Do females create higher impact research? Scopus citations and Mendeley readers for articles from five countries     

Mike Thelwall 《Journal of Informetrics》2018,12(4):1031-1041

There are known gender imbalances in participation in scientific fields, from female dominance of nursing to male dominance of mathematics. It is not clear whether there is also a citation imbalance, with some claiming that male-authored research tends to be more cited. No previous study has assessed gender differences in the readers of academic research on a large scale, however. In response, this article assesses whether there are gender differences in the average citations and/or Mendeley readers of academic publications. Field normalised logged Scopus citations and Mendeley readers from mid-2018 for articles published in 2014 were investigated for articles with first authors from India, Spain, Turkey, the UK and the USA in up to 251 fields with at least 50 male and female authors. Although female-authored research is less cited in Turkey (?4.0%) and India (?3.6%), it is marginally more cited in Spain (0.4%), the UK (0.4%), and the USA (0.2%). Female-authored research has fewer Mendeley readers in India (?1.1%) but more in Spain (1.4%), Turkey (1.1%), the UK (2.7%) and the USA (3.0%). Thus, whilst there may be little practical gender difference in citation impact in countries with mature science systems, the higher female readership impact suggests a wider audience for female-authored research. The results also show that the conclusions from a gender analysis depend on the field normalisation method. A theoretically informed decision must therefore be made about which normalisation to use. The results also suggest that arithmetic mean-based field normalisation is favourable to males.  相似文献   

Views from behind the barricade     

Birke L  Michael M 《New scientist (1971)》1992,134(1815):29-32

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Opportunities to consult abroad with AECT &; Fulbright     

Jenny K. Johnson 《TechTrends》2004,48(4):63-64

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Adaptation to physically and emotionally demanding conditions: the role of deliberate practice     

Michael B. Johnson  Gershon Tenenbaum  William A. Edmonds 《High Ability Studies》2006,17(1):117-136

The current study elucidated the reasons for athletic performance differences between individuals who (1) engage in similar workloads, and (2) develop in similar environments. 8 elite and 11 sub‐elite swimmers, with confirming data provided by 17 of their parents and 6 of their coaches, participated in this investigation. Findings revealed that (1) a variety of different practice regimens can result in attaining expertise, and (2) highly analogous developmental experiences may not differentiate between elite and sub‐elite performers. Results provide support for a 4‐factor model of expert athletic development: high effort, supportive environment, facilitative coping strategies, and physical and psychological predispositions. Each is likely required to achieve elite athletic performance, and all must be present in such a manner that they are systematically and idiosyncratically functional.  相似文献   

Did I begin?     

Johnson M 《New scientist (1971)》1989,124(1694):39-42

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Reading the weather: ruling passions,numeracy and reading practices in an Australian farming community     

Mike Baynham 《Journal of Research in Reading》2001,24(3):307-312

Research on multi‐modality has expanded our understanding of reading: as well as reading written text, the social semiotic perspective of Kress and van Leeuwen suggests that we read images, and the work of Moss explores children watching television in terms of reading practices. Research in the New Literacy Studies has expanded both the notion of what counts as reading and where we look for reading practices. In this case study I will examine the reading practices of an unemployed teenage boy in an Australian farming community. I will show how one of his ruling passions, the weather, leads him to engage in a variety of reading practices (and associated writing practices) in a variety of semiotic modes, drawing in different ways on numeracy knowledge. These range from reading (and recording) rainfall levels, reading weather charts and weather reports on television and indeed reading the signs of weather changes in the environment surrounding the farm where he lives with his family. None of these are reading practices in the conventional written‐text‐oriented sense, yet all of them contribute to his ruling passion for reading the weather. I conclude this case study by arguing that both research on multi‐modality and the New Literacy Studies point in a similar direction: towards expanding our notions of what counts as reading and the contexts where reading occurs.  相似文献   

Elaborating to learn and learning to elaborate     

M Pressley  C J Johnson  S Symons 《Journal of learning disabilities》1987,20(2):76-91

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Discourses of Employability and Empowerment: Foundation Degrees and ‘Third Way’ discursive repertoires     

Mike Doyle 《Discourse: Studies in the Cultural Politics of Education》2003,24(3):275-288

This paper contextualises the UK Foundation Degree within competing economic and democratic agendas. In tracing the development within these ideological and discursive priorities it analyses how they are textually represented in policy speeches, and in particular in ‘New Labour’ consultation documents. The purpose of this is to critically evaluate New Labour's attempt to offer, through the Foundation Degree, a ‘Third Way’ synthesis of these traditionally competing agendas, facilitating a neat discursive synchronisation of utilitarian and progressive objectives—democratising access to higher education and empowering the individual, while tooling up ‘UK PLC’ (public limited company) to compete in a global economy. The paper, however, sees significant potential, provided by the discourses of the Foundation Degree experience, for further democratisation of higher education. It is argued that this provides opportunities to facilitate diversity and differentiation by involving the further education sector through partnerships with higher education, and providing opportunities to stem and reverse academic drift.  相似文献   

The Relationship Between Relational Aggression in Kindergarten Children and Friendship Stability, Mutuality, and Peer Liking     

Douglas R. Johnson  Sharon L. Foster 《Early education and development》2005,16(2):141-160

The current study examined relational aggression in kindergarten children and how it relates to aspects of their friendships over a 2-month period. Participants were 74 boys and girls (ages 5 and 6). Teacher report and peer nominations assessed relational and physical aggression. Children also rated each child in their class on liking and identified their friends. Hierarchical multiple regression analyses showed that peer nominations of relational aggression were negatively related to Time 1 liking, Time 1 number of mutual friends, and friendship stability even when teacher ratings of physical aggression were controlled. Physical aggression was also significantly related to these variables. Relational aggression (but not physical aggression) significantly predicted declines in the number of mutual friendships and liking two months later.  相似文献   

Simultaneous Emotions: Entwining Modes in Children’s Books     

Mike Cadden 《Children‘s Literature in Education》2005,36(3):285-298

Critics and teachers tend to pay attention to genre and ignore mode as an area of consideration. This study examines three novels for young readers that are comparable in terms of their entwining opposing modes (irony and romance, comedy and tragedy) as a successful crossover strategy for appeal to readers young and old. I share implications for this phenomenon in terms of the novels themselves, crossover books, course design, and the notion of general audience appeal. Mike Cadden is an associate professor of English at Missouri Western State University where he teaches children’s and adolescent literature. He is the author of Ursula K. Le Guin Beyond Genre: Fiction for Children and Adults (Routledge, 2005).  相似文献