e. entrepreneurial initiatives originating across an organization [2]). It investigates knowledge-based and information-processing antecedents of corporate entrepreneurial idea generation. It draws on exploratory research with 20 knowledge-workers in a multi-national FMCG company; a survey of 388 knowledge-workers across three diverse multinational organizations, supplemented by supervisory ratings; and longitudinal case studies of knowledge-workers observed over a year. A new unit of analysis - the "idea set" - is introduced to aid understanding of the genesis of corporate entrepreneurial ideas. Its questionnaire-based instrument shows evidence of convergent, divergent and predictive validity. Using this construct, somewhat different sets of individual knowledge, contextual stimuli, and cognitive processes are found to underlie the novelty and volume of ideas corporate knowledge-workers generate. The second study addresses focused CE (i.e. a mandated organizational unit within a parent firm identifying and nurturing new business opportunities) via corporate venture (CV) units. It utilises exploratory interviews, a survey of CV unit managers, and survival and investment data on an international set of 95 CV units. Well-established theoretical perspectives are introduced to better account for multiple performance outcomes in such units. Specifically, configurational analysis demonstrates the importance of the internal alignment of relationships, systems and activities within types of CV units on their performance. In addition, the likelihood of CV survival is found to be enhanced by it acting ambidextrously - i.e. engaging simultaneously in both exploration and exploitation. References: 1) March, J. G. 1991. Exploration and exploitation in organizational learning. Organization Science, 2(1): 71-87. 2) Birkinshaw, J 1997. Entrepreneurship in multinational corporations: The characteristics of subsidiary initiatives. Strategic Management Journal, 18(3): 207-229.

Published
2008
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92. Undergraduate Origins of Recent Science and Engineering Doctorate Recipients.

Author

National Science Foundation. Washington, DC. Div. of Information Science and Technology. and Hill, Susan T.

Abstract

Because undergraduate education is the foundation for graduate studies, it is important to know where our Nation's science and engineering (S&E) doctorate recipients are receiving their undergraduate training. Specifically, this report addresses the following broad questions: (1) What are the undergraduate origins of S&E doctorate holders? (2) Which educational institutions contribute most to the undergraduate education of recent S&E doctorate recipients? (3) What proportions of S&E doctorate holders earned their baccalaureate at a doctorate granting institution? (4) What roles do the various baccalaureate-origin institutions play in S&E predoctorate education? (5) What role do two-year colleges play in the undergraduate education of persons who later earn an S&E doctorate? and (6) Are the top-ranking baccalaureate institutions of women and racial/ethnic minorities the same as those of men and whites? (PR)

Published
1992

93. Blacks in Undergraduate Science and Engineering Education.

Author

National Science Foundation, Washington, DC. Directorate for Science and Engineering Education. and Hill, Susan T.

Abstract

This report is designed to pull together the data that are available on the status of blacks in undergraduate education for use in initiating methods to improve the allocation of human resources in science and engineering in the United States. The listings and tabulations used data from the CASPAR data base and the High School and Beyond Transcript Data. Following an introduction in Chapter I, Chapter II examines the first transition point, from high school to college, noting low levels of college enrollment among blacks, high interest in science and engineering among those who do enroll, and lack of resources to complete the bachelors degree. Chapter III on the undergraduate education process, indicates that many black students interested in science and engineering drop out, and that faculty have a role in influencing decisions to complete the bachelors degree and to continue education at the graduate level. Chapter IV is on degree awards and shows trends in the proportion of black graduates in science and engineering. The final section, Chapter V, examines the undergraduate origins of black science and engineering doctoral recipients. Included are a total of 26 tables. (JB)

Published
1992

94. Efficacy and Safety of Teduglutide in Infants and Children With Short Bowel Syndrome Dependent on Parenteral Support

Author

Chiba, Masahiro, primary, Masumoto, Kouji, additional, Kaji, Tatsuru, additional, Matsuura, Toshiharu, additional, Morii, Mayako, additional, Fagbemi, Andrew, additional, Hill, Susan, additional, Pakarinen, Mikko P., additional, Protheroe, Susan, additional, Urs, Arun, additional, Chen, Szu-Ta, additional, Sakui, Sho, additional, Udagawa, Eri, additional, and Wada, Motoshi, additional

Published
2023
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95. Nutrition and intestinal rehabilitation of children with short bowel syndrome: a position paper of the ESPGHAN Committee on Nutrition. Part 1: from intestinal resection to home discharge.

Author

Norsa, Lorenzo, primary, Goulet, Olivier, additional, Alberti, Daniele, additional, DeKooning, Barbara, additional, Domellöf, Magnus, additional, Haiden, Nadja, additional, Hill, Susan, additional, Indrio, Flavia, additional, Kӧglmeier, Jutta, additional, Lapillonne, Alexandre, additional, Luque, Veronica, additional, Moltu, Sissel J., additional, Saenz De Pipaon, Miguel, additional, Savino, Francesco, additional, Verduci, Elvira, additional, and Bronsky, Jiri, additional

Published
2023
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96. Nutrition and intestinal rehabilitation of children with short bowel syndrome: a position paper of the ESPGHAN Committee on Nutrition. Part 2: long term follow-up on home parenteral nutrition.

Author

Lorenzo, Norsa, primary, Goulet, Olivier, additional, Alberti, Daniele, additional, DeKooning, Barbara, additional, Domellöf, Magnus, additional, Haiden, Nadja, additional, Hill, Susan, additional, Indrio, Flavia, additional, Kӧglmeier, Jutta, additional, Lapillonne, Alexandre, additional, Luque, Veronica, additional, Moltu, Sissel J., additional, Saenz De Pipaon, Miguel, additional, Savino, Francesco, additional, Verduci, Elvira, additional, and Bronsky, Jiri, additional

Published
2023
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100. Assessing Agreement in Human-Robot Dialogue Strategies: A Tale of Two Wizards

Author

Marge, Matthew, Bonial, Claire, Pollard, Kimberly A., Artstein, Ron, Byrne, Brendan, Hill, Susan G., Voss, Clare, Traum, David, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Traum, David, editor, Swartout, William, editor, Khooshabeh, Peter, editor, Kopp, Stefan, editor, Scherer, Stefan, editor, and Leuski, Anton, editor

Published
2016
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