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An updated analysis of author affiliation across four school psychology journals: Is practitioner research increasing? 
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下载免费PDF全文 Kathleen B. Aspiranti Daniel F. McCleary Stephen R. Ratliff 《Psychology in the schools》2018,55(2):165-175
This study analyzed articles published in four school psychology journals (Journal of School Psychology, Psychology in the Schools, School Psychology Quarterly, and School Psychology Review) between the years 2009 and 2015. Articles were classified based on whether they were narrative or empirical, and affiliation of each author was classified as either practitioner or university. Results were compared to those of a previous study that similarly classified articles from 2000 to 2008. Across the years, the total number of authors increased; however, the proportion of practitioners compared to university affiliates decreased from 9% to 6%. In particular, a regression analysis revealed a large increase in the number of university secondary authors. Discussion focuses on examining the impact that practitioners’ involvement in research has on implementing evidence‐based practices within the schools. 相似文献
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Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity 总被引：1，自引：0，他引：1
James Elander Gail Pittam Joanne Lusher Pauline Fox Nicola Payne 《Assessment & Evaluation in Higher Education》2010,35(2):157-171
Students with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post‐1992 universities in London, UK, and evaluated with before‐and‐after measures of beliefs and attitudes about academic authorship, using the Student Authorship Questionnaire. Changes in questionnaire scores showed that the intervention led to significantly increased confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top‐down approaches to writing, and significantly decreased bottom‐up and pragmatic approaches to writing. For understanding of authorship, knowledge to avoid plagiarism and pragmatic approaches to writing, significant intervention by year of study interaction effects showed that the greatest improvements were among year one undergraduates. Direct evaluative feedback showed that 86% of students believed the intervention helped them avoid plagiarism and 66% believed it helped them write better assignments. Post‐intervention focus groups revealed changed student understandings about authorial identity and academic writing. The results show that interventions can help students avoid unintentional plagiarism by adopting more authorial roles in their academic writing. Further research could explore other influences on authorial identity, and examine the impact of authorial identity interventions on other outcome indicators. 相似文献
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朱大明 《中国科技期刊研究》2016,27(7):698-703
【目的】为制订期刊论文作者贡献声明与署名规则提供参考依据。【方法】基于合著论文作者署名方式及其存在问题的分析,论述作者贡献声明与署名规范化的关键措施。【结果】提出了制订“论文作者贡献声明与署名规则”的建议和基本内容框架。【结论】 期刊合著论文作者署名规范及其相应的学术评价应突出作者贡献声明的重要作用,应由权威学术机构制订统一的“论文作者贡献声明与署名基本规则”。 相似文献
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Zvi Reich 《Journalism Practice》2014,8(5):619-631
For the first time, this paper studies the evolution of photojournalists' bylines compared to reporters' bylines, which proved a sensitive barometer of longitudinal changes in reporters' status, professionalism, creativity and authorship. Based on a sample of 8800 photographs and news items published across the twentieth century in five quality national dailies: New York Times, The Times of London, Le Figaro, Irish Times and Ha'aretz, this paper shows that photojournalists were discriminated against substantially, consistently and internationally throughout the entire century, lagging not only behind reporters, but also behind the growing centrality of their own photographs. This paper suggests that attribution of photojournalists was hindered by the perception of photography as an objective reproduction of reality that has a weaker claim to attribution; by publishers being attributed of photographic authorship; by the efforts of textual journalists to preserve their superior jurisdiction over news reporting, constructing the inferiority of photojournalism and restricting it to denotative functions; and by the conceptual separation between the growing significance of photography, and the secondary status of its creators, who remain visual creatures in a predominantly textual kingdom. Findings indicate how textual the DNA of the Western press is, which makes its survival more difficult in an increasingly visual world. 相似文献
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Academic librarianship is very much concerned with the scholarship of others, but what do we know about the scholarship of librarians? This empirical study examines the relationship between author demographics, article topic, and, in particular, faculty and librarian authorship collaboration in the academic library literature. Extensive data collection facilitated the analysis of trends, correlations, and frequencies. Significant findings were found regarding the number of authors, article type, and paper topic in the context of faculty and librarian authorship collaboration. 相似文献
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Felix de Moya-Anegon Vicente P. Guerrero-Bote Carmen Lopez-Illescas Henk F. Moed 《Journal of Informetrics》2018,12(4):1251-1262
This paper presents a statistical analysis of the relationship between three science indicators applied in earlier bibliometric studies, namely research leadership based on corresponding authorship, international collaboration using international co-authorship data, and field-normalized citation impact. Indicators at the level of countries are extracted from the SIR database created by SCImago Research Group from publication records indexed for Elsevier’s Scopus. The relationship between authorship and citation-based indicators is found to be complex, as it reflects a country’s phase of scientific development and the coverage policy of the database. Moreover, one should distinguish a genuine leadership effect from a purely statistical effect due to fractional counting. Further analyses at the level of institutions and qualitative validation studies are recommended. 相似文献
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