学术交流视阈下影响科研人员接受开放存取期刊出版的因素分析     

袁思本  苏小波 《图书与情报》2014,(5)

科研人员是学术交流的主体,开放存取期刊(OAJ)必须有效承载学术交流的功能体系,才能满足科研人员对期刊出版的价值需求。文章在梳理学术交流理论的基础上,总结科技期刊在学术交流过程中的作用,从学术注册、认证、告知、存档、奖励、联结六个方面分析影响科研人员接受OAJ出版的因素,并提出相应的发展建议。  相似文献   

对“教师作为研究者”的再认识：17篇SSCI文献的综述及启示     

黄山 《高等师范教育研究》2014,(6):101-106

新课程改革使“教师作为研究者”得到了普遍认同和重视,学校本位的教师研究正如火如荼地开展。然而,在实践过程中,教师研究走入了误区和困境：校本教研成为教师的负担;学校青睐“大课题”、“大问题”;校外专家主导教师研究;论文发表作为评价教师的指标。该文以17篇SSCI文献为基础,重新审视“教师作为研究者”意味着什么,梳理出三种已有观点：教师作为行动研究者、教师作为学生研究者、教师作为正式研究者,并反思观点背后专业观的含糊以及研究范式的冲突。在此基础上,对教师研究的误区和困境做出回应：明确教学专业的边界;重新审视课程研究范式,合理评价教师研究。  相似文献   

Bibliometric Evaluation of Researchers in the Internet Age     

Alberto Bartoli  Eric Medvet 《The Information Society》2014,30(5):349-354

Research evaluation, which is an increasingly pressing issue, invariably relies on citation counts. In this contribution we highlight two concerns that the research community needs to pay attention to. One, in the world of search engine facilitated research, factors such as ease of Web discovery, ease of access, and content relevance, rather than quality, influence what gets read and cited. Two, research evaluation based on citation counts works against many types of high-quality works. We also elaborate on the implications of these points by examining a recent nationwide evaluation of researchers performed in Italy. We focus on our discipline (computer science), but we believe that our observations have relevance for a broad audience.  相似文献   

信息技术教师成为研究者的若干问题论略     

邓小华 《楚雄师专学报》2013,(9):78-82

成为研究者是中小学信息技术教师专业发展的必然要求。从对信息技术教师为什么要成为研究者这一根本性问题的回答人手,提出信息技术教师要成为反思型实践研究者,并分析了信息技术教师与研究者之间的距离,最后从多个方面提出了信息技术教师成为研究者的途径与方法。  相似文献   

How to drag with a worn-out mouse? Searching for social justice through collaboration     

Miriam Godoy Penteado  Ole Skovsmose 《Journal of Mathematics Teacher Education》2009,12(3):217-230

We consider what a concern for social justice in terms of social inclusion might mean for teacher education, both practising and prospective, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school. Our discussion proceeds through the following steps: (1) We explore what a borderland position might denote to address what social inclusion might mean. (2) We consider the significance of mathematics education and the use of ICT for processes of social inclusion. (3) We briefly refer to the Interlink Network, as many of our observations emerge as reflections on this project. (4) We present different issues that will be of particular importance with respect to teacher education if we want to establish a mathematics education for social inclusion. These issues concern moving away from the comfort zone, establishing networks, identifying new approaches, moving beyond prototypical research, and getting in contact. This brings us to (5) final considerations, where we return to the notion of social justice.  相似文献   

产学研协作中的研究人员报酬激励及风险研究     

盛永祥  田立新  马少辉 《软科学》2012,(1):72-75,82

针对产学研协作过程中研究人员和企业工作之间关系的不同特点,运用委托代理理论分析研究人员的报酬激励和风险承担问题。研究结果表明:单项工作中在完全信息下研究人员的报酬大小取决于企业和研究人员的行动次序,而在不完全信息下取决于研究人员努力所产生的信号、风险厌恶程度和信号误差;多名研究人员从事竞争性的工作通过采取竞赛提高研究人员的激励作用同时降低风险,多名研究人员从事互补性工作则采取帮助提高研究人员的激励作用但也增加风险,一名研究人员从事多项工作时如果给予信号反应较强的激励则使研究人员承担较大的风险,同时也分析其他激励如合作地位上升和股利分配的作用等。  相似文献   

网络环境下科研人员的信息行为分析   总被引：12，自引：0，他引：12  

沙勇忠  阎劲松  苏云 《情报科学》2006,24(4):485-491

本文使用网络计量工具WebTrends对特定科研机构网站的Web日志文件进行处理，通过提取有关科研人员信息行为的量化指标并进行实证分析，揭示了网络环境下科研人员一些具有重要意义的信息行为特征，为优化科研机构的网络信息服务提供定量依据和帮助。  相似文献   

Issues of agency,discipline and criticality: an interplay of challenges involved in teachers engaging in research in a performative school context     

Andrew Lambirth  Ana Cabral 《Educational Action Research》2017,25(4):650-666

While the engagement of teachers in research about practice is becoming a prevalent feature of professional learning and career development in the United Kingdom, there is still a lack of research about the challenges of teachers raising questions in the current school setting. Drawing on the principles of teacher research, this article reports on a small-scale study based on the experience of primary and secondary teachers conducting action research as part of a development project promoted by a school alliance with university researchers working as facilitators and conducting a study about teachers performing research. Interviews about their motivations, experience and perceived outcomes revealed a singular interplay of variables influencing the way they engage in, use and share research and see themselves as researchers. We argue that management directives and contextual factors are influencing the teachers’ engagement, with attitudes oscillating between their commitment to deal with assigned projects and pursuing issues emerging from practice. Moreover, entering a research community with its agreed practices and approaches was received with reluctance, with teachers struggling to embody an enquiring approach within their demanding professional lives. Nevertheless, according to the participants, action research allowed them to listen to the children’s voices, needs and interests, and inspired the adoption of a more systematic approach resulting in pedagogy shifts and gains in motivation, engagement and attainment.  相似文献   

Reading sources and academic freedom as determinants of trends in English language teacher research in Egypt: an interview-based study     

Muhammad M.M. Abdel Latif 《欧洲师范教育杂志》2015,38(2):137-153

Little attention has been given to investigating the experiences of teacher researchers while undertaking their studies. In an attempt to explore what accounts for the stereotyped and imitative trends in the studies conducted by English language teachers in Egypt, the present study has explored how they select research topics and the factors influencing their research orientations and processes. The study used semi-structured interviews with 25 Egyptian teachers who were doing MA and Ph.D. studies in TESOL. It was found that they view good language teaching research as either testing the effectiveness of instructional techniques or evaluating textbooks, though most of them opt for experimental research due to its practical nature. The study also revealed that reading sources and academic freedom are the two main determinants of research trends in this context. Apart from the association found between the teacher researchers’ perceived academic freedom and the type of literature they read, the following three other factors also accounted for the relative variance in such freedom: (a) the stage undertaken in the research, (b) the number of supervisors available or assigned and (c) the research degree registered for. The article concludes with discussing the implications of these results.  相似文献   

教学哲学研究二问     

汪明  张睦楚 《当代教育与文化》2015,(2):47-51

当前关于没有必要开展教学哲学研究之"无涉说"、"替代说"、"应用说"以及"不合时宜说"皆是经不起推敲、不成立的。教学哲学以教学思想为研究对象,在对教学思想进行前提反思时,既要求以构建教学哲学学科体系,亦要致用以解决教学哲学问题。教学哲学研究不是教育哲学、教学理论研究者之专职,教师理应、也必须投入其中,以实际参与去学习与建构教学哲学。  相似文献