TrendMD: Helping scholarly content providers reach larger and more targeted audiences          下载免费PDF全文

Paul Kudlow  Alan Rutledge  Aviv Shachak  Roger S. McIntyre  Gunther Eysenbach 《Learned Publishing》2016,29(2):125-129

• With over 6,000 new peer‐reviewed articles published daily, scholarly content providers face growing challenges of reaching their target audience.
• There are few evidenced‐based strategies for disseminating online scholarly content to a targeted audience.
• TrendMD increased weekly page views by 49% relative to baseline traffic for a group of articles published in the Journal of Medical Internet Research.
• Future studies are needed to determine how article page views correlate with other article‐level metrics such as Altmetric scores and citations.

  相似文献   

Liberal Education and the Teleological Question; or Why Should a Dentist Read Chaucer?     

Kenneth B. McIntyre 《Journal of Philosophy of Education》2013,47(3):341-363

This essay consists of an examination of the work of three thinkers who conceive of liberal education primarily in teleological terms, and, implicitly if not explicitly, attempt to offer some answer to the question: what does it mean to be fully human? John Henry Newman, T. S. Eliot, and Josef Pieper developed their understanding of liberal education from their own intellectual and religious experience, which was informed by a specifically Christian conception of the place of education in a fully developed human life. I suggest that the strength of their understanding of liberal education derives from its connection to the various small cohesive religious communities to which they were connected. Nonetheless, this insularity was also the primary weakness because each writer ended universalising what was in fact a particular and unique cultural and religious experience instead of providing convincing proof of a single human nature with a single telos. I will contrast this teleological conception of liberal education with that of Michael Oakeshott and his student Kenneth Minogue, both of whom wrote about education in a post‐religious era in which the earlier consensus had completely broken down. They both celebrated the variety of practices which human beings have invented for themselves over the past several centuries (and past several millennia), and did not appear to suffer from the lack of any unifying single human telos. I will suggest that their understanding of practice insulated them from the need for a single unifying telos.  相似文献   

Sibling Adjustment and Maternal Well-Being: An Examination of Families With and Without a Child With an Autism Spectrum Disorder     

Quintero N  McIntyre LL 《Focus on autism and other developmental disabilities》2010,25(1):37-46

Differences in sibling social, behavioral, and academic adjustment and maternal well-being in families with (n = 20) and without (n = 23) a preschooler with autism spectrum disorder (ASD) were explored. Results are interpreted to suggest that mothers of children with autism report more daily hassles, life stress, and depression than mothers without a child with ASD. There were no significant differences in parent and teacher reports of older siblings' social, behavioral, and academic adjustment in families with and without a child with ASD. Sibling behavioral adjustment was, however, significantly related to maternal well-being. Because families with children with ASD often experience more parenting stress and depression, siblings may be more vulnerable to the cumulative risks over time.  相似文献   

Teachers’ conceptions of teacher professionalism in England in 2003 and 2006     

Mandy Swann  Donald McIntyre  Tony Pell  Linda Hargreaves  Mark Cunningham 《British Educational Research Journal》2010,36(4):549-571

Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how successful it would be in the future, in changing teachers’ conceptions of professionalism. Two large‐scale national surveys were conducted, with a longitudinal element. We found that teachers’ thinking about their professionalism may be construed as consisting of an inner core of strong, shared beliefs and commitments; an intermediate set of coherent but contested components of professionalism; and an outer layer of disparate elements which are generally highly disputed and which remain unintegrated into broader ways of thinking.  相似文献   

Working Knowledge: Australian Universities and "Real World" Education     

Colin Symes  David Boud  John McIntyre  Nicky Solomon  Mark Tennant 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(6):565-579

Universities are at a pivotal point in their history and are undergoing dramatic changes. One of the more significant of these changes is the move towards instrumental programmes of learning, as manifest for instance in workplace and work-based learning. This paper argues that this trend threatens the existence of the liberal university, where knowledge is pursued predominantly for its own sake. The paper identifies four dominant discourses in higher education and suggests that these discourses co-exist with one another, and are sometimes dominant, at other times recessive. It argues that the trend to a post-industrialised labour market has seen the emergence of a vocationalised discourse in higher education, which stresses the instrumental at the expense of the liberal.  相似文献   

Theorising policy and practice in refugee education: Conceptualising ‘safety’, ‘belonging’, ‘success’ and ‘participatory parity’ in England and Sweden     

Joanna McIntyre  Sinikka Neuhaus 《British Educational Research Journal》2021,47(4):796-816

Across the world, children are forced to leave their homes for far-flung destinations. This global phenomenon has particular impact in Europe, where there are now more child refugees than since World War II. Education plays an important role for children with extraordinary experiences seeking to build meaningful lives in their new context. This article offers a new theoretical approach to underpin reforms to educational policy and practice for refugees in schools in resettlement contexts in Europe. The new conceptual framing is grounded in empirical work in England and Sweden, and brings two theories together: ‘participatory parity’ (Fraser) and ‘resumption of an ordinary life’ (Kohli). Kohli’s concepts of ‘safety’, ‘belonging’ and ‘success’ have resonance with practitioners from Sweden and England as they work to meet the needs of their new arrivals. Fraser’s conceptual lenses of redistribution, recognition and representation highlight the barriers to achieving the right to inclusive education for refugee children in each context. The interdependence of both theories shapes a new framework. The theoretical understandings offered in this article have been developed with practitioners and add to the field by offering a robust moral and operational approach to shaping pedagogical principles for policymakers and educators working in resettlement communities.  相似文献   

The challenge of modern sport ethics: from doping to cyborgs     

Fleur McIntyre 《Sport, Education and Society》2013,18(1):112-114

  相似文献   

Assessing community college transfer performance     

Chuck McIntyre 《Research in higher education》1987,27(2):142-162

Transfer education is one of the most important, most criticized, and most difficult to measure of the functions performed by community colleges. If the performance of community colleges is to be properly assessed, problems of measuring and analyzing the transfer function must be solved. This paper seeks to answer several basic questions about community colleges' transfer performance, using California as a case example, and to show that useful conclusions may be reached even in the absence of perfect information. Many criticisms of the transfer function focus on the decline in numbers of students transferring from community colleges to four-year institutions that began in the late 1970s. This paper suggests that criticism about the transfer function, insofar as it stems from the number or rate of students transferring (as most of the criticism does), is unfounded. Until there is more precise information on students, research on particular problems like minority underrepresentation, students' course selection and outside employment, and the reverse transfer should prove more fruitful than looking simply at transfer numbers.  相似文献   

Visual and auditory coding confusability in students with and without learning disabilities     

B W Hardy  C W McIntyre  A S Brown  A J North 《Journal of learning disabilities》1989,22(10):646-651

The nature of visual and auditory coding processes in students with learning disabilities (SLDs) and student controls (SCs) was examined with a letter-matching task on four types of successively presented letter pairs: identical (A,A), visually confusable (P,R), auditorily confusable (F,S), and neither visually nor auditorily confusable (N,T). Two delay intervals (0 and 2 seconds) were used between the presentation of the first and second letters. Analysis of decision latencies on the nonidentical letter pair trials revealed that with initial exposure to the task, the SLDs responded more slowly than SCs, but their general confusability patterns (visual and auditory) were similar. With additional practice, overall decision latencies were comparable for the two groups, while confusability differences emerged: SCs showed maximal visual confusability at a 0-second delay and maximal auditory confusability at a 2-second delay, while SLDs did not. Evidently, SLDs make less extensive use of visual and auditory coding processes compared to SCs.  相似文献   

Assessment in community colleges     

Chuck McIntyre 《Assessment Update》1989,1(1):12-13

  相似文献