Early career researchers and their publishing and authorship practices          下载免费PDF全文

David Nicholas  Blanca Rodríguez‐Bravo  Anthony Watkinson  Cherifa Boukacem‐Zeghmouri  Eti Herman  Jie Xu  Abdullah Abrizah  Marzena Świgoń 《Learned Publishing》2017,30(3):205-217

This study presents findings from the first year of the Harbingers research project, a 3‐year longitudinal study of early career researchers (ECRs), which sought to ascertain current and changing habits in scholarly communication. The study recruited 116 science and social science ECRs from seven countries who were subject to in‐depth interviews, and this paper reports on findings regarding publishing and authorship practices and attitudes. A major objective was to determine whether ECRs are taking the myriad opportunities proffered by new digital innovations, developing within the context of open science, open access, and social media, to publish their research. The main finding is that these opportunities are generally not taken because ECRs are constrained by convention and the precarious employment environment they inhabit and know what is best for them, which is to publish (in high impact factor journals) or perish.  相似文献   

Book reviews     

John Tebbel  Thomas L. Bonn  Marvin Leavy  Herbert S. White  Richard Abel  Charles Johanningsmeier  David A. Kronick Ph D  Jon Bekken  Beth Luey  Kenneth Womack 《Publishing Research Quarterly》1998,14(4):101-119

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All Bureaucrats Now?     

White  Paul S. 《Minerva》1998,36(3):299-303

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‘To correct,punish and praise’ LRC leaders experiences and expressions of non-heterosexuality in Namibian schools     

Dennis Francis  Anthony Brown 《International Journal of Inclusive Education》2017,21(12):1276-1293

Learner representative councils (LRCs) have been constituted to foster democratic participation and citizenry in Namibian schools. Drawing on a larger UNESCO project that focused on gender violence and schooling, we report on focus group interviews with LRC members in schools in Windhoek. Working with how heterosexuality is normalised and constituted as dominant in schools, we explore how LRCs in Namibian schools respond to and confront non-heterosexuality. The findings show broader societal heterosexism and heteronormativity reflected in the attitudes and responses of the LRC leaders who draw on heteronormative discourses to regulate, silence and rehabilitate non-heterosexuality. Invoking Foucault’s use of pleasure, our article provides insights for how the role of the LRC can be broadened to create socially just and inclusive schooling for lesbian, gay, bisexual and transgender youth.  相似文献   

‘We are inclusive. We are a team. Let's just do it’: commitment,collective efficacy,and agency in four inclusive schools     

Wanda E. Lyons  S. Anthony Thompson  Vianne Timmons 《International Journal of Inclusive Education》2016,20(8):889-907

Implementation of inclusive education for children with disabilities continues to vary across and within Canadian provinces and territories leading us to question why some schools move forward while others maintain traditional segregated approaches. Drawing from Appreciative Inquiry methodology, this study used semi-structured interviews to gather and document successful practices within four inclusive elementary schools within a Canadian province. Interviews were conducted with students, parents, teachers, educational assistants, and principals. Thematic analysis revealed a common belief in the central importance of learning and relationships for all students, shared commitment to inclusion, general classroom teacher responsibility, and collaborative team work characterised by a belief in collective efficacy. The predominant finding in this study was individual and collective agency that transcended themes. Participants reported ongoing and conjoint processes of planning, teaching, reflecting on current practice, sharing knowledge and ideas, solving problems together, and attending to relationships.  相似文献   

On two effects of signaling the consequences for remembering     

B. Maxwell Jones  K. Geoffrey White  Brent L. Alsop 《Learning & behavior》1995,23(3):256-272

Five pigeons were trained to perform a delayed matching-to-sample task in which red- and green-colored keys were presented as sample and choice stimuli, and the duration of a delay interval varied across trials. Experiment 1 investigated the effects on delayed-matching accuracy of signaling different durations of food access for the two correct responses (the differential-outcomes effect), and of signaling nondifferential but larger durations for both responses (the signaled-magnitudes effect). In Condition 1, a vertical bar on either sample signaled different rewards (or different outcomes, DOs) for correct red and correct green responses (0.5 and 3.5 sec, respectively), and a horizontal bar signaled equal durations of food access (or same outcomes, SOs) for these responses (1.5 sec). In Condition 2, the horizontal bar signaled equally large rewards for the two correct responses (3.5 sec), and the vertical bar signaled equally small rewards (0.5 sec). Delayed-matching accuracies were higher on DO trials than on SO trials, and they were higher on large-reward trials than on small-reward trials. However, analyses of discriminability estimates as a function of delay-interval duration revealed differences between the forgetting functions reflecting these two effects. Signaling DOs increased the initial level of the function and reduced its slope relative to signaling SOs, whereas signaling larger rewards increased the initial level of the function but did not affect its slope relative to signaling smaller rewards. Experiment 2 investigated whether the difference between the initial levels of DO and SO functions in Condition 1 resulted from overall longer food access on the former trials. However, varying the food-access times on SO trials across three conditions (0.5, 3.5, and 1.5 sec) failed to produce systematic effects consistent with this hypothesis. The results are discussed with respect to the mechanisms that could be responsible for the two effects.  相似文献   

Decision making: Influence of features and presentation mode upon generation of alternatives     

Phillip A. Heath  Arthur L. White  Donna F. Berlin  John C. Park 《科学教学研究杂志》1987,24(9):821-833

Decision making can be defined as the process of making reasoned choices among alternatives based upon judgments consistent with the values of the decision maker. Models describing decision making generally include: identification of the problem, collection of relevant information, generation of alternatives, identification of consequences of alternatives, and selection of alternatives. This research focuses on the ability of children to generate alternatives in decision-making tasks. The problem was to determine the differential effects of the number of features of a decision-making situation in interview and computer-simulation modes on the number of alternatives children generate. The study involved 208 children with equal numbers of 2nd and 4th grade boys and girls. Each child responded to three decision-making situations either in an interview or computer-simulation mode. The three situations varied on the number of features of the award objects. An increase in the number of features (color) of the award objects (jelly beans) in a decision-making situation increased the number of alternatives generated. The children in this study generated more alternatives in the interview setting than with the computer simulation.  相似文献   

Subtypes of Social Withdrawal in Early Childhood: Sociometric Status and Social-Cognitive Differences across Four Years   总被引：11，自引：0，他引：11  

Amanda W. Harrist  Anthony F. Zaia  John E. Bates  Kenneth A. Dodge  Gregory S. Pettit 《Child development》1997,68(2):278-294

From a sample of 567 kindergartners observed during free play, 150 children were classified as socially withdrawn and followed over 4 years. A cluster analysis involving teacher ratings was used to identify subtypes of withdrawn children. Four clusters were identified, 3 fitting profiles found in the literature and labeled unsociable (n=96), passive-anxious (n=23), and active-isolate (n=19), and I typically not discussed, labeled sad/depressed (n=12). Sociometric ratings indicated that unsociable children had elevated rates of sociometric neglect, active-isolates had higher than expected levels of rejection, and sad/depressed children had elevated rates of both neglect and rejection. Subtypes also differed in social information-processing patterns, with active-isolate children displaying the least competent skills. The findings that some subtypes experience more difficulty than others might account for the ambiguity in extant studies regarding whether or not social withdrawal is a risk factor in psychosocial development, because withdrawal has most often been treated as a unitary construct in the past  相似文献   

Using technology in assessing integrated science and mathematics learning     

Donna F. Berlin  Arthur L. White 《Journal of Science Education and Technology》1995,4(1):47-56

Drawing from current models, research, and science and mathematics education reform documents, this article first defines and/or delimits three broad domains of education: integrated school science and mathematics, assessment, and technology. Based upon this three-tiered discussion, a list of characteristics is then distilled to guide in the development of assessment for integrated school science and mathematics using technology. Two integrated school science and mathematics activities are provided to illustrate the alignment of instruction and assessment and the systematic integration of technology into both.The writing of this paper was supported by The National Center for Science Teaching and Learning under grant R117Q00062 from the Office of Educational Research and Improvement, U.S. Department of Education. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the sponsoring agency.  相似文献   

Writing Self-Efficacy in Young Children: Issues for the Early Grades Environment     

Jin-Ah?Kim  Anthony?W.?LorsbachEmail author 《Learning Environments Research》2005,8(2):157-175

The intent of this study was to examine young children’s perceptions of writing self-efficacy (Grades K–1). Most research studies find a significant relationship between self-efficacy and achievement in older students (Grades 4–16). Research has also shown that children are affected by personal perceived self-efficacy. Therefore, self-efficacy can affect young learners as well. There are few self-efficacy studies among young learners, especially kindergarten and first grade. This study was conducted to determine if young learners could describe their writing self-efficacy and, if so, how student perceptions compare to teachers’ and researchers’ perceptions.The data showed that participating students from kindergarten and first grade could describe their writing self-efficacy. Several characteristics of children with high and low writing self-efficacy are discussed. Comparisons between teachers’, researchers’, and children’s perceptions of writing self-efficacy showed consistency with 14 of the 18 student participants.  相似文献