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1.
《上海大学学报(英文版)》2005,(6)
In order to promote and speed dissemination of research findings published in Journal of Shanghai University,the Journal has joined Chinese Academic Journal(CAJ-CD) ,the network of ChinaInfo Academic Journals,Wanfang-data Periodicals,Chinese Scientific Journals Database(Southwest Information Center,S & T De-partment) ,and Chi-nese Electronic Periodicals Service.All published works will therefore appear in,and be distributed through,thesenetworks or services.Distribution of the pape… 相似文献
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Previously, Robinson, McKay, Katayama, and Fan (1998) examined women’s involvement in six educational psychology journals (American Educational Research Journal, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, Journal of Experimental Education, and Journal of Educational Psychology) from 1976 to 1996 and found that although women made gains as authors and editorial board members, they remained underrepresented as editors. In this Reflections on the Field article, we compare the Robinson et al. data with our more recent data. We found that from 1996 to 2004, the percentage of women members in education and psychology organizations has risen. Meanwhile, the percentage of women authors has remained stable; the percentage of women editorial board members has risen slightly; and the percentage of women editors has risen dramatically. We also found that the percentage of women authors and editorial board members lags slightly behind what would be expected based on organizational membership percentages for women. On the other hand, there are now more female editors than would be expected. 相似文献
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As an action research project, using mixed methodology, this study investigated how the use of math journals affected second
grade students’ communication of mathematical thinking. For this study, math journal instruction was provided. The data gathering
included pre- and post- math assessment, students’ math journals, interviews with the students, and teacher’s reflective journal.
Findings of the study indicated that the use of math journals positively influenced the students’ communication of mathematical
thinking and the use of math vocabulary. Additionally, math journals served as a communication tool between the students and
teacher and an assessment tool for the teacher. The implications of this study regarding students’ writing ability and time
constraints issues were also discussed. 相似文献
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《Contemporary educational psychology》1998,23(3):331-343
To determine the progress women have made in the last 20 years in terms of contributions to the knowledge base (i.e., authorship) and reputations as leading contributors (i.e., appointments as editors and editorial board members) in educational psychology, we analyzed data from six journals: theAmerican Educational Research Journal, Contemporary Educational Psychology,theEducational Psychologist, Educational Psychology Review,theJournal of Experimental Education,and theJournal of Educational Psychology.Results indicated that (a) women's progress in terms of authorships could be predicted by their increasing representation as educational psychologists, (b) opportunities for females to become editorial board members seem to be getting better, and (c) opportunities for females to become editors seem to be getting worse. 相似文献
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Peng Chao-Ying Joanne So Tak-Shing Harry Stage Frances K. St. John Edward P. 《Research in higher education》2002,43(3):259-293
This article examines the use and interpretation of logistic regression in three leading higher education research journals from 1988 to 1999. The journals were selected because of their emphasis on research, relevance to higher education issues, broad coverage of research topics, and reputable editorial policies. The term logistic regression encompasses logit modeling, probit modeling, and tobit modeling and the significance tests of their estimates. A total of 52 articles were identified as using logistic regression. Our review uncovered an increasingly sophisticated use of logistic regression for a wide range of topics. At the same time, there continues to be confusion over terminology. The sample sizes used did not always achieve a desired level of stability in the parameters estimated. Discussion of results in terms of delta-Ps and marginal probabilities was not always cautionary, according to definitions. The review is concluded with recommendations for journal editors and researchers in formulating appropriate editorial policies and practice for applying the versatile logistic regression technique and in communicating its results with readers of higher education research. 相似文献
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Katrina A. Meyer 《Innovative Higher Education》2009,34(1):3-18
This research investigated the current copyright policies of 21 education journals published by academic societies, universities and university presses, and commercial publishers. For the sample I chose only journals with a copyright policy on the journal or publisher web site, and I then analyzed the content of the policies in order to answer three research questions. (1) What is the nature of copyright for education journals? (2) What evidence exists for the adoption of various copyright innovations (e.g., use of Creative Commons, shared copyright)? (3) Is innovation widespread or limited to certain types of journals? The findings indicate that 16 journals (76%) had traditional “transfer of copyright” policies. However, five journals (24%) offered a range of innovations, including shared copyright, author-retained copyright, first publication rights, and use of Creative Commons licensing. 相似文献
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Research on Children’s Play: Analysis of Developmental and Early Education Journals from 2005 to 2007 总被引：2，自引：0，他引：2
Our review examined four early childhood journals (Early Child Development and Care, Early Childhood Education Journal, Journal of Research in Childhood Education, and Early
Childhood Research Quarterly) and four developmental science journals (Child Development, Developmental Psychology, Journal of Applied Developmental Psychology, and Merrill Palmer Quarterly) from 2005 to 2007. Only 57 articles out of over 1,000 (conservative estimate) included the term ‘play’ in the title, abstract
or as a key word. Of these 57 articles, only 19 were primarily focused on play, 16 from ECE journals and only three from developmental
science journals (Z = 2.43, p < .05). While the ECE journals drew implications for practice, the developmental science journals did not. Seven ECE journal
articles dealt with the concept of play in education and four other ECE journal articles covered play and literacy. The findings
suggest the need for more careful use of the term play in early education and child development studies and a reevaluation
of rationales and methods for its study. 相似文献
10.
《上海大学学报(英文版)》2001,(4)
Ｉｎｏｒｄｅｒｔｏｒｅａｌｉｚｅｔｈｅｓｐｅｃｉａｌｉｓｍｏｆｔｈｅｃｏｍｐｉｌａｔｉｏｎ ,ｐｕｂｌｉｃａｔｉｏｎａｎｄｉｓｓｕｅｏｆａ ｃａｄｅｍｉｃｊｏｕｒｎａｌｓｂｙｍｅａｎｓｏｆｅｌｅｃｔｒｏｎｉｃｔｅｃｈｎｉｑｕｅｓ,ｐｒｏｍｏｔｅｔｈｅｎｅｔｗｏｒｋｄａｔａｓｃａｔ ｔｅｒｉｎｇａｎｄｔｈｅｄｅｖｅｌｏｐｍｅｎｔｏｆｅｌｅｃｔｒｏｎｉｃｊｏｕｒｎａｌｓ,ｅｘｐａｎｄｔｈｅｉｎｆｌｕｅｎｃｅｏｆｔｈｅｊｏｕｒｎａｌａｔｈｏｍｅａｎｄａｂｒｏａｄ ,ａｎｄｉｎｃｒｅａｓｅｔｈｅｅｆｆｅｃｔｏｆ… 相似文献
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Wesley G. Jennings George E. Higgins David N. Khey 《Journal of Criminal Justice Education》2013,24(2):157-172
This study sought to explore the impact factors and associated rankings of criminology and criminal justice journals that have been ranked in the top 20 over the past 10 years (1998–2007). The results from this study suggested a considerable degree of similarity in the rankings of criminology and criminal justice journals compared to other known methods insofar as the rankings of the top journals such as CRIM and JRCD. However, further analyses revealed a noticeable amount of stability and variability in the journals that make the top 20 list over time and stability and variability in the rankings of specific journals themselves over time. Study limitations and suggestions for future research ranking criminology and criminal justice journals are also discussed. 相似文献
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This article describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. We emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential. We share the effects on our students' learning and on our teaching. We also offer recommendations for teacher educators to incorporate Metacognitive Journals in their practice 相似文献
15.
Amanda Graham Travis C. Pratt Heejin Lee Francis T. Cullen 《Journal of Criminal Justice Education》2019,30(3):348-375
Citation analysis is a valuable method for tracking the growth and transmission of scientific knowledge. In criminology and criminal justice, such analyses tend to be focused on “classic” works or on highly cited scholars over many years. As an alternative approach, we focus on work that has been cited rather quickly – what we term the “early onset” of impact. In doing so, we identified 221 of the most highly cited peer-reviewed articles, authored by 480 scholars, which were published in criminology and criminal justice journals between 2010 and 2015. Analyses reveal wide variation in substantive topics and methodological approaches, as well as a substantial gender gap with respect to authorship. Additional analyses provide insight into both journal and institutional/program prestige. We conclude with directions for future research and stress the importance of tracking over time articles that appear to be off to an early start with respect to scholarly impact. 相似文献
16.
Daniel H. Robinson Joel R. Levin Gregory Schraw Erika A. Patall Earl B. Hunt 《Educational Psychology Review》2013,25(2):291-302
To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate about the educational policy implications of their research. We believe that this change will be beneficial for maintaining a separation between evidence and opinion concerning the legitimate warrants of empirical research. We suggest viable accompaniments and alternatives to authors offering practical recommendations and policy speculations in primary-research journal articles. Among these is to rely on all sources of evidence, including systematic research syntheses based on the aggregated contribution of multiple research studies from different sources, with recommendations for practice tailored to specific situations so that both their validity and utility will be increased. It is hoped that our proposed policy change will initiate a conversation among researchers, editors, reviewers, and educational-policy experts with respect to the scope and purpose of primary research journal articles. 相似文献
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Innovative Higher Education - The presence of research regarding specific student populations demonstrates their importance to the field given the importance of research and knowledge creation in... 相似文献
18.
Shaun L. Gabbidon George E. Higgins Favian Martin 《Journal of Criminal Justice Education》2013,24(2):165-180
This research explored the perceptions of members (N = 454) from two national criminology/criminal justice organizations regarding the significance of book publications and publishing peer‐reviewed journal articles for tenure and promotion. The research revealed the sentiment that journal article publications were perceived to be important publications when it came to promotion to both the associate and full professor ranks. More specifically, white faculty, those employed at research institutions, held a doctorate, and had considerable journal article publications, felt peer‐reviewed articles were important for tenure and promotion. The authors close by arguing that tenure and promotion committees should be open to book publications. 相似文献
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The main purpose of this paper is to investigate the intellectual structure of the research on educational technology in science education (ETiSE) within the most recent years (2008–2013). Based on the criteria for educational technology research and the citation threshold for educational co-citation analysis, a total of 137 relevant ETiSE papers were identified from the International Journal of Science Education, the Journal of Research in Science Teaching, Science Education, and the Journal of Science Education and Technology. Then, a series of methodologies were performed to analyze all 137 source documents, including document co-citation analysis, social network analysis, and exploratory factor analysis. As a result, 454 co-citation ties were obtained and then graphically visualized with an undirected network, presenting a global structure of the current ETiSE research network. In addition, four major underlying intellectual subfields within the main component of the ETiSE network were extracted and named as: (1) technology-enhanced science inquiry, (2) simulation and visualization for understanding, (3) technology-enhanced chemistry learning, and (4) game-based science learning. The most influential co-citation pairs and cross-boundary phenomena were then analyzed and visualized in a co-citation network. This is the very first attempt to illuminate the core ideas underlying ETiSE research by integrating the co-citation method, factor analysis, and the networking visualization technique. The findings of this study provide a platform for scholarly discussion of the dissemination and research trends within the current ETiSE literature. 相似文献
20.
Guo Ling 《Chinese Education & Society》2017,50(3):162-180
AbstractThe author conducted sampling and statistical analysis of papers on education policy research collected by the China National Knowledge Infrastructure in the period from the years 2004–2013. Under the current state of education policy research in China, the number of papers correlates positively with the year; the papers are concentrated in education journals; the researchers are primarily associated with institutions of higher education; and the studies cover a broad range of topics, while emphasizing the practice of education policy. The development trends of education policy research in China include a general rising trend for research on education policy; in the future, researchers from institutions of higher education will continue to be a dominant force in education policy research, and the authors’ regional distribution will continue to be imbalanced; education policy research will focus more on educational equity and improved quality, and studies of foreign education policies will continue to be a topic of interest. 相似文献