Not so different after all: Malaysian researchers' cross‐discipline view of quality and trustworthiness in citation practices          下载免费PDF全文

Abdullah Abrizah  David Nicholas  Abdullah Noorhidawati  M. K. Yanti Idaya Aspura  Fathiah Badawi 《Learned Publishing》2016,29(3):165-172

This paper reports a survey on citation behaviour of Malaysian researchers. It is part of a wider study gauging quality and trustworthiness in scholarly communication in the emerging digital environment. The survey questionnaire was distributed between 1 October 2014 and 31 January 2015. A total of 391 respondents, from four research areas (humanities, life sciences, physical sciences, and social sciences) completed the questionnaire. The finding indicated that motivations for citing were complex and multi‐faceted, but in all four disciplines, researchers cite a work because they regard it as an authoritative and trustworthy source, which provides a context or building block to their own research. Although researchers have moved from a print‐based system to a digital one, it has not significantly changed the way they decide what to trust. Peer reviewed journals are still the most influential. Open access journals will be cited if they have been peer reviewed. Citing on the basis of high altmetrics and other social judgements, such as mentions, likes, and use, was not prevalent. Measures of establishing trust and authority do not seem to have changed profoundly in Malaysia.  相似文献   

Factors Related to Teacher-Directed Play Between Preschool-Age Children With Special Needs and Their Typical Peers     

Laura Nabors  Mohamed Badawi  Sarah Cheney 《Early education and development》1997,8(4):407-417

This study investigated the relations among child factors, classroom factors, and the percentage of observations that preschoolers with and without special needs spent in teacher-directed group play. Differences in the number of observations for other types of play (e.g., playing with a teacher or playing cooperatively with peers) between children with and without special needs also was examined. Additionally, the percentage of observations spent by children with and without special needs in different classroom activities and centers was examined. Participants were 48 typically developing children and 22 children with special needs. A scanning method was used to assess play types for the children. Results indicated that girls were more likely to play cooperatively in teacher-directed groups than boys. And, children with special needs were more likely to play with a teacher and less likely to play cooperatively with peers than their typically developing classmates. Children with and without special needs frequently engaged in play in the following areas: art, blocks, science, making food, talking with classmates. In future studies, investigators should observe the different types of child and teacher behaviors related to increased interactions between children who have special needs and their typically developing classmates.  相似文献