Overcitation and overrepresentation of review papers in the most cited papers     

Ruben Miranda  Esther Garcia-Carpintero 《Journal of Informetrics》2018,12(4):1015-1030

Review papers tend to be cited more frequently than regular research articles. This fact, together with the continuous increase of the share of reviews in scientific literature, can have important consequences for the measurement of individuals’ research output, usually based on citation analysis. However, studies evaluating the differences in citations of review papers compared to original research articles are almost non-existing in the literature. This paper presents a thorough analysis of the overcitation and overrepresentation of review papers in the most cited papers of the 35 largest subject categories in Science Citation Index-Expanded. Results indicate the average citations received by reviews depends largely on the research area considered, varying from 1.34 to 6.74 times the citations received by original research articles (average value is 2.95). Correlated with this overcitation, there is an important overrepresentation of reviews in the most cited papers, this overrepresentation being greater when the most highly cited papers are considered, i.e. 0.05% and 0.1% most cited papers, where the share of reviews have increased from 16 to 18% in 1990 to around 40% in 2010. Interestingly, the overcitation and overrepresentation in the most cited papers is more important in the areas with the lowest shares of reviews in total publications.  相似文献   

Drawing queer and trans kinship with children: Affect,cohabitation, and reciprocal care     

Hannah Dyer  Julia Sinclair-Palm  Miranda Yeo 《Review of Education, Pedagogy & Cultural Studies》2020,42(4):257-276

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An examination of ethnic incongruence in school‐based psychological services and diversity‐training experiences among school psychologists     

Scott A. Loe  Antoinette H. Miranda 《Psychology in the schools》2005,42(4):419-432

The current study examined the prevalence of ethnic incongruence in three school psychological services: assessment, consultation, and counseling; the prevalence of diversity training among school psychologists; and practitioners' attitudes about their training experiences. A mail survey was sent to a random sample of 500 school psychologists drawn from the 1999 membership roster of the National Association of School Psychologists (NASP). Ethnic incongruence, defined as ethnic differences between a professional and a client, was commonly reported for assessment, consultation, and counseling cases. Diversity training was reported by 90.7% of participating school psychologists in the form of graduate coursework, internship experiences, or continuing education. Though most respondents rated their training experiences positively, improvements were suggested. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 419–432, 2005.  相似文献   

Investigating the quality of project-based science and technology learning environments in elementary school: a critical review of instruments     

Miranda Thys  Lieven Verschaffel  Wim Van Dooren  Ferre Laevers 《Studies in Science Education》2016,52(1):1-27

This paper provides a systematic review of instruments that have the potential to measure the quality of project-based science and technology (S&T) learning environments in elementary school. To this end, a comprehensive literature search was undertaken for the large field of S&T learning environments. We conducted a horizontal bottom-up analysis of the aspects measured by the retrieved instruments and their operationalisation. We distinguish 11 components. The most frequently evaluated components are prior knowledge and backgrounds, connection with reality, science as inquiry and level of initiative and group work. Overall, the results suggest a considerable diversity in the operationalisation of the components found. Particularly, for connection with reality, science as inquiry and level of initiative and group work, this is related to (1) the object of measurement (e.g. variety in aspects evaluated) and (2) the extent to which the used concepts are clarified. Consequently, some scales, items and questions were found to be a closer fit with aspects of project-based learning environments than others. Additionally, most of the retrieved instruments cover science and not technology or project-based education. This review can be used when searching for a scale, item or question to measure particular aspects of S&T learning environments.  相似文献   

Physicochemical Characterization,Stability and Cytotoxicity of a Blue Dye Obtained from Genipap Fruit (Genipa americana L.)     

Camila Verly de Miranda Sabino  Brbara Janaína Paula da Silva  Danielle Lima Bezerra de Menezes  Felipe Moura Araújo da Silva  Tatiane Pereira de-Souza  Hector Henrique Ferreira Koolen  dley Antonini Neves de Lima  Emerson Silva Lima 《Food Technology and Biotechnology》2021,59(1):103

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The relationship between affective response to social comparison and academic performance in high school     

Maike J.P.W. Wehrens  Abraham P. Buunk  Miranda J. Lubbers  Pieternel Dijkstra  Hans Kuyper  Greetje P.C. van der Werf 《Contemporary educational psychology》2010

The goal of the present study was to study the relationship between affective responses to social comparison and test scores among high school students. Our analyses showed that three types of responses to social comparison could be distinguished: an empathic, constructive, and destructive response. Whereas girls scored higher on empathic response, boys scored higher on destructive response. In addition, students who had a high social comparison orientation (SCO) scored higher on all three types of responses than students who expressed a low SCO. Multilevel regression analyses indicated that, after controlling for previous performance, a destructive response was negatively related to performance on tests for reading comprehension and mathematics. An empathic response was positively related to performance on reading comprehension only whereas a constructive response compensated the negative relationship between destructive response and reading comprehension. Theoretical and practical implications are discussed.  相似文献   

Effects of distinct practice conditions on the learning of the o soto gari throwing technique of judo     

Fábio Rodrigo Ferreira Gomes  Flavio Henrique Bastos  Cássio de Miranda Meira Jr.  Jaqueline Freitas de Oliveira Neiva  Go Tani 《Journal of sports sciences》2017,35(6):572-578

The aim of this study was to investigate the effects of different types of practice on learning the o soto gari, focusing on the kuzushi (unbalancing the opponent). A total of 64 children (mean age 9.19 ± 1.41 years) were assigned to one of four groups: (1) static traditional practice, i.e., uchikomi – repetition of the moving pattern that characterises the technique up to the point of throwing; (2) in motion traditional practice – uchikomi with the tori (player executing the technique) moving/walking; (3) whole practice with pre-kuzushi – full technique with a preparatory component for kuzushi; (4) progressive parts practice with pre-kuzushi – progressively introducing kuzushi, tsukuri (set-up to execute the technique) and kake (final part of the technique; projection) with pre-kuzushi. Pre-test, acquisition, post-test and retention test were carried out. Movements were video recorded and analysed regarding three aspects: global technique of the tori, occurrence of a movement pattern performed by the tori to unbalance the uke (player receiving the “attack”), and occurrence of actual unbalance (kuzushi). Results showed no significant differences between-groups. However, different within-groups improvements suggest that using a uchikomi with pre-kuzushi can help learners deal with the motor actions of pulling and pushing in order to unbalance the opponent.  相似文献   

Everyday Utopias: The Conceptual Life of Promising Spaces     

Miranda J. M. Iossifidis 《Journal of Cultural Economy》2016,9(2):223-225

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Working With the Millennial Generation: Challenges Facing 21st‐Century Students From the Perspective of University Staff          下载免费PDF全文

Kari Much  Amy M. Wagener  Holly L. Breitkreutz  Miranda Hellenbrand 《Journal of College Counseling》2014,17(1):37-47

This study explored university staff's general perceptions of millennial generation college students. Analysis of structured interviews with university professionals revealed that millennial students generally tend to ignore what may be expected of them, resist being accountable for their own actions, and depend on others for problem solving. Implications for college counselors are discussed.  相似文献   

EXAMINING DIVERSITY RESEARCH LITERATURE IN SCHOOL PSYCHOLOGY FROM 2004 TO 2010     

Stephanie Grunewald  David Shriberg  Anitra S. Wheeler  Antoinette Halsell Miranda  Elisabeth C. O'bryon  Margaret R. Rogers 《Psychology in the schools》2014,51(5):421-433

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