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1.
The discourse of the field of higher education is complex, as is its analysis. Citation analysis is means of examining communicative
processes. This study investigates citations in the papers of three core journals in higher education, Research in Higher Education, Review of Higher Education, and Journal of Higher Education. The results demonstrate that citation practices have remained relatively stable over time with regard to the format of cited
items and the people and sources cited. The consistency applies, even with the electronic availability of a greater amount,
and greater diversity, of materials. Some differences from past practices are also presented. 相似文献
2.
ABSTRACT Educational scholarship is used by practitioners, policy makers, and scholars to shape educational practices. Since education takes place across the globe and incorporates students from a wide variety of backgrounds, educational scholarship should incorporate diverse perspectives. This study examines how institutionally and internationally diverse five leading journals of higher education are. Twelve years of publications are examined to determine the level of diversity among top higher education journals and compare diversity among these publications over time. Maps displaying the distribution of authors across the world are provided to illustrate the findings that higher education publication in the leading journals tends to come mostly from the US and to show the differences in distribution between leading journals. 相似文献
3.
高等教育研究领域研究人员科研绩效评价 总被引：1，自引：0，他引：1
本文运用Hirsch指数(简称h指数)方法,通过对中国知网(CNKI)中国引文数据库收录的中国大陆地区高等教育研究领域的15个学术期刊在1998-2007年所刊发论文的被引用情况进行统计分析,对高等教育研究领域1998-2007年研究人员的科研绩效进行了评价,评选得出"1998-2007年高等教育研究领域最具影响力的47位学者",从一个侧面反映了中国大陆地区高等教育研究领域近10年来的研究现状。 相似文献
4.
Jonathan Hughes 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):16-30
Background: Reflection is well established as an important part of teacher education, but it is also the focus of critical enquiry. This means that reflection is of interest to those who wish to explore its use to produce ‘better’ teachers. It is also of interest to scholars who are interested in the wider implications of reflection, for example, in relation to power and social control. Academic articles are the primary medium through which ideas and practices are communicated. However, they can only contribute if they are accepted for publication on the basis of making a contribution to knowledge. To be seen in this way, a journal paper needs to cite earlier work to show understanding of this work and how this is being augmented. Purpose: This paper aims to initiate an academic debate of citation practices which, it argues, should be based on an awareness of current practices and a willingness to share, and even change, them. To facilitate the debate and the development of a better understanding of citing and its implications, the paper offers a tripartite citation framework. Sources of evidence: The extensive citation analysis literature is reviewed to provide a context for an examination of the variety of citation practices found in 24 papers, which all focus on initial teacher education and which cite the same critical paper (Fendler, L., Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, no. 3: 16–25, 2003; doi: 10.3102/0013189X032003016). Main argument: This paper argues that there is value in differentiating three categories of citation, labelled ‘cameo’, ‘supporting role’ and ‘star’. These categories do not make judgements about what counts as ‘good’ or ‘bad’ referencing. Rather, they provide a way for authors to assess how they are citing and what the possible consequences may be. These can include an apparent lack of understanding not just of a cited paper but also of the wider literature. This means that citation that is not being carefully managed can undermine an argument. Conclusions: This paper concludes that there is there is a need to initiate an academic debate about citation which is premised on the development of self-awareness about current practice and its consequences. Such a debate could bring about a number of benefits. It would encourage individual scholars to develop self-aware and ethical citation; it would also clarify current expectations about citation and enable academic communities to reflect on whether enquiry is well served by them. 相似文献
5.
Malcolm Tight 《Higher Education》2014,68(3):379-395
Higher education research is a growing, inter-disciplinary and increasingly international field of study. This article examines the citation patterns of articles published in six leading higher education journals—three published in the United States and three published elsewhere in the world—for what they reveal about the development of this field. The analysis shows that the American journals are not only dominated by American-based authors, but that they also cite predominantly articles, books, chapters and other publications published in the United States. By contrast, the three non-American journals accommodate a much broader spread internationally of both authors and citations. Possible explanations for these patterns, and whether they matter, are discussed. 相似文献
6.
Kevin M. Kieffer Robert J. Reese Bruce Thompson 《Journal of Experimental Education》2013,81(3):280-309
The authors of the present methodological review investigated the patterns of statistical usage and reporting practices in 756 articles published in the American Educational Research Journal (AERJ) and in the Journal of Counseling Psychology (JCP) over a 10-year period. First, some findings from other similar reviews are summarized. Second, the authors present a framework for characterizing selected research practices that emphasizes, in part, elements of the recent report of the American Psychological Association (APA) Task Force on Statistical Inference (Wilkinson & APA Task Force on Statistical Inference, 1999). Third, characterizations of 10 years of analytic practices in 2 journals are presented and evaluated within that framework. The article concludes with a discussion of the changes that may be necessary to improve the statistical state of affairs in behavioral research. 相似文献
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中国教育学领域研究人员科研绩效评价研究 总被引：1，自引：0，他引：1
本文运用Hirsch指数（简称h指数）方法以及与之相近的W指数方法,通过对中国知网（CNKI）中国引文数据库收录的教育学领域的37本学术期刊（这37本学术期刊是CSSCI来源期刊）在1998-2007年所刊发论文的被引用情况数据进行统计分析,对教育学领域1998—2007年10年间研究人员的科研绩效进行了评价,得到了“1998-2007年段中国教育学领域最具影响力的43位学者”,并对h指数与其他评价指标进行了相关性分析。分析结果表明,利用h指数来评价研究人员科研绩效,一定程度上可以反映“总被引频次”、“论文数量”、“篇均被引频次”三项指标的评价结果,可以说h指数是一项更为综合的评价指标。 相似文献
9.
Phillip C. Wankat Bill Williams Pedro Neto 《European Journal of Engineering Education》2014,39(1):7-17
The authors, citations and content of European Journal of Engineering Education (EJEE) and Journal of Engineering Education (JEE) in 1973 (JEE, 1975 EJEE), 1983, 1993, 2003, and available 2013 issues were analysed. Both journals transitioned from house organs to become engineering education research (EER) journals, although JEE transitioned first. In this process the number of citations rose, particularly of education and psychology sources; the percentage of research articles increased markedly as did the number of reference disciplines. The number of papers per issue, the number of single author papers, and the citations of science and engineering sources decreased. EJEE has a very broad geographic spread of authors while JEE authors are mainly US based. A ‘silo’ mentality where general engineering education researchers do not communicate with EER researchers in different engineering disciplines is evident. There is some danger that EER may develop into a silo that does not communicate with technically oriented engineering professors. 相似文献
10.
Malcolm Tight 《Higher Education》2008,55(5):593-605
This article builds upon existing research which has been mapping and analysing the field of higher education research, and,
in particular, on the analysis of the articles (n = 406) in 17 specialist higher education journals published in the English language outside of North America during the year
2000. It extends that analysis by examining the citations (n = 10,065) given in the articles, in particular the patterns of co-citation. This enables a clearer identification of the
tribes or communities of practice that occupy the territory of higher education research. An attempt is be made to identify
the key members of these tribes or communities, and to chart the key relationships within and between them. 相似文献
11.
《旅游学报》、《旅游科学》和《旅游论坛》是我国旅游研究三大主流期刊。基于5年来这三种期刊关于旅游研究进展,对载文数量的时间分布、载文作者的地域分布、论文作者单位、研究内容和研究方法作统计分析。研究发现,旅游研究问题和方法及接待业的研究是三种期刊研究最多的内容,《旅游论坛》偏重于旅游教育和人才培养,《旅游学刊》更注重基础理论问题的探讨;三种期刊均是定性研究方法所占比例最：赶．其他方法的运用较少;《旅游学刊》载文作者所处地域在经济发达地区占绝大部分,《旅游科学》和《旅游论坛：》载文作者所属地域分布最多的分别是上海和广西,体现了服务地方的特点;三种期刊载文作者单位最多的都是高等院校及其研究机构。 相似文献
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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
14.
In this article we report on findings from a large-scale bibliographic study conducted based on the citation practices within the field of research on adult learning. Our data consist of 151,261 citation links between more than 33,000 different authors whose papers were published in five leading international journals in the field of adult learning during the time period 2006–2014. By analysing the composition of the dominating citation clusters we are able to construct a telescopic view of the research field based on an accumulation of bibliographic citations. The results consist of two parts. First we go through the dominating players active in the field, their position and mutual relationship. Secondly, we derive two main structural oppositions inherent in the citation networks, one connected to the research object (studying education or work) and the second to the level of analysis (cognition or policy). We find that the most dominating tradition within adult learning the last few decades – sociocultural perspectives on learning - occupies a very central position in the space of citations, balancing between these opposing poles. We hope that this analysis will help foster reflexivity concerning our own research practices, and will reveal the relations of dominance currently prevailing within the field of adult learning. 相似文献
15.
PATRICIA Y. LEONARD 《Counselor Education & Supervision》1984,24(1):96-106
This study compares the citation patterns of Counselor Education and Supervision with those of the Personnel and Guidance Journal, the Journal of Counseling Psychology, and the Counseling Psychologist. Citations from Counselor Education and Supervision for 1979 and 1980 were analyzed in terms of the most frequently cited authors and works published prior to and after 1958. The findings reveal that although there is some overlap between the works and authors cited in Counselor Education and Supervision and those cited in the counseling psychology journals, there is a sizable and unique body of literature and pool of authors cited in Counselor Education and Supervision. The impact of multiple authorship, the dependence function (within-journal citation) and other issues in counseling citation research are discussed. 相似文献
16.
The high value accorded to the research-based development of education in higher education communities means that researchers in the field have an important role in determining the foci of such efforts. However, it is important to ask whether higher education research is providing answers that satisfy practical educational needs. In this study, themes in higher education research published in Finland during 2000–2008 were compared to those addressed in non-refereed writings published by higher education teachers and students. The thematic analyses, (n = 1,298) focusing on topics related to learning, studying, and their promotion revealed the need for a broader life-wide framework for developing student-centred pedagogy and guidance practices in higher education. 相似文献
17.
华萍 《信阳师范学院学报(哲学社会科学版)》2015,(2):91-95
通过对中国知网中的中国期刊全文数据库等数据库1979—2013年发表的旅游教育相关文献进行精确检索,运用定量方法进行统计分析,得出以下结果:从研究年度来看,不同时间段呈现不同研究特征;从文献种类来看,旅游类和教育类期刊是旅游教育研究的刊文主体;从发文作者来看,高校人员是旅游教育研究的主体;从研究内容来看,旅游教育发展和人才培养是研究重点。未来的旅游教育研究还需要方法多样化,内容具体化,领域多元化,主体多层次。 相似文献
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Elisabet Öhrn 《Gender and education》2009,21(4):423-430
The aim of this article is to start a debate about the inclusiveness/exclusiveness of the field of gender and education, and what change might be possible. While we focus on the field of gender and education as a whole (including its journals and academic practices), our main sources of evidence are our own experiences as gender researchers on different sides of the Anglophone divide, and a small survey of articles in this journal, Gender and Education, chosen because it is the main journal of choice for those hoping to make a contribution to the field. We examined articles published in three years, 1990, 1998 and 2007, in order to identify if and how the journal (and hence the field) has changed in orientation over time. Following a discussion of the survey outcomes, we draw attention in particular to the journal’s Anglophone orientation and the implications this has for the field as a whole. We further argue for greater reflexivity about our and other’s practices as feminist academics, and propose some strategies for action with the aim of making the field more inclusive. 相似文献
20.
Citations have a central role in the dynamic process of knowledge development and as measures of research performance – yet little is known about their role in educational research or the qualities they are assumed to measure. Based on a citation context analysis, this study shows how a paradigmatic reference within classroom research has been used in 90 articles in educational research journals. Four types of content and four citation functions were identified in the immediate context of the citation symbols. Surprisingly, no critical citations or discussions of the validity of the cited study were found. The results are discussed in relation to the conditions for communication within a field without disciplinary cohesion. 相似文献