Factors affecting journal submission numbers: Impact factor and peer review reputation     

Thomas E. Gaston  Francesca Ounsworth  Tessa Senders  Sarah Ritchie  Emma Jones 《Learned Publishing》2020,33(2):154-162

Previous research has found that researchers rank journal reputation and impact factor (IF) amongst the key selection criteria when choosing where to submit. We explored the actual effect upon submission numbers of several possible factors. We retrieved 10 years of submission data from over a thousand journals, as well as data on IF, retractions, and other factors. We performed statistical analysis and identified correlations. We also undertook case study research on the 55 most significant submission decreases. We found a statistically significant correlation between changes in IF, ISI percentage ranking, and changes in submissions numbers in subsequent years. We also found a statistically significant effect on submission numbers in the year following the publication of a retraction. Our case studies identified other factors, including negative feedback on the peer review process. Our findings regarding IF confirm previous indications about the significance of IF on submissions. We explain the correlation with retractions through the concept of ‘peer review reputation’. These results indicate that editors and publishers need to focus on a journal's peer review practices, as well as a journal's IF, if they are to maintain and grow submissions.  相似文献   

Walking backwards into the future: Indigenous wisdom within design education     

Nan O’Sullivan 《Educational Philosophy and Theory》2019,51(4):424-433

This research parallels Tongan academic Hūfanga ‘Okusitino Māhina’s assertions in the 1994 Contemporary Pacific article Our Sea of Islands, that ‘People are thought to walk forward into the past and walk backward into the future, both taking place in the present, where the past and the future are constantly mediated in the ever-transforming present’ alongside those of Professor Terry Irwin and fellow Transition Designers in which they discuss the use of Indigenous Wisdom to enable designing for the Long Now as defined by Brand in his 1999 book The Clock for the Long Now: Time and Responsibility. In the 2015 Transition Design Monograph Irwin asserts that, ‘Transition Design draws on knowledge and wisdom from the past to conceive solutions in the present with future generations in mind’. This paper draws on the pre-industrial wisdom of indigenous knowledge, specifically that of the Pacific regions, Moana, who have lived and designed sustainably in-place for generations to illustrate the value it holds for the formulation of sustainable and sustaining futures.  相似文献   

Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy     

Megan von Spreckelsen  Emma Dove  Ilse Coolen  Annelot Mills  Ann Dowker  Kathy Sylva  Daniel Ansari  Rebecca Merkley  Victoria Murphy  Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340

Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes.  相似文献   

The Image of Edessa     

Emma Loosley 《Al-Masaq: Islam & the Medieval Mediterranean》2012,24(3):318-319

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Make Every Book Your Own     

William P. Sullivan 《College Teaching》2013,61(3)

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A common thread     

Barry Abell  Mike Sullivan 《Education 3-13》2013,41(1)

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WHAT HIGH SCHOOL SENIORS Think Of Religion     

Emma Beekmann 《Religious education (Chicago, Ill.)》2013,108(6):333-337

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Les graphes de flux dans l'enseignement secondaire     

Emma Castelnuovo  Daniela et Claudio Gori-Giorgi 《Educational Studies in Mathematics》1973,5(1):467-492

Sans résuméTravail effectué dans le cadre du groupe de recherche en didactique de la mathématique du Conseil National des Recherches.  相似文献   

The ethical status of non-commercial spam     

Emma Rooksby 《Ethics and Information Technology》2007,9(2):141-152

Much attention has been given in recent years to the moral status of commercial spam. Less attention has been focused on newer, non-commercial varieties of spam, such as spam from political parties, community sector organizations and governments. This article makes a start on evaluating the moral status of these non-commercial varieties of spam, drawing on arguments used to evaluate commercial spam.  相似文献   

Modern approaches in the field of training language teachers in the U.S.     

Emma Birkmaier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(4):448-459

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