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Scientific journals are the primary mode of formal communication in science. The ISI Impact factor, a bibliometric indicator that measures the citation rate of the “average” article in a journal, has been widely used for the assessment of the quality of scientific production of individuals, research teams or institutions. The purpose of this paper was to present the impact factor, examine the main limitations in its calculation and applications and to give a general overview of the impact factor of education journals for the period 2000–2005. Several problems related to the calculation of the impact factor have raised serious concerns about its validity and usefulness. Our findings suggest that education journals included in the Journal Citation Reports (JCR) represent about 11% of the active, referred, academic journals. Education journals have relative low impact factors, in absolute values and in comparison to other Social Science categories. Application of the intraclass correlation coefficient showed that journals belonging to the “Education and Educational Research” category had relative stable impact factor values for the examined 6 years. This was not the case for the journals from the “Education, Special” category. It was concluded that the use of impact factor for the evaluation of journals, articles and researchers should be done with considerable care. 相似文献
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Eleni Morfidi Anastasios Mikropoulos Aspasia Rogdaki 《Education and Information Technologies》2018,23(1):271-286
The present study examined whether the use of concept mapping is more effective in teaching expository material in comparison to a traditional, lecture only, approach. Its objective was threefold. First, to determine if multimedia concept mapping produces differential learning outcomes compared to digital text-based concept mapping. Secondly, to compare the above experimental approaches to traditional teaching and finally to demonstrate if there are significant differences in the level of satisfaction reported by children under the three instructional approaches used. Thirty fifth grade children participated from which three groups of poor readers were formed, matched on age, gender and reading ability. The two experimental groups were taught with the use of digital text-based and multimedia concept maps respectively and the control group was subjected to the traditional teaching method of expository material. Each group had three sessions of instruction on three different expository texts. The results indicated that concept mapping can be an effective means for teaching expository content. However, there were no differential learning outcomes when adding multimedia elements to concept maps. Moderate satisfaction was reported for all three approaches. The findings coincide with the body of literature emphasizing the importance of concept mapping in the learning and instruction of children with reading difficulties. The study’s results inform potential educators on the use of multimedia with poor readers in elementary school. 相似文献
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All Aboard the Internet
Bing: The New Guy in Town 相似文献4.
This paper reports the results of a study that investigated Arabic-speaking children’s interaction with the International Children’s Digital Library (ICDL) to find Arabic books on four tasks. Children’s information seeking activities was captured by using HyperCam software. Children’s success was assessed based on a measure the researchers developed. Children’s perceptions of and affective experience in using the ICDL was gathered through group interviews. Findings revealed that children’s information seeking behavior was characterized by browsing using a single function; that is, looking under “Arabic” from the Simple interface pull-down menu. Children were more successful on the fully self-generated, open-ended task than on the assigned and semi-assigned tasks. Children made suggestions for improving the Arabic collection and the design of the ICDL. The findings have implications for practitioners, researchers, and system designers. 相似文献
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ABSTRACTDeveloping Physical Literacy (PL) in children is considered a promising concept for establishing active lifestyle habits; yet research evidence is scarce. This study aimed at comprehensively assessing PL in 8-12-year-old Greek children. For that purpose, the Canadian Assessment of Physical Literacy (CAPL-2) was administered to 715 children (M age = 10.2, SD = 1.3 years). Analyses of variance were applied on participants’ total, domain and individual measures scores, examining potential gender and age differences; whereas, participants’ classification and proportion across CAPL-2 interpretive categories were computed. Results revealed that there were no practically important differences (η2 < .14) between boys and girls or younger (grades 3 & 4) and older children (grades 5 & 6). Greek children presented insufficient levels of PL (their total score classified them into “progressing” PL level). CAPL-2 domains and individual measures scores showed that participants were highly motivated and felt confident to participate in physical activity (PA); however, they exhibited low PA as well as unsatisfactory physical competence, knowledge, and understanding to value and take responsibility for engagement in PA. Although further research is needed for a comprehensive picture of PL correlates, our findings highlight the need for providing Greek children with ample opportunities to enhance their PL. 相似文献
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We investigated the searching behaviors of twenty-four children in grades 6, 7, and 8 (ages 11–13) in finding information on three types of search tasks in Google. Children conducted 72 search sessions and issued 150 queries. Children's phrase- and question-like queries combined were much more prevalent than keyword queries (70% vs. 30%, respectively). Fifty two percent of the queries were reformulations (33 sessions). We classified children's query reformulation types into five classes based on the taxonomy by Liu et al. (2010). We found that most query reformulations were by Substitution and Specialization, and that children hardly repeated queries. We categorized children's queries by task facets and examined the way they expressed these facets in their query formulations and reformulations. Oldest children tended to target the general topic of search tasks in their queries most frequently, whereas younger children expressed one of the two facets more often. We assessed children's achieved task outcomes using the search task outcomes measure we developed. Children were mostly more successful on the fact-finding and fully self-generated task and partially successful on the research-oriented task. Query type, reformulation type, achieved task outcomes, and expressing task facets varied by task type and grade level. There was no significant effect of query length in words or of the number of queries issued on search task outcomes. The study findings have implications for human intervention, digital literacy, search task literacy, as well as for system intervention to support children's query formulation and reformulation during interaction with Google. 相似文献
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This paper reports the results of a study that examined Arabic-speaking children’s interaction with the International Children’s Digital Library (ICDL). Assessment of the ICDL to Arabic-speaking children as a culturally diverse group was grounded in “representations” and “meaning” rather than in internationalization and localization. The utility of the ICDL navigation controls was judged based on the extent it supported children’s navigation. Most of the ICDL representations and their meanings were found to be highly appropriate for older children but inappropriate for younger ones. The design of the ICDL navigation controls was supportive of children’s navigation. Recommendations for assessing the cross-cultural usability of the ICDL are made and suggestions for system design improvements are provided. 相似文献
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Aspasia Togia 《Behavioral & Social Sciences Librarian》2013,32(2):86-102
The purpose of this study was to examine the impact factor of cognitive psychology journals indexed in the Science and Social Sciences edition of Journal Citation Reports (JCR) database over a period of 10 consecutive years. Cognitive psychology journals were indexed in 11 different subject categories of the database. Their mean impact factor ranged from 1.580 to 2.526. In relation to the subject categories of the Social Sciences edition, cognitive psychology journals were placed between the fourth and the sixth position for the years 2007–2009. Lower positions were observed in relation to the categories in the Science edition. Calculation of the intraclass correlation coefficient showed that cognitive psychology journals were relatively stable in the examined period. 相似文献
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