A remark on limit properties of generalized h- and g-indices     

Marek G&#x;golewski 《Journal of Informetrics》2009,3(4):367-368

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Ethics and truth in archival research     

Marek Tesar 《History of education》2015,44(1):101-114

The complexities of the ethics and truth in archival research are often unrecognised or invisible in educational research. This paper complicates the process of collecting data in the archives, as it problematises notions of ethics and truth in the archives. The archival research took place in the former Czechoslovakia and its turbulent political history influenced the way data were accessed and collected. The article analyses the productive power of archival institutions and their guardians, and examines the ethical dilemma of discovering sensitive information. Archival institutions hold the secrets that, once uncovered, can have powerful ramifications. It will be argued that the nature of truth in the archives is complex, and the author complicates and challenges the perception that archives are ethically neutral research spaces that do not need to consider approval from research ethics committees.  相似文献   

Development of an informal learning opportunities assay     

Brian L. Gerber  Edmund A. Marek  Ann M. L. Cavallo 《International Journal of Science Education》2013,35(6):569-583

Learning that takes place outside the formal classroom, called informal learning, has been a difficult parameter to assess due to the heterogeneous nature of the subjects and everyday learning situations. To date, no instrument has been developed to effectively examine the wide variety of informal experiences a child may encounter. Central to this study was the development and field testing of such an instrument, the Informal Learning Opportunities Assay (ILOA). The ILOA was administered to a total of 2128 middle and high school students and was found to be ethnically neutral, easily scored, and flexible in design to accommodate practitioners and researchers. The instrument was found to provide a reliable assessment of informal learning opportunities.  相似文献   

Teachers’ voice,power and agency: (un)professionalisation of the early years workforce     

Marek Tesar  Branislav Pupala  Ondrej Kascak  Sonja Arndt 《Early Years: An International Journal of Research and Development》2017,37(2):189-201

This article examines Slovak early years teachers’ concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers’ sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a ground-up approach to self-governance within the early years teacher workforce. We analyse teachers’ discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article concludes with the suggestion that teacher attitudes, power and agency are impacted in unpredictable ways by the policy landscape.  相似文献   

Hirsch-type index of international recognition     

Marek Kosmulski 《Journal of Informetrics》2010,4(3):351-357

The country-wise distribution of papers, which cite certain scientist is a sum of typical distribution for his/her branch of science and excessive citations from one or from a few countries. A new Hirsch-type index h_int is defined as the number of countries, h_int, from which at least h_int papers cite certain scientist, but from the country ranked h_int+1 in citing the scientist, less than h_int+1 papers cite that scientist. The h_int index reflects broad international recognition of a scientist, and prevents overrating of a citation record earned chiefly by self-citations or by citations received from a narrow circle of co-workers.  相似文献   

Effects of performance feedback and repeated experience on self-evaluation accuracy in high- and low-performing preschool children     

Urban  Kamila  Urban  Marek 《European Journal of Psychology of Education - EJPE》2021,36(1):109-124

European Journal of Psychology of Education - Accurate self-evaluation leads to better regulation of learning and better performance in elementary school children and acts as a predictor of future...  相似文献   

Understandings and misunderstandings of eighth graders of four physics concepts found in textbooks     

John W. Renner  Michael R. Abraham  Eileen Bross Grzybowski  Edmund A. Marek 《科学教学研究杂志》1990,27(1):35-54

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2016: Living within the truth     

Marek Tesar 《Educational Philosophy and Theory》2017,49(6)

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The European research elite: a cross-national study of highly productive academics in 11 countries     

Marek Kwiek 《Higher Education》2016,71(3):379-397

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Statistical and Mathematical Aspects of Ranking: Lessons from Poland     

Marek Rocki 《Higher Education in Europe》2005,30(2):173-181

This paper presents both the formal and methodological variety of ranking approaches, and asks whether a really objective ranking is possible. A ranking represents compiled information, provided according to a criterion or set of criteria. Its purpose is to highlight real or perceived differences in quality. Ranking methodology refers to its criteria, the features allowing for measurement. Methods of aggregation, which focus on weightings, and different means of classification, suggest that a single, objective ranking could not exist.  相似文献