Contributing factors to long‐term citation count in marine and freshwater biology articles          下载免费PDF全文

Joshua R. Nash  Rafael J. Araújo  Geoffrey S. Shideler 《Learned Publishing》2018,31(2):131-139

Researchers have investigated factors thought to affect the total number of citations in various academic disciplines, and some general trends have emerged. However, there are still limited data for many fields, including aquatic sciences. Using papers published in 2003–2005 (n = 785), we investigated marine and freshwater biology articles to identify factors that may contribute to the probability of citation and for cumulative citation counts over 10 years. We found no relationships with probability of citation; however, we found evidence that for those that were cited at least once, cumulative citations were related to several factors. Articles cited by books received more citations than those never cited by books, which we hypothesized to be indicative of the impact an article may have in the field. We also found that articles first cited within 2 years of publication received more cumulative citations than those first cited after 2 years. We found no evidence that self‐citation (as the first citation) had a significant effect on total citations. Our findings were compared with previous studies in other disciplines, and it was found that aquatic science citation patterns are comparable to fields in science and technology but less so to humanities and social sciences.  相似文献   

The effect of an instructional intervention on middle school english learners' science and english reading achievement     

Rafael Lara‐Alecio  Fuhui Tong  Beverly J. Irby  Cindy Guerrero  Maggie Huerta  Yinan Fan 《科学教学研究杂志》2012,49(8):987-1011

This study examined the effect of a quasi‐experimental project on fifth grade English learners' achievement in state‐mandated standards‐based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of on‐going professional development and specific instructional science lessons with inquiry‐based learning, direct and explicit vocabulary instruction, integration of reading and writing, and enrichment components including integration of technology, take‐home science activities, and university scientists mentoring. Results suggested a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in district‐wide curriculum‐based tests of science and reading and standardized tests of oral reading fluency. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 987–1011, 2012  相似文献   

The Relationship Between Running Economy and Biomechanical Variables in Distance Runners     

Marcus Peikriszwili Tartaruga  Jeanick Brisswalter  Leonardo Alexandre Peyré-Tartaruga  Aluísio Otávio Vargas Ávila  Cristine Lima Alberton  Marcelo Coertjens 《Research quarterly for exercise and sport》2013,84(3):367-375

In this study, we analyzed the relationship between running economy (RE) and biomechanical parameters in a group running at the same relative intensity and same absolute velocity. Sixteen homogeneous male long-distance runners performed a test to determine RE at 4.4 m.s^-1, corresponding to 11.1% below velocity at the ventilatory threshold. We found significant correlations between RE and biomechanical variables (vertical oscillation of the center of mass, stride frequency, stride length, balance time, relative stride length, range of elbow motion, internal knee, ankle angles at foot strike, and electromyographic activity of the semitendinosus and rectus femoris muscles). In conclusion, changes in running technique can influence RE and lead to improved running performance.  相似文献   

La función autorreguladora del habla privada infantil: Un análisis crítico de las recientes discusiones de la teoría de Vygotski     

Marni H. Frauenglass  Rafael M. Díaz 《Infancia y Aprendizaje》2013,36(37):103-114

Resumen

Recientes hallazgos empíricos han puesto en duda la teoría de Vygotski acerca de la función autorreguladora del habla privada infantil. En primer lugar, la mayoría de los estudios en este campo señalan la aparición de habla privada sólo en la mitad de los niños de sus muestras. Además, esos niños que efectivamente hablan emiten pocas verbalizaciones, de modo que la posible relevancia del habla privada en los procesos de solución de problemas queda seriamente cuestionada. Por otra parte, un gran número de estudios han tratado sin éxito de evidenciar una relación funcional entre el habla privada producida por los niños y el logro en las tareas cognitivas. El presente estudio se basa en la hipótesis de que la escasez de habla privada es un artefacto del paradigma de investigación usado habitualmente en los estudios recientes. También argumentamos que, desde la perspectiva vygotskiana, ésta tiende a aparecer asociada al fracaso en las tareas cognitivas porque tanto el habla privada como la probabilidad de fracaso se incrementan ante tareas difíciles. Un total de 32 preescolares fueron filmados en vídeo mientras realizaban tareas semánticas y perceptivas y sus verbalizaciones fueron transcritas y codificadas en categorías de habla social y privada. Los resultados indican que la condición más frecuentemente usada en los estudios recientes de hecho minimiza la producción de habla privada por parte de los niños y que los fracasos en las tareas se asocian con niveles más elevados de habla autorreguladora. A medida que el número de verbalizaciones autorreguladoras declina, aumentan los susurros y el habla musitada, apoyando la idea de Vygotski de que el habla privada no desaparece con la edad, sino que se va interiorizando hasta constituir el habla interior.  相似文献   

Thinking more deeply about networks in education   总被引：1，自引：0，他引：1  

Jorge Ávila de Lima 《Journal of Educational Change》2010,11(1):1-21

In education, initiatives to restructure and reculture schools through their involvement in intra- and inter-institutional networks have grown in number in recent years. Networks of teachers and schools (often linked to institutions outside education) are becoming a key focus of change efforts promoted by professionals and policymakers. However, in current research, writing and policymaking, the use of the network concept has been generally vague, normative and mostly instrumental. This paper develops a discussion of network concepts and proposes more systematic, less normative ways of addressing and researching network issues in education. It outlines a set of key dimensions of intra- and inter-organizational networks and makes a case for more a comprehensive research approach to these phenomena.  相似文献   

The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions   总被引：2，自引：0，他引：2  

Jason T. Downer  Leslie M. Booren  Olivia K. Lima  Amy E. Luckner  Robert C. Pianta 《Early childhood research quarterly》2010

This paper introduces the Individualized Classroom Assessment Scoring System (inCLASS), an observation tool that targets children's interactions in preschool classrooms with teachers, peers, and tasks. In particular, initial evidence is reported of the extent to which the inCLASS meets the following psychometric criteria: inter-rater reliability, normal distributions and adequate range, construct validity, and validity. These initial findings suggest that the inCLASS has the potential to provide an authentic, contextualized assessment of young children's classroom behaviors. Future directions for research with the inCLASS are discussed.  相似文献   

Transnational advertising,the media and education in the developing countries     

Rafael Roncagliolo  Noreene Z. Janus 《Prospects》1980,10(1):68-75

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Fluid balance of elite Brazilian youth soccer players during consecutive days of training     

Silva RP  Mündel T  Natali AJ  Bara Filho MG  Lima JR  Alfenas RC  Lopes PR  Belfort FG  Marins JC 《Journal of sports sciences》2011,29(7):725-732

In this study we investigated pre-training hydration status, fluid intake, and sweat loss in 20 elite male Brazilian adolescent soccer players (mean?±?s: age 17.2?±?0.5 years; height 1.76?±?0.05?m; body mass 69.9?±?6.0?kg) on three consecutive days of typical training during the qualifying phase of the national soccer league. Urine specific gravity (USG) and body mass changes were evaluated before and after training sessions to estimate hydration status. Players began the days of training mildly hypohydrated (USG?>?1.020) and fluid intake did not match fluid losses. It was warmer on Day 1 (33.1?±?2.4°C and43.4?±?3.2% relative humidity; P?相似文献   

Statistical analysis of the TULSA database, 1965–1994     

Rafael E. Ubico  John A. Bailey  Pamela J. Weaver 《Publishing Research Quarterly》1995,11(3):138-144

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Early Training in Oral Comprehension and Phonological Skills: Results of a Three-Year Longitudinal Study     

Maryse Bianco  Pascal Bressoux  Anne-Lise Doyen  Eric Lambert  Laurent Lima  Catherine Pellenq 《Scientific Studies of Reading》2013,17(3):211-246

A sample of 1,273 4-year-old children were followed for 3 years. The children participated in 1 of 2 comprehension training programs, or in a phonological awareness training program. The comprehension programs explored the possibility of improving young children's oral comprehension in an educational setting. The first focused on the component skills of comprehension; the second involved storybook reading. Phonological awareness and oral language comprehension skills were measured repeatedly in the course of the study. The data were analyzed using multilevel growth-curve models. The results showed that it is possible to improve oral comprehension if the training focuses on its component skills and extends over 2 semesters. When these conditions were met, training effects still existed 9 months after the program had ended. Finally, phonological training improved phonological awareness but not comprehension, and comprehension-skill training improved oral comprehension but not phonological awareness.  相似文献