Self-Plagiarism Research Literature in the Social Sciences: A Scoping Review     

Sarah Elaine Eaton  Katherine Crossman 《Interchange》2018,49(3):285-311

Self-plagiarism is a contentious issue in higher education, research and scholarly publishing contexts. The practice is problematic because it disrupts scientific publishing by over-emphasizing results, increasing journal publication costs, and artificially inflating journal impact, among other consequences. We hypothesized that there was a dearth of empirical studies on the topic of self-plagiarism, with an over-abundance of editorial and commentary articles based on anecdotal evidence. The research question was: What typologies of evidence characterize the literature on self-plagiarism in scholarly and research journals? We conducted a scoping review, using the search terms “self-plagiarism” and “self-plagiarism” (hyphenated), consulting five social sciences research databases, supplemented by a manual search for articles, resulting in over 5900 results. After removing duplicates and excluding non-scholarly sources, we arrived at a data set of 133 sources, with publication dates ranging from 1968 to 2017. With an interrater reliability of over 93% between two researchers, our typological analysis revealed 47 sources (34.3%) were editorials; 41 (29.9%) were conceptual research (including teaching cases); 16 (11.7%) were editorial responses; 12 (8.6%) were secondary research; and only 8 sources (5.8%) were primary research. There is little guidance in the available literature to graduate students or their professors about how to disentangle the complexities of self-plagiarism. With primary and secondary research combined accounting for 14.4% of overall contributions to the data set, and primary research constituting only 6% of overall contributions, we conclude with a call for more empirical evidence on the topic to support contributions to the scholarly dialogue.  相似文献   

No Cold Comfort: Murder and Environmental Monsters in a Fictional Arctic Town     

Sarah M. Pickman 《Endeavour》2019,43(1-2):40-41

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Clay-Based Modeling in the Anatomist's Toolkit: A Systematic Review     

Keegan Curlewis  Brook Leung  Manesha Perera  Peter J. Bazira  Katherine A. Sanders 《Anatomical sciences education》2021,14(2):252-262

Anatomical education has suffered from reduced teaching time and poor availability of staff and resources over the past thirty years. Clay-based modeling (CBM) is an alternative technique for teaching anatomy that can improve student knowledge and experience. This systematic review aimed to summarize and appraise the quality of the literature describing the uses, advantages, and limitations of CBM compared to alternative methods of teaching human gross anatomy to students or qualified healthcare professionals. A systematic search of Embase, MEDLINE, Scopus, and Web of Science databases was conducted, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Out of the 829 studies identified, 12 papers met the inclusion criteria and were eligible for this review. The studies were of high quality, with a mean MERSQI score of 11.50/18. Clay-based modeling can be used to teach all gross anatomical regions, and 11 studies demonstrated a significant improvement in short-term knowledge gain in students who used CBM in comparison to other methods of learning anatomy. Eight studies that included subjective assessment showed that CBM is rated highly. However, some studies showed that students viewed CBM as juvenile and experienced difficulty making the models. Additionally, there is no evidence to suggest that CBM improves long-term knowledge. Clay-based modeling is an effective learning method for human gross anatomy and should be incorporated into the anatomists' toolkit. In the future, more randomized controlled studies with transparent study designs investigating the long-term impact of CBM are needed.  相似文献   

Designing research to inform sustainability and scalability of digital technology innovations     

Howard  Sarah K.  Schrum  Lynne  Voogt  Joke  Sligte  Henk 《Educational technology research and development : ETR & D》2021,69(4):2309-2329

Educational technology research and development - Considerably more research needs to be done to understand how successful technological innovations and change processes are sustained and scaled to...  相似文献   

Faithfully following,adapting, or rejecting mandated curriculum: teachers’ curricular enactments in elementary writing instruction     

Sarah J. McCarthey 《Pedagogies: An International Journal》2018,13(1):56-80

The qualitative study shows how 20 teachers from 4 districts in the same state enacted mandated school-wide writing curricula. Analyses of the observations and interviews revealed that 4 teachers were faithfully following the district-adopted curriculum, 4 rejected it, and 12 teachers adapted the curriculum to meet their students’ needs. The teachers who followed the curriculum had positive views of it but were inexperienced or uncomfortable teaching writing and had less access to professional development (PD) than teachers in other groups. Most of the teachers who adapted the curriculum were experienced teachers and felt supported in making changes due to the quality of PD. The teachers who rejected the curriculum were unhappy with the existing curriculum and drew from a number of different resources; however, their writing instruction lacked coherence and an underlying philosophy of writing. The findings show that factors such as policies, PD, and personal factors including previous writing experiences and philosophies influenced teachers’ enactments. While previous studies have found that overarching policies including NCLB increase pressure on teachers resulting in a lack of autonomy, our findings explore the ways that teachers were able to navigate their school contexts.  相似文献   

ESCAPE ROOMS AND OTHER IMMERSIVE EXPERIENCES IN THE LIBRARY     

Sarah Simms 《Public Services Quarterly》2019,15(2):131-132

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Georgie: The Gremlin of Barnett Junior High     

Sarah Miller 《Clearing house (Menasha, Wis.)》2013,86(7):420-421

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A Bayesian Approach to Multilevel Structural Equation Modeling With Continuous and Dichotomous Outcomes     

Sarah Depaoli  James P. Clifton 《Structural equation modeling》2013,20(3):327-351

Multilevel Structural equation models are most often estimated from a frequentist framework via maximum likelihood. However, as shown in this article, frequentist results are not always accurate. Alternatively, one can apply a Bayesian approach using Markov chain Monte Carlo estimation methods. This simulation study compared estimation quality using Bayesian and frequentist approaches in the context of a multilevel latent covariate model. Continuous and dichotomous variables were examined because it is not yet known how different types of outcomes—most notably categorical—affect parameter recovery in this modeling context. Within the Bayesian estimation framework, the impact of diffuse, weakly informative, and informative prior distributions were compared. Findings indicated that Bayesian estimation may be used to overcome convergence problems and improve parameter estimate bias. Results highlight the differences in estimation quality between dichotomous and continuous variable models and the importance of prior distribution choice for cluster-level random effects.  相似文献   

The Readability and Complexity of District-Provided School-Choice Information     

Marc L. Stein  Sarah Nagro 《Journal of Education for Students Placed at Risk》2013,18(3):199-217

Public school choice has become a common feature in American school districts. Any potential benefits that could be derived from these policies depend heavily on the ability of parents and students to make informed and educated decisions about their school options. We examined the readability and complexity of school-choice guides across a sample of large urban districts. These guides are intended to assist parents in learning about their child's options and to help them make informed decisions about schools. We found that none of the guides examined were written within the range considered appropriate for all adults to comprehend. In large urban districts where there are a large proportion of parents that have low levels of literacy, it is likely that many parents will have difficulty comprehending the information presented in the choice guides. We provide some simple steps that could be taken to improve readability of these guides.  相似文献   

Measurement and Structural Model Class Separation in Mixture CFA: ML/EM Versus MCMC     

Sarah Depaoli 《Structural equation modeling》2013,20(2):178-203

Parameter recovery was assessed within mixture confirmatory factor analysis across multiple estimator conditions under different simulated levels of mixture class separation. Mixture class separation was defined in the measurement model (through factor loadings) and the structural model (through factor variances). Maximum likelihood (ML) via the EM algorithm was compared to a Markov chain Monte Carlo (MCMC) estimator condition using weak priors and a condition using tight priors. Results indicated that the MCMC weak condition produced the highest bias, particularly with a weak Dirichlet prior for the mixture class proportions. Specifically, the weak Dirichlet prior affected parameter estimates under all mixture class separation conditions, even with moderate and large sample sizes. With little knowledge about parameters, ML/EM should be used over MCMC weak. However, MCMC tight produced the lowest bias under all mixture class separation conditions and should be used if tight and accurate priors can be placed on parameters.  相似文献