Google Scholar and Web of Science: Examining gender differences in citation coverage across five scientific disciplines     

Jens Peter Andersen  Mathias Wullum Nielsen 《Journal of Informetrics》2018,12(3):950-959

Many studies demonstrate differences in the coverage of citing publications in Google Scholar (GS) and Web of Science (WoS). Here, we examine to what extent citation data from the two databases reflect the scholarly impact of women and men differently. Our conjecture is that WoS carries an indirect gender bias in its selection criteria for citation sources that GS avoids due to criteria that are more inclusive. Using a sample of 1250 U.S. researchers in Sociology, Political Science, Economics, Cardiology and Chemistry, we examine gender differences in the average citation coverage of the two databases. We also calculate database-specific h-indices for all authors in the sample. In repeated simulations of hiring scenarios, we use these indices to examine whether women's appointment rates increase if hiring decisions rely on data from GS in lieu of WoS. We find no systematic gender differences in the citation coverage of the two databases. Further, our results indicate marginal to non-existing effects of database selection on women's success-rates in the simulations. In line with the existing literature, we find the citation coverage in WoS to be largest in Cardiology and Chemistry and smallest in Political Science and Sociology. The concordance between author-based h-indices measured by GS and WoS is largest for Chemistry followed by Cardiology, Political Science, Sociology and Economics.  相似文献   

Physics in upper secondary schools in Denmark     

H. Nielsen  P. V. Thomsen 《International Journal of Science Education》2013,35(2):189-202

This article is the third in a series reporting on the changes in attitudes and interests‐‐mainly with respect to physics‐of several hundred students as they proceed through the Danish upper secondary school (Gymnasium). It concentrates on the results of the final investigation which took place shortly before the students leave the school.  相似文献   

Television: The performance of nonresident students in the “economics U$A” telecourse     

Paul W. Grimes  Joyce E. Nielsen  James F. Niss 《The American journal of distance education》2013,27(2):36-43

Abstract

Correspondence study represents the first and most persistent distance education format in American universities. Later called independent study, it enabled universities to disseminate instruction far beyond their campuses. Yet, national‐level leadership provided by the National University Continuing Education Association (NUEA) and its divisions has been relatively restrained. In contrast, leadership in the private correspondence school sector has been assertive, and sometimes even aggressive. The NUEA and its members shunned this approach, choosing instead to lead by persuasion and example. The NUEA developed standards of practice concerned primarily with replicating on‐campus teaching styles and values, rather than the promotion of distance education. With the abolition of its division structure, the NUEA's successor, the University Continuing Education Association (UCEA), has opted out of a leadership role in independent study. This paper concludes that the NUEA's initial attempt at leadership in distance education— while reasoned and principled—contained flaws that made failure inevitable.  相似文献   

Acute protease supplementation effects on muscle damage and recovery across consecutive days of cycle racing     

Cecilia M. Shing  Suzzen Chong  Matthew W. Driller  James W. Fell 《European Journal of Sport Science》2016,16(2):206-212

  相似文献   

The endless spiral     

Henry Nielsen 《Science & Education》1993,2(2):169-181

A Danish textbook on the history of technology,Skruen uden ende — Den vestlige teknologis historie (The Endless Spiral: A History of Western Technology), was published in 1990. In the present article, one of the authors presents some of the background to this event and puts the work into historical perspective by describing a number of different traditions for writing textbooks on the history of technology. Next follows a discussion of why history of technology ought to be an important ingredient in upper secondary education and why only the contextualist tradition — inspired by the rapidly developing school of research centered around the journalTechnology & Culture — offers any real hope for providing meaningful teaching materials on history of technology. The paper ends with a brief outline of the textbook's contents, with special emphasis on one of its several case studies describing the development of certain mainstream technologies in the context of the scientific, economic, social and cultural developments existing when the particular technology came into being.  相似文献   

The importance of morphemic awareness to reading achievement and the potential of signing morphemes to supporting reading development     

Nielsen DC  Luetke B  Stryker DS 《Journal of deaf studies and deaf education》2011,16(3):275-288

The ability to access and understand the meaning of multi-morphemic words is essential for age-appropriate literacy growth as well as for achievement in other participants, such as science and social studies, which are so print-dependent. This paper provides a theoretical basis for focusing on the morphology of English when teaching students who are deaf or hard of hearing to read through a review of the literature on the role of morphology in reading for both hearing students and those with a hearing loss. In addition, the authors review the empirical literature on Signing Exact English (SEE), a system of signing English constructed in which the morphology of words is made visible to children who might not be able to hear them. The authors propose that students' use of SEE can provide a bridge to developing the morphemic awareness so necessary for age-appropriate reading development and achievement.  相似文献   

Historical Evolution of the Field View and Textbook Accounts     

Pocovi  M. Cecilia  Finley  Fred N. 《Science & Education》2003,12(4):387-396

We analyzed how two basic electromagnetism textooks approach the concept of electric field. We limited our study to the reasons given in these textbooks for the introduction of the field representation and to how accurate, coherent, and complete these reasons are. Because many times historical reasons are intertwined with textbooks' explanations of physical phenomena, we used the historical evolution of the field representation to guide our analysis. The analysis shows that one textbook mixes up the historical and pedagogical reasons for the introduction of the concept of field. The other one presents a sketch that might lead students to understand the field and the action-at-a-distance views as supplementing each other.  相似文献   

Explanations of attitudes to change: Colombian mathematics teachers’ conceptions of the crucial determinants of their teaching practices of beginning algebra   总被引：1，自引：0，他引：1  

Cecilia Agudelo-Valderrama  Barbara Clarke  Alan J. Bishop 《Journal of Mathematics Teacher Education》2007,10(2):69-93

This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’ conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches in the Colombian context but have likely implications for a range of international education contexts. Specific implications for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education programmes are presented.

Alan J. BishopEmail:

  相似文献   

Social,emotional and intercultural competencies: a literature review with a particular focus on the school staff     

Birgitte Lund Nielsen  Hilmar Dyrborg Laursen  Lise Andersen Reol  Helle Jensen  Ana Kozina  Masa Vidmar 《欧洲师范教育杂志》2019,42(3):410-428

Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core´, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies.  相似文献   

USING FOCUS GROUPS AS AN EDUCATIONAL METHODOLOGY: DECONSTRUCTING STEREOTYPES AND SOCIAL WORK PRACTICE MISCONCEPTIONS CONCERNING AGING AND OLDER ADULTS     

Harriet L. Cohen  Mark H. Sandel  Cecilia L. Thomas  Thomas R. Barton 《Educational gerontology》2013,39(4):329-346

During the coming years the number of older adults will increase dramatically, which will require a corresponding increase in the number of social workers who have accurate knowledge of this population. This article reports the impact focus groups with older adults and with service providers who work with older adults and their families have on baccalaureate social work (BSW) students. We find that BSW students exposed to focus groups have their negative attitudes about older adults and service providers deconstructed and replaced with more positive and accurate information about older adults. When students' misconceptions about older adults are confronted, they become more interested in choosing geriatric social work as a career option.  相似文献