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161.
Mike Joy Jane Sinclair Shanghua Sun Jirarat Sitthiworachart Javier López-González 《Education and Information Technologies》2009,14(2):105-126
The interdisciplinary nature of Computer Science Education as a field of study is a complicating factor when authors are choosing
appropriate journals and conferences for publishing research results. This paper reports a survey of 42 such publications
in order to identify the types of paper frequently accepted for publication in each. We review existing taxonomies developed
for the general fields of Computer Science and Education, and from this starting point, we develop a novel faceted taxonomy,
specifically aimed to help new researchers in the field understand what types of papers are published and where they appear.
Our results confirm previous studies indicating the predominance of practice-based, technology-driven reports. We also observe
certain differences in educational themes between those found in publications grounded in the Computer Science Education corpus
and those emerging from more general Higher Education literature. 相似文献
162.
Antonio Perianes-Rodríguez Zaida Chinchilla-Rodríguez Benjamín Vargas-Quesada Carlos Olmeda Gómez Félix Moya-Anegón 《Journal of Informetrics》2009,3(2):91-101
Governmental initiatives around scientific policy have progressively raised collaboration to priority status. In this context, a need has arisen to broaden the traditional approach to the analysis and study of research results by descending to the group or even the individual scale and supplementing the output-, productivity-, visibility- and impact-based focus with new measures that emphasize collaboration from the vantage of structural analysis. To this end, the present paper proposes new hybrid indicators for the analysis and evaluation of individual research results, popularity and prestige, that combine bibliometric and structural aspects. A case study was conducted of the nine most productive departments in Carlos III University of Madrid. The findings showed hybridization to be a tool sensitive to traditional indicators, but also to the new demands of modern science as a self-organized system of interaction among individuals, furnishing information on researchers’ environments and the behaviour and attitudes adopted within those environments. 相似文献
163.
Brian E. Vaughn Nana Shin Mina Kim Gabrielle Coppola Lisa Krzysik António J. Santos Inês Peceguina João R. Daniel Manuela Veríssimo Anthon DeVries Eric Elphick Xiomara Ballentina Kelly K. Bost Wanda Y. Newell Ellaine B. Miller J. Blake Snider Byran Korth 《Child development》2009,80(6):1775-1796
The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children. 相似文献
164.
From individual longitudinal data for a full cohort of first-entering students who embarked on short programs in Spain and
were observed over a 7-year period ending in 2003, we analyze the probability that an individual will drop out, transfer,
or graduate from a university school program. The statistical analysis is carried out in a competing-risks framework. We find
that the system’s internal efficiency is low, with dropout and completion rates averaging 50 and 36%, respectively. However,
we find considerable variability in the probabilities of withdrawal, transfer, and graduation among students. In this regard,
our results show that preenrollment academic ability, age at enrollment, family characteristics, and secondary educational
experience are major influences on student progress. 相似文献
165.
Noemí Pereda Georgina Guilera Maria Forns Juana Gómez-Benito 《Child abuse & neglect》2009,33(6):331-342
ObjectiveThe purpose of this paper was to compare the prevalence rates of child sexual abuse reported by [Finkelhor, D. (1994). The international epidemiology of child sexual abuse. Child Abuse & Neglect, 18 (5), 409–417] with those found in recent publications in order to confirm the widespread prevalence of child sexual abuse.MethodsRelevant articles about prevalence of child sexual abuse were identified through searches of computerized databases and a handsearch of Child Abuse & Neglect and the Journal of Child Sexual Abuse.ResultsThirty-eight independent articles were identified, corresponding to 39 prevalence studies; these articles report the prevalence of childhood sexual abuse in 21 different countries, ranging from 0 to 53% for women and 0 to 60% for men.ConclusionsComparison of the present study with that of [Finkelhor, D. (1994). The international epidemiology of child sexual abuse. Child Abuse & Neglect, 18 (5), 409–417] shows a similarity between prevalence distributions; there appears to be a general pattern that remains more or less constant over the years, especially in women.Practice implicationsTwelve years after the first revision study about the international prevalence of child sexual abuse, there is still a need for new data about this topic. The present study shows child sexual abuse is still a widespread problem in the society. In this research, carried out on 38 independent studies, there is new data for 21 countries over the world, being especially relevant the results obtained from other countries different from those pertaining to North America or Europe. It is important to point out the high prevalence found in most of the countries, so this information could be a new warning to make society and governments aware of this problem and undertake actions to prevent sexual abuse in childhood. 相似文献
166.
167.
Johanna Einarsdóttir 《Early Years: An International Journal of Research and Development》2010,30(3):229-242
Considerable change has taken place in Icelandic early childhood education during the past few decades. Preschool, from being geared primarily towards children with evident social needs, has become all but universal. The aim of this study was to shed light on Icelandic parents' views on their children's preschool education and to examine how their views harmonize with the nation's preschool policy. The participants in this study, 43 parents of five‐ and six‐year‐old children in three preschools in Reykjavík, participated in focus‐group interviews concerning the preschool curriculum. The results indicate that the parents' main expectation of the preschools was that they should support the children's social development; the way in which the preschool day was organized, and the content of the curriculum seemed to be less important to them. Parents wanted their children to have the opportunity not only to enjoy themselves as individuals, but to learn self‐reliance and respect for other people. Care‐giving and attentiveness of the staff were more important than the teaching of knowledge and skills. These views are compatible with the social pedagogical tradition, the Icelandic Preschool Act, and the National Curriculum Guidelines for Preschools. 相似文献
168.
169.
Bastian Carter-Thuillier Víctor López-Pastor Francisco Gallardo-Fuentes 《Infancia y Aprendizaje》2018,41(3):491-535
This study analyses the integration of Mapuche-Huilliche students who participate in a school sport programme based on the teaching for understanding model in a situation of social risk. In this context, 41 students (aged nine to 12) participate, 24 of whom are from the aforementioned ethnic group. To collect data, participant observation was conducted for eight months and group and individual interviews were held. The results show that the Mapuche-Huilliche students recognize themselves as members of the same collective when participating in games associated with their ethnic group. Their main motives for participating in school sport are the teaching approach and the acquisition of social capital. Cooperative learning activities are shown to foster positive interactions with non-Mapuche students. 相似文献
170.
A. Lleó D. Agholor N. Serrano V. Prieto-Sandoval 《European Journal of Engineering Education》2018,43(5):706-724
This article describes an action research (AR) project for designing and implementing a structured mentoring programme in a Spanish university. A student affairs unit, a team of researchers, faculty-mentors and student-protégés worked together on three cycles of AR. The result is a programmatic mentoring programme for the development of non-technical personal and professional competencies for undergraduate students. This paper describes the original situation that sparked the project, the iterative process followed, the tools and guides developed and the final programme designed. In addition to the increase in the level of satisfaction perceived by the entire university, the paper outlines the five critical factors that emerged from the AR project: the competency development process, programme value added, trust between mentors and protégés, the prominence of the student-protégé in the improvement plans and the continuous improvement culture generated. 相似文献