The open access scientific journal: an empirical study     

Turid Hedlund  Tomas Gustafsson  Bo‐Christer Bjrk 《Learned Publishing》2004,17(3):199-209

The open access (OA) model for journals is compared to the open source principle for computer software. Since the early 1990s nearly 1,000 OA scientific journals have emerged – mostly as voluntary community efforts, although recently some professionally operating publishers have used author charges or institutional membership. This study of OA journals without author charges shows that their impact is still relatively small, but awareness of it is increasing. The average number of research articles per year is lower than for major scientific journals but the publication times are shorter.  相似文献   

The stretchiness of learning the digital mystery of learning in one-to-one environments in schools     

Tomas Kroksmark 《Education and Information Technologies》2016,21(1):35-52

The aim of the study is to generate knowledge of how teachers change their teaching and how pupils change their learning as a consequence of working in One-to-One environments in schools. The result shows that teachers and students are changing their relation to teaching and learning when school is digitized. The most important dimension of this change is that content related knowledge of the digitized learning in a one-to-one school, is a prerequisite for improved quality and better results in schools where digital artefacts are used. The results also show in what ways teachers must understand that knowledge is stretched between analogue and digital teaching and learning in the classroom.  相似文献   

Individuating ‘sparks’ and ‘flickers’ of ‘a life’ in dance practices with preschoolers: the ‘monstrous child’ of Colebrook's Queer Vitalism     

Hillevi Lenz Taguchi  Anna Palmer  Lovisa Gustafsson 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):705-716

ABSTRACT

What are the dominant images of the Child in contemporary Western societies? In order to challenge some dominant images of the Child, this essay explores the possibilities of analyzing an experimental dance practice with preschoolers aged 1–2 years with Claire Colebrook's theorizing on ‘the war on norms’. Colebrook suggests a Queer Vitalism to push the limits of how to understand humanness generally, and more specifically, how to understand processes of subjectification. She moves from a post-structuralist understanding toward the Deleuzian notion of practices of individuation and processes of becoming-imperceptible. In this essay, we draw on Queer Vitalism to show how it is possible to understand children's constructions of subjectivity in events of experimental dance practices for preschoolers. The analysis is performed in close interactions with video-films from these workshops transformed to still photography. We aspire to show how these practices can be understood as counter-power strategies in the enactment of an image of a Monstrous Child. Such an image might transform the taken-for-granted image of the Child and preschool practices in subversive ways.  相似文献   

How Students Verify Conjectures: Teachers’ Expectations     

Tomas?BergqvistEmail author 《Journal of Mathematics Teacher Education》2005,8(2):171-191

Eight teachers were interviewed concerning how students verify conjectures. The study is a sequel to a previous study, “How Students Verify Conjectures” [Bergqvist, T. (2000). How students verify conjectures. Research reports in Mathematics Education 3]. Teachers’ expectations of students’ reasoning and performance are examined, and also how they wish students would work. The results indicate that the teachers tend to underestimate the students’ reasoning levels and that they believe that only a small group of students in each class can use higher level reasoning in mathematics.  相似文献   

Attitudinal impact of hybridized writing about a socioscientific issue     

Louisa Tomas  Stephen M. Ritchie  Megan Tones 《科学教学研究杂志》2011,48(8):878-900

The development of scientifically literate citizens remains an important priority of science education; however, growing evidence of students' disenchantment with school science continues to challenge the realization of this aim. This triangulation mixed methods study investigated the learning experiences of 152 9th grade students as they participated in an online science‐writing project on the socioscientific issue of biosecurity. Students wrote a series of hybridized scientific narratives, or BioStories, that integrate scientific information about biosecurity with narrative storylines. The students completed an online Likert‐style questionnaire, the BioQuiz, which examined selected aspects of their attitudes toward science and science learning, prior to their participation in the project, and upon completion of the writing tasks. Statistical analyses of these results and interview data obtained from participating students suggest that hybridized writing about a socioscientific issue developed more positive attitudes toward science and science learning, particularly in terms of the students' interest and enjoyment. Implications for research and teaching are also discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 878–900, 2011  相似文献   

Little more than personality: Dispositional determinants of test anxiety (the Big Five, core self-evaluations, and self-assessed intelligence)     

Tomas Chamorro-Premuzic  Gorkan Ahmetoglu  Adrian Furnham 《Learning and individual differences》2008,18(2):258-263

This study attempted a hierarchical integration of several dispositional determinants of test anxiety (TA) [Sarason, I.G. (1984). Stress, anxiety and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46, 929–938.], namely the Big Five personality traits [Costa, P.T. Jr., & McCrae, R.R. (1992). Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI): Professional manual. Odessa: Psychological Assessment Resources.], core self-evaluations (CSE) [Judge, T.A., Erez, A., Bono, J.E., & Thoreson, C.J. (2003). The Core Self-Evaluation Scale: Development of a measure. Personnel psychology, 56, 303–331.], and self-assessed intelligence (SAI) [Furnham, A. (2001). Self-estimates of intelligence: Culture and gender difference in self and other estimates of both general (g) and multiple intelligences. Personality and Individual Differences, 31, 1381–1405.] in a sample of 388 US and UK university students. Structural equation models showed that TA was largely a function of Neuroticism, and that CSE and SAI do not contribute to the prediction of TA over established personality traits. Furthermore, the relationship between CSE and TA was fully accounted for by personality traits, whereas SAI was not a significant predictor of TA. The results undermine the notion that self-beliefs affect TA and suggest that wider dispositions play a salient role determining individual differences in TA. Theoretical and applied implications are discussed, particularly in regards to educational settings.  相似文献   

Rethinking the ownership of information in the 21st century: Ethical implications   总被引：2，自引：0，他引：2  

Tomas A. Lipinski  Johannes Britz 《Ethics and Information Technology》2000,2(1):49-71

This paper discusses basic concepts and recentdevelopments in intellectual property ownership in theUnited States. Various philosophical arguments havepreviously been put forward to support the creation andmaintenance of intellectual property systems. However, in an age of information, access toinformation is a critical need and should beguaranteed for every citizen. Any right of controlover the information, adopted as an incentive toencourage creation and distribution of intellectualproperty, should be subservient to an overriding needto ensure access to the information. The principlesunderlying intellectual property regimes in the UnitedStates recognize and embody this. In addition, thephilosophical/ethical dimensions of this debate couldalso be structured to support this attitude as well. Intellectual property is fast becoming digitalproperty. New technologies allow owners to extendtheir control of both legitimate uses and misuses ofthe intellectual property. Recent trends demonstratethat the access principle has not always beenparamount in judicial or legislative applications. Thetrend rather is to allow a proprietarianism factor todominate the analysis. Finally, several principles areforwarded which would assist adjudicators and policymakers in reaffirming the basic purpose of theintellectual property law, which is to benefit thepublic at large.  相似文献   

Comparing Imitation Responding and IBT for children with ASD,a preschool intervention     

Birgitta Spjut Janson  Mikael Heimann  Tomas Tjus 《Journal of Research in Special Educational Needs》2020,20(2):97-108

The present study examined the effectiveness of two interventions, Imitation Responding (IR) and Intensive Behavior Treatment (IBT) used as initial treatment programs for autistic children enrolled in ordinary preschools. The interventions were carried out by parents and/or preschool teachers with supervision from Child Adolescent Habilitation and Health Clinics. Children were randomly assigned to either the IR group or the IBT group. The IR group received a new focused imitation treatment averaging 2.2 hours per week, while the children in the IBT group received 14.4 hours treatment per week. The outcome was measured with subscales from PEP‐3 and Vineland‐II, covering language and social domains. The between‐group comparison revealed no significant differences in effect of treatment during the 5 months that encompassed the period from pre‐ to posttest. Within‐group comparisons revealed significant changes on four subscales for the IR‐group, with the highest effect sizes for play and expressive language, while for the children in the IBT‐group a significant gain was evident for five subscales with the highest effect sizes observed for expressive and receptive language. These findings suggest that IR can be used as an initial and complementary method in settings where IBT is usually the primary treatment of choice.  相似文献   

Twelve weeks of low volume sprint interval training improves cardio-metabolic health outcomes in overweight females     

Shengyan Sun  Haifeng Zhang  Qingde Shi  Tomas K. Tong  Jinlei Nie 《Journal of sports sciences》2019,37(11):1257-1264

This study compared the effects of 12-week sprint interval training (SIT), high-intensity interval training (HIIT), and moderate-intensity continuous training (MICT) on cardiorespiratory fitness (V?O_2peak), body mass and insulin sensitivity in overweight females. Forty-two overweight women (age 21.2 ± 1.4 years, BMI 26.3 ± 2.5 kg·m^?2) were randomized to the groups of SIT (80 × 6-s sprints + 9-s rest), and isoenergetic (300KJ) HIIT (~9 × 4-min cycling at 90% V?O_2peak + 3-min rest) and MICT (cycling at 60% V?O_2peak for ~ 61-min). Training intervention was performed 3 d·week^?1 for 12 weeks. After intervention, all three groups induced the same improvement in V?O_2peak (~ +25%, p < 0.001) and a similar reduction in body mass (~ – 5%, p < 0.001). Insulin sensitivity and fasting insulin levels were improved significantly on post-training measures in SIT and HIIT by ~26% and ~39% (p < 0.01), respectively, but remain unchanged in MICT. In contrast, fasting glucose levels were only reduced with MICT (p < 0.01). The three training strategies are equally effective in improving V?O_2peak and reducing body mass, however, the SIT is time-efficient. High-intensity training (i.e. SIT and HIIT) seems to be more beneficial than MICT in improving insulin sensitivity.

Abbreviations: BMI: body mass index; CVD: cardiovascular disease; HIEG: hyperinsulinaemic euglycaemic glucose; HIIT: high-intensity interval training; HOMA-IR: homeostasis model assessment of insulin resistance; HR: heart rate; MICT: moderate-intensity continuous training; RPE: ratings of perceived exertion; SIT: sprint interval training; T2D: type 2 diabetes; V?O_2peak: peak oxygen consumption  相似文献   

Students' regulation of their emotions in a science classroom     

Louisa Tomas  Donna Rigano  Stephen M. Ritchie 《科学教学研究杂志》2016,53(2):234-260

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