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1.
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   

2.
Researchers in several disciplines have been interested in institutional research publication productivity as a means of assessing institutional reputation in a given field. However, no previous research has specifically examined institutional productivity in the field of gerontology. The authors selected six non‐medical, non‐biological scholarly journals devoted to gerontological issues. Each was examined issue by issue for the 10‐year period 1984‐1993 to determine the institutional affiliations of contributing authors. Institutional rankings for the composite six journals for the total period and each of the two 5‐year periods were determined by awarding credit to the authors’ institutions based on authorship order. The six journals were: Activities, Adaptation, and Aging; Educational Gerontology; The Gerontologist; Gerontology and Geriatrics Education; the Journal of Applied Gerontology; and the Journals of Gerontology (Social Sciences and Psychological Sciences sections only). In the composite of the six journals, the University of Michigan (Ann Arbor), the University of Southern California, Duke University, Pennsylvania State University, and the University of Florida emerged as the five most productive individual institutions for the overall 10‐year period on this one measure of program quality.  相似文献   

3.
This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000’s. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.  相似文献   

4.
In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18 studies from science education journals as they relate to the definition, design, and overall practice of using mixed methods. I scrutinized a purposeful sample, derived from 3 journals (the International Journal of Science Education, the Journal of Research in Science Teaching, and the Research in Science Education) in terms of the type of data collected, timing, priority, design, the mixing of the 2 data strands in the studies, and the justifications authors provide for using mixed methods. Furthermore, the articles were evaluated in terms of how well they met contemporary definitions for mixed methods research. The studies varied considerably in the use and understanding of mixed methods. A systematic evaluation of the employment of mixed methods methodology was used to identify the studies that best reflected contemporary definitions. A comparison to earlier content analyses of mixed methods research indicates that researchers' knowledge of mixed methods methodology may be increasing. The use of this strategy in science education research calls, however, for an improved methodology, especially concerning the practice of mixing. Suggestions are given on how to best use this approach.  相似文献   

5.
Recently, scholars have sought to learn more about scholarly activity within the fields of criminology and criminal justice (CCJ). Research in this area has examined which departments have the most productive faculty, which scholars are the most productive, and which journals are the most prestigious. However, no study of which we are aware has determined what journals criminologists are most likely to cite in their scholarly research. In this study, we rank the most influential journals by the number of times those journals were cited between 2009 and 2013 in Criminology, the Journal of Research in Crime and Delinquency, and Justice Quarterly. Our analyses suggest that Criminology is clearly the most influential CCJ journal in terms of citations, while the American Sociological Review, the Journal of Research in Crime and Delinquency, and the American Journal of Sociology remain influential in CCJ as well.  相似文献   

6.
The purpose of this study was to identify authors and training programs making the most frequent contributions to intervention research published in six school psychology journals (School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology) over the 10‐year period from 2005 to 2014. A total of 310 articles were identified as intervention articles; 919 unique authors, representing 289 universities or organizations, contributed to these publications. Top‐ranked authors and universities were identified based on authorship rating and total publications, respectively. This evaluation highlights key contributors to the primary intervention research in school psychology, as well as themes of the publications of top‐ranked individuals and programs.  相似文献   

7.
Scientific communication in the field of educational technology was examined by analyzing references from and citations to articles published in Educational Technology Research and Development (ETR&D) for the period 1990–2004 with particular emphasis on other journals found in the citation record. Data were collected on the 369 core articles found in the 60 issues published during that time period, their reference lists (containing over 14,805 individual items), and citations of those articles in other journals (1,896 entries). The top cited and citing journals during that time period are listed. Nine symbiotic journals (i.e. those that are most cited by ETR&D and frequently cite it) were identified: Contemporary Educational Psychology, Educational Psychologist, Instructional Science, Journal of Computer-Based Instruction (no longer published), Journal of Educational Computing Research, Journal of Educational Psychology, Journal of Educational Research, Journal of Research in Science Teaching, and the Review of Educational Research. The results provide an in-depth, quantitative view of informal connections within the field via the citation record. Implications for further research and the potential influence of new technologies on scientific communication are also discussed.  相似文献   

8.
In recent years, leaders in the field of criminology and criminal justice have advocated for comparative/international and collaborative research; however, there is uncertainty regarding how much comparative/international research on the topic of juvenile justice is being conducted and how well information on juvenile justice issues with a cross-cultural or international focus is being disseminated. This study analyzed the number and focus of studies on international/comparative juvenile justice papers in the four major US juvenile justice specialty journals (Juvenile & Family Court Journal, Journal of Juvenile Justice, UC Davis Journal of Juvenile Law & Policy, and Youth Violence & Juvenile Justice). Data came from 567 papers published during the period of 2000–2013. The authors discuss the roles of the juvenile justice specialty journals to encourage the study of juvenile justice internationally.  相似文献   

9.
The scholarly journals in professional and scientific fields serve the function of communicating new knowledge and informed discourse on the major issues affecting the field of counseling, and editorial board members (EBMs) serve as gatekeepers of what information will be communicated. The ability of EBMs to make sound judgments directly affects the quality of research and scholarship published. This study analyzed one important EBM qualification, the scholarly productivity of the editorial board members of three major American counseling journals (The Counseling Psychologist [TCP], the Journal of Counseling Psychology [JCP], and the Journal of Counseling and Development [JCD]). An analysis of the productivity rates of editorial board members on these journals was conducted using the PsycINFO database. The results indicated that editorial board members of JCP have significantly more experience publishing than members of TCP and JCD. The differential publication rates of editorial board members suggest that these three journals place different emphasis on scholarly productivity as part of their selection criteria for editorial board membership and may reflect that the three journals have different missions and serve different clientele. These findings have implications, not only for the profession of counseling in the United States, but also for the international counseling community.This article is dedicated to our esteemed colleague, Stephen G. Weinrach, who died after a long and courageous battle with leukemia on April 24, 2004. This article was the last that Steve was working on prior to his death. It was his brainchild. The contributions that Steve made to the counseling profession over the years are inestimable. He was truly through his numerous writings and professional association activities the “conscience of the couseling profession.” He is dearly missed.  相似文献   

10.
This study examines the institutional affiliations of authors who have published in the three major journals of School Psychology and two additional journals started recently in the field between January, 1985, and July, 1991. The specific journals examined were Psychology in the Schools, Journal of School Psychology, and the School Psychology Review. These journals comprise the primary research outlets in School Psychology. In addition, papers published in Professional School Psychology and the Journal of Psychoeducational Assessment were also included in the analysis because these represent relatively new publication outlets for School Psychology. Findings regarding institutional productivity are compared with those obtained from previous studies in this area.  相似文献   

11.
This paper argues that the content, analytical approaches and institutional affiliations of authors of articles published in the latest issues of two leading educational policy studies journals provide useful insights into the contested nature of educational policy studies. The paper draws upon a selection of articles published in 2007/08 issues of two flag-ship policy journals, the UK-based Journal of Education Policy, and the US-based Educational Evaluation and Policy Analysis. At the same time, the article is also suggestive of how Pierre Bourdieu's analytical resources of field, habitus and capital might be used to understand the academic journal publication practices which contribute to this contestation. The paper suggests that these journals and the articles within them may be construed as valued capitals and ‘traces’ of a broader conflict over what is considered valid research within the field of educational policy studies.  相似文献   

12.
In this paper I propose that interest in narrative within the human sciences is comparable to interest in chaos within the natural sciences. In their respective ways, theories on narrative and theories on chaos are aimed at appreciating the dynamics of complex, multi-dimensional systems which otherwise resist our attempts to predict, measure, and control them. Drawing on my research and teaching in gerontology, I consider the storied uniqueness (or novelty) and narrative complexity of lives-in-time on three main levels: the individual, the interpersonal, and the institutional-cultural.  相似文献   

13.
Background:?This article describes research undertaken with teachers working in a South African township school, where parental involvement is a persistent problematic issue.

Purpose:?The purpose of the study was to explore the use of video production as a tool for assisting teachers to explore their perceptions about parental involvement in education and how these perceptions impact on their relationships with parents.

Sample:?Nine teachers participated voluntarily in the study, seven from two different primary schools and two from the high school in the township. All the teachers were isiXhosa speaking and had grown up in communities similar to the one in which the school was situated.

Design and methods:?Following a participatory research approach, we guided the participating teachers to design and produce short videos about issues that they perceived to impact negatively on their teaching and learning. We then facilitated critical reflection on these videos, specifically exploring how they had portrayed the teacher–parent relationship in each case.

Results:?Through a content analysis of a structured focus group and their written responses to questions, we identified emergent themes that made it apparent that the participating teachers viewed parents in a negative light, indicating a lack of the respect that would be required for the formation and sustainment of co-operative relationships. These themes were then used to facilitate discussion to raise teacher awareness of how the teachers' perceptions of parents could hinder meaningful parental involvement.

Conclusion:?The article offers an example of how visual methodologies can be useful tools for beginning to raise teacher awareness around issues, as a precursor to helping teachers to take action to improve a given situation.  相似文献   

14.
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15.
This research examines the experiences of elementary and early childhood pre-service teachers from the U.S. engaged in a month long study abroad internship program in England. Using data from participants written journals, we use a hermeneutic approach to interrogate their evolving sense of professional development and their understanding of cultural differences in the internship in England. Informed by a theoretical framework of consonance and dissonance (Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42(2), 104–118), the emerging themes were related to the school context, the teacher's role, the learners, the buildings, and the community. Implications are for planning and facilitation of pre-service teachers study abroad experiences are discussed.  相似文献   

16.
The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the websites of 75 international graduate learning sciences programs, we examine central concepts and research methods across institutions, compare the programs, and assess the homogeneity of different subgroups. Results reveal that the concepts addressed most frequently were real-world learning in formal and informal contexts, designing learning environments, cognition and metacognition, and using technology to support learning. Among research methods, design-based research (DBR), discourse and dialog analyses, and basic statistics stand out. Results show substantial differences between programs, yet programs focusing on DBR show the greatest similarity regarding the other concepts and methods they teach. Interpreting the similarity of the graduate programs using a community of practice perspective, there is a set of relatively coherent programs at the core of the learning sciences, pointing to the emergence of a discipline, and a variety of multidisciplinary and more heterogeneous programs “orbiting” the core in the periphery, shaping and innovating the field.  相似文献   

17.
This paper reports on a research project that investigated the use of touchscreens by children in early childhood and junior primary settings by introducing touchscreens in five classrooms in Melbourne. Several methods to obtain information about how children interacted with the touchscreens were used including observation, journals and field notes, and interviews. The research identified five key themes, relating to developmental issues, input device preference, technical issues, individual differences in children's use of the touchscreen and issues of collaboration.  相似文献   

18.
This study examined work and family factors that differentiate midcareer faculty members who were current from less current faculty with regard to the disciplinary knowledge base. The sample included 97 faculty (69 males, 28 females; 72 English, 25 Engineering) and their spouses. Cluster analyses of the work and family variables identified faculty subgroups within discipline. ANCOVAs showed a significant relationship between the clustered work-family profiles and levels of currency.Family differences: Current faculty and spouses reported spending more time on family-related responsibilities and experiencing greater stress from combined work-family responsibilities. Current Engineering faculty reported less flexibility in reallocating family responsibilities.Work differences: Faculty reported a greater commitment to their careers and to professional development: They reported higher scores on the Inner Work Standards scale; current English faculty read more professional journals and spent more time on research; current Engineering faculty spent more time on research and had more publications.  相似文献   

19.
ABSTRACT

This paper focuses on the development of history teaching in West Germany from the 1970s onwards. When in the early 1970s the relevance of history – both as an academic discipline and as a school subject – was challenged, this led to fierce debates as a multitude of new concepts were being developed. One of these was Annette Kuhn’s revolutionary concept of teaching history which immediately came under attack. This debate – and others – had far reaching consequences. At first glance it was a debate about how to model objects like the English Revolution in a way to make them suitable for the history classroom. At second glance, however, this debate revolved around fundamental issues like the role of history in school, the relation between social sciences and didactics, and history’s relevance for today in general. The debate and its eventual outcome are explained within the framework of Bourdieu’s field theory. The study re-examines the consequences of this debate. In discussing alternatives to Kuhn’s approach, it shows how debates forced upon traditional history led historians to readdress the essentials of historical thinking and thus to gain new theoretical strength which resulted in a stronger position for history at universities and schools as well as in history didactics. This resulted in a specific construction and role of Geschichtsdidaktik in Germany which helps to explain why there is a difference in comparison to other countries.  相似文献   

20.
The International Institute of Teachers College, Columbia University, New York, continuously published its Educational Yearbook, in a total of 21 editions, in order to ‘provide students of education sciences with the world education theories and practice’. Headed by Isaac L. Kandel, the journal followed a traditional editorial line in its first issues, which came to change and shift to new themes and methodologies during the 1930s, as social, economic and political problems spread. This journal was a specifically academic initiative, in that it fell outside the scope of governmental or international organisations. This study will focus on the content of the different issues of the Educational Yearbook. It will also reflect on the most sensitive issues concerning the interwar period and, ultimately, it will highlight the underlying goals of this publication: the defence of peace, democracy and intellectual cooperation on the subject of education and citizenship.  相似文献   

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