The economics of scholarly journals: a case study on a society‐published journal     

Louisa Ha 《Learned Publishing》2003,16(3):193-199

This article re‐examines the economics of publishing scholarly journals and illustrates the dilemma of publisher identity and publication format with a case study of the Association for Education in Journalism and Mass Communication's Media Management and Economics division. The study investigates the perceived interest and demand for a society‐published journal for the field of media management and economics and the preferred format for that journal – print or online. Results showed a divided opinion on the support of a society‐published journal and no consideration of the benefits or harms of journal publishing to the society. The print journal, though a desirable format for authors, is deemed uneconomical. The online journal is viewed as a feasible publication outlet, but its status as a prestigious journal is doubtful. Applications of scholarly journal publishing and economic models to the case are discussed.  相似文献   

Developing Middle School Students’ Interest in Learning Science and Geology Through Slowmation     

Mills  Reece  Tomas  Louisa  Whiteford  Chrystal  Lewthwaite  Brian 《Research in Science Education》2020,50(4):1501-1520

Research in Science Education - Given that interest is associated with learning in educational research, understanding how its development can be supported in different learning contexts represents...  相似文献   

Early Identification and Intervention: Head Start's Response to Mental Health Challenges     

Michael L. Lopez  Louisa B. Tarullo  Steven R. Forness  Cheryl A. Boyce 《Early education and development》2000,11(3):265-282

Serving low-income children from birth to age five and their families, Head Start is a primary venue for identification and intervention in the area of child mental health. However, recent research has demonstrated that the knowledge base regarding prevalence, developmental course, and predictive power of child mental health problems is lacking for young children in general and low-income, diverse populations in particular. Head Start's agency-level data is often discrepant from both national estimates and small, intensive studies of similar populations, perhaps for reasons related to availability of community services and professional staff, as well as concerns about stigmatization. Following on recent expert recommendations, new collaborative Federal initiatives are underway to increase our understanding of the types, trajectories, and treatments of mental health problems affecting the vulnerable children served by Head Start. The paper concludes with a call to action for the field in the area of young children's mental health.  相似文献   

Pre-service physical education teachers’ Indigenous knowledge,cultural competency and pedagogy: a service learning intervention     

Louisa R. Peralta  Donna O’Connor  Wayne G. Cotton  Andrew Bennie 《Teaching Education》2016,27(3):248-266

In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies.  相似文献   

Locus and nature of perceptual phonological deficit in Spanish children with reading disabilities     

Ortiz R  Jiménez JE  García Miranda E  Guzmán Rosquete R  Hernández-Valle I  Rodrigo M  Estévez A  Díaz A  Hernández Expósito S 《Journal of learning disabilities》2007,40(1):80-92

The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age-matched controls, and 27 reading ability-matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit.  相似文献   

Pre-service teachers’ attitudes toward education for sustainability and its relevance to their learning: implications for pedagogical practice     

Louisa Tomas  Sarah Girgenti  Cliff Jackson 《Environmental Education Research》2017,23(3):324-347

The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N = 100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers’ EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge, skills and confidence to teach sustainability in schools. For one pre-service teacher, her experiences of EfS during her practicum enhanced its relevance, as she was able to link theory and practice. The implications of these findings for both teacher education and pedagogical practice for EfS in higher education are also discussed.  相似文献   

Openness of Spanish scholarly journals as measured by access and rights          下载免费PDF全文

Remedios Melero  Mikael Laakso  Miguel Navas‐Fernández 《Learned Publishing》2017,30(2):143-155

Metrics on open access (OA) availability of content published in scholarly journals (i.e. content licences, copyright ownership, and publisher‐stipulated self‐archiving permissions) are still scarce. This study implements the four core variables of the recently published Open Access Spectrum (OAS) (reader rights, reuse rights, copyright, and author posting rights) to measure the level of openness in all 1,728 Spanish scholarly journals listed in the Spanish national DULCINEA database at the end of 2015. Data exported from the database and used as variables for the analysis were: journal research area, type of publisher, type of access, self‐archiving and reuse policy, and type of Creative Commons (CC) licence used. Out of the total number of journals (1,728), 1,285 (74.5%) published their articles OA immediately after initial publication and thus received the maximum OAS score for reader rights; 37.5% of all journals used CC licences, and 79.5% allowed self‐archiving in some form. In 72% of journals, authors retained or publishers granted broad rights, which included author reuse and authorization rights (for others to reuse), whilst 13.5% did not specify any terms for copyright transfer. Similar studies could be carried out on other countries as this would enable comparisons of the general adoption and form of openness in different parts of the world.  相似文献   

Bringing developmental biology to life on the web          下载免费PDF全文

Stark LA 《CBE life sciences education》2008,7(1):5-9

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Piloting a peer literacy program: Implications for teacher education     

Remedios Z. Miciano 《Asia Pacific Education Review》2006,7(1):76-84

To pilot a peer literacy program, a pretest-posttest study was conducted involving seventy (70) students from Arellano High School as tutees and 12 De La Salle University-Manila College of Education students as reading tutors. Though the results suggest the lack of impact of the Program on the Reading Grades of the tutees, the tutors’ journals reveal that the tutors benefited more from the program. The problems in using the National Service Training Program or NSTP as the vehicle in piloting the program were identified and based on this, the study suggests ways to improve the content and delivery of future NSTP Peer Literacy Programs.  相似文献   

How do the spellings of children with dyslexia compare with those of nondyslexic children?     

Marie?Cassar  Rebecca?TreimanEmail author  Louisa?Moats  Tatiana?Cury?Pollo  Brett?Kessler 《Reading and writing》2005,18(1):27-49

Children with dyslexia are believed to have very poor phonological skills for which they compensate, to some extent, through relatively well-developed knowledge of letter patterns. We tested this view in Study 1 by comparing 25 dyslexic children and 25 younger normal children, chosen so that both groups performed, on average, at a second-grade spelling level. Phonological skill was assessed using phoneme counting and nonword spelling tasks. Knowledge of legal and illegal letter patterns was tested using a spelling choice task. The dyslexic children and the younger nondyslexic children performed similarly on all the tasks, and they had difficulty, for the most part, with the same linguistic structures. Supporting the idea that older dyslexics spellings are quite similar to those of typical beginners, we found in Study 2 that experienced teachers could not differentiate between the two groups based on their spellings.  相似文献