Google Scholar and Web of Science: Examining gender differences in citation coverage across five scientific disciplines     

Jens Peter Andersen  Mathias Wullum Nielsen 《Journal of Informetrics》2018,12(3):950-959

Many studies demonstrate differences in the coverage of citing publications in Google Scholar (GS) and Web of Science (WoS). Here, we examine to what extent citation data from the two databases reflect the scholarly impact of women and men differently. Our conjecture is that WoS carries an indirect gender bias in its selection criteria for citation sources that GS avoids due to criteria that are more inclusive. Using a sample of 1250 U.S. researchers in Sociology, Political Science, Economics, Cardiology and Chemistry, we examine gender differences in the average citation coverage of the two databases. We also calculate database-specific h-indices for all authors in the sample. In repeated simulations of hiring scenarios, we use these indices to examine whether women's appointment rates increase if hiring decisions rely on data from GS in lieu of WoS. We find no systematic gender differences in the citation coverage of the two databases. Further, our results indicate marginal to non-existing effects of database selection on women's success-rates in the simulations. In line with the existing literature, we find the citation coverage in WoS to be largest in Cardiology and Chemistry and smallest in Political Science and Sociology. The concordance between author-based h-indices measured by GS and WoS is largest for Chemistry followed by Cardiology, Political Science, Sociology and Economics.  相似文献   

Inbreds and non‐inbreds among Russian academics: Short‐term similarity and long‐term differences in productivity     

Andrey Lovakov  Maria Yudkevich  Olga Alipova 《Higher Education Quarterly》2019,73(4):445-455

This paper studies the publication productivity of inbreds and non‐inbreds among Russian academics. Existing literature provides ambiguous results on the relationship between inbred status and productivity. This may be explained by the use of different indicators for measuring publication productivity. We use data, which include indicators of both current publication productivity (at a certain point of time) and cumulative productivity (throughout the career) to identify whether inbreds and non‐inbreds differ in their productivity. We did not find any difference in current publication productivity of inbreds and non‐inbreds. We found, however, a difference in their cumulative publication productivity: non‐inbreds are being more productive on an individual level throughout their careers. Although the conclusions are based on the Russian data, the analysis provides an explanation for existing contradictory results on the relationship between academic inbreeding and productivity in general.  相似文献   

Academic Follow-Up Data on Two Cohorts of High-Risk Transfer Children     

Leonard A. Jason  Karen E. Danner  Andrew M. Weine  Karen S. Kurasaki  Jay H. Johnson  Luann Warren-Sohlberg  Olga Reyes 《Early education and development》1994,5(4):277-288

Two cohorts of children from inner-city elementary schools were provided a tutoring intervention to help in their transition to new schools. Participants were third, fourth, and fifth grade children who were identified as having low-income status, evidencing lags on achievement tests, and experiencing stressful life events. The intervention involved an orientation program with twice weekly paraprofessional tutoring. Two and three year academic and sociometric follow-up data were collected. Those provided the intervention evidenced some improvements over time, and these changes were most prominent in the area of reading grades. Fewer significant findings were found on sociometric indices.  相似文献   

Online Faculty Development in the Canary Islands: A Study of E‐mentoring     

Luis M. Villar Angulo  Olga M. Alegre De La Rosa 《Higher Education in Europe》2006,31(1):65-81

This article reports on a six‐week online capacity learning and telementoring program at the Universities of the Canary Islands. Firstly, the authors give their view of online training and mentorship perspectives. They structure the argument introducing concepts about the mentor method. Simultaneously, the empirical project is illustrated with a case study: the University Teaching Professional Development (UTPD), a University training program for the development of curriculum and teaching capacities with reference to change within university teaching programs. Finally, the authors discuss the results, which lead to improvement, focusing on the difficulties of learning and practice of capacities within an online training course.  相似文献   

Computers and the thought-producing self of the young child     

Olga Fomichova  & Vladimir Fomichov 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(3):213-220

This paper extends a new, informational-based cybernetic conception of the early development of child consciousness. A solution is suggested to the fundamental problem of formulating and creating the optimal cognitive preconditions of successful child-computer interaction. Some negative aspects of using intelligent computer and communications technology at school and in everyday life are analyzed. The concept of the 'Thought-Producing Self' of the child is introduced. A way of realizing the 'Thought-Producing Self' of average 7-9 year olds is outlined. The key idea is the early development of children's symbolic information processing skills. The first element is natural-language-processing abilities. The suggested approach has been successfully used during more than 9 years of teaching more than 360 4-19 year old pupils in languages (mainly English and also Russian), literature, poetry, and art. Underpinning this approach are the Theory of Dynamic Conceptual Mappings (the DCM theory) and the System of Emotional-Imaginative Teaching. The DCM theory is based upon ideas drawn from Artificial Intelligence (mainly), Philosophy of Language, Cognitive Science and Semiotics.  相似文献   

Learning by Ostension: Thomas Kuhn on Science Education     

Andersen  Hanne 《Science & Education》2000,9(1-2):91-106

Significant claims about science education form an integral part of Thomas Kuhn's philosophy. Since the late 1950s, when Kuhn started wrestling with the ideas of normal research and convergent thought, the nature of science education has played an important role in his argument. Hence, the nature of science education is an essential aspect of the phase-model of scientific development developed in his famous The Structure of Scientific Revolutions, just as his later work on categories and conceptual structures takes its starting point in the transmission rather than the creation of concepts and categories.  相似文献   

Challenges of engineering higher education in a transitional economy: a Russian experience     

Alexei Matveev  Olga Matveev  Vassily Zhukov 《European Journal of Engineering Education》2005,30(3):321-328

Education and training serve as critical elements of advancement of a nation’s economy in transition. The restructuring of the power engineering industry in Russia has called for a fast implementation of new management system in electric power engineering and radical training of professional managers at different levels in organizations. Management training in electric power engineering in Russia has been implemented by (1) preparing highly professional managers in higher education institutions and technical universities and by (2) improving the management skills of practicing managers in technical universities and educational centers of different power energy companies. This article reports the experience of introducing a new discipline ‘Management in Electrical Engineering’ at the Moscow Power Engineering Institute (Technical University) and reflects on training managers in electric power engineering at higher education and corporate educational centers.  相似文献   

Students' privacy concerns in learning analytics: Model development     

Chantal Mutimukwe  Olga Viberg  Lena-Maria Oberg  Teresa Cerratto-Pargman 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):932-951

Understanding students' privacy concerns is an essential first step toward effective privacy-enhancing practices in learning analytics (LA). In this study, we develop and validate a model to explore the students' privacy concerns (SPICE) regarding LA practice in higher education. The SPICE model considers privacy concerns as a central construct between two antecedents—perceived privacy risk and perceived privacy control, and two outcomes—trusting beliefs and non-self-disclosure behaviours. To validate the model, data through an online survey were collected, and 132 students from three Swedish universities participated in the study. Partial least square results show that the model accounts for high variance in privacy concerns, trusting beliefs, and non-self-disclosure behaviours. They also illustrate that students' perceived privacy risk is a firm predictor of their privacy concerns. The students' privacy concerns and perceived privacy risk were found to affect their non-self-disclosure behaviours. Finally, the results show that the students' perceptions of privacy control and privacy risks determine their trusting beliefs. The study results contribute to understand the relationships between students' privacy concerns, trust and non-self-disclosure behaviours in the LA context. A set of relevant implications for LA systems' design and privacy-enhancing practices' development in higher education is offered.

Practitioner notes

What is already known about this topic

• Addressing students' privacy is critical for large-scale learning analytics (LA) implementation.
• Understanding students' privacy concerns is an essential first step to developing effective privacy-enhancing practices in LA.
• Several conceptual, not empirically validated frameworks focus on ethics and privacy in LA.

What this paper adds

• The paper offers a validated model to explore the nature of students' privacy concerns in LA in higher education.
• It provides an enhanced theoretical understanding of the relationship between privacy concerns, trust and self-disclosure behaviour in the LA context of higher education.
• It offers a set of relevant implications for LA researchers and practitioners.

Implications for practice and/or policy

• Students' perceptions of privacy risks and privacy control are antecedents of students' privacy concerns, trust in the higher education institution and the willingness to share personal information.
• Enhancing students' perceptions of privacy control and reducing perceptions of privacy risks are essential for LA adoption and success.
• Contextual factors that may influence students' privacy concerns should be considered.

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Determining the level of inquiry in teachers' questions     

George T. Ladd  Hans O. Andersen 《科学教学研究杂志》1970,7(4):395-400

The purpose of this investigation was to determine if an instrument, originally designed to classify levels of teachers' questions on the basis of logical operations, could be utilized to measure the level of inquiry present in a classroom discussion and to determine if the inquiry questioning behavior of the teacher influenced student achievement. The results of the study show that the modified classification scheme could accurately and reliably measure the inquiry level of teachers' classroom questions. The data also indicated that teachers who ask a greater proportion of high inquiry questions cause a greater change in students as measured by an achievement examination.  相似文献   

Effects of modeling on preservice science teachers during ISCS microteaching sessions     

Richard J. Rezba  Hans O. Andersen 《科学教学研究杂志》1976,13(1):13-18

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