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This paper analyses the publication patterns of researchers in the field of applied sciences at Universities of Technology in South Africa. Aspects investigated include publications in SCOPUS-listed journals; number of citations and countries of publication. Collaborative research patterns at national and international levels were also investigated. A bibliometric analysis approach was followed using SCOPUS as the main source of data and analysing the articles published in selected applied science disciplines. Results show that researchers in the field of applied sciences in universities of technology have increased their number of publications over the past 10?years and are also working in conjunction with other researchers both nationally and internationally. The analysis is an important addition to the field in South Africa which helps in measuring how institutions are positively responding to government incentives in research. The results are also important to information professionals who are increasingly playing an important role in research impact assessments. 相似文献
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About 1,450 voters in the 1993 mayorial election in Jerusalemmade predictions about election outcomes and stated their preferencefor one of the two candidates. Strong wishful thinking effectswere found, predictions varying in a linear trend as a functionof the direction and intensity of preference. Half of the respondentswere promised a substantial monetary reward if their predictionswould be accurate (motivational remedy). Knowledge about theresults of the most recent polls was tested, and the predictionsmade by accurate poll respondents (14.7 percent of the sample)were compared to those of non-accurate poll respondents (cognitiveremedy). It was hypothesized that both remedies would reducewishful thinking (i.e. reduce the differences in predictionamong groups differing in preference). Significant interactioneffects indicated that both remedies reduced wishful thinkingsomewhat. However, these effects were of very small magnitudecompared to the high magnitude of the wishful thinking effects,and the overall intensity of wishful thinking remained unchanged.Differences between level of significance and effect magnitudeswere discussed, focusing on implications for theoretical versusapplied social research. It was also found that non-accuratepoll respondents demonstrated a wishful thinking-like effectin their reported memory of the results of the polls, whichwere made public just one or two days previously. 相似文献
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Most institutions of higher education allow students to drop or add courses in the first 2–3 weeks of each term (D&A). Arguing
that course cancellation is not merely an administrative issue involving enrollment trends but represents complex decision
making processes taken by students, this study investigated antecedents and correlates of course cancellation during a D&A
period in 109 elective courses. Student ratings of the teachers (SRT) and characteristics of the syllabi distributed in the
first class session were investigated as predictors of course cancellation. Rates of cancellation were significantly predicted
from SRT and from syllabus workload difficulty—lower quality teachers (SRT-based) and more difficult courses (syllabus-based)
being cancelled more frequently. Analysis of a sub-sample of truly elective, high-priority courses revealed that these correlations
were intensified in teacher-centered lecture courses, but nullified in student-centered seminar courses, in which students
write independent research papers. The importance of students’ course selection and course cancellation as decision making
processes, the methodology based on institutional data rather than students’ self-reports, and the unique effects of course
difficulty on students’ decisions were discussed.
相似文献
| Elisha BabadEmail: |
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Laurice M. Joseph Moira Konrad Gary Cates Terra Vajcner Elisha Eveleigh Katelyn M. Fishley 《Psychology in the schools》2012,49(2):122-136
Studies that examined copy‐cover‐compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities. A meta‐analysis of findings indicated that CCC and variations of this procedure were effective for helping students acquire and become fluent in academic skills. The strongest effects were evident when CCC and variations of this procedure were combined with other evidence‐based instructional components. Limitations, future directions for research, and recommendations for practice are offered. © 2011 Wiley Periodicals, Inc. 相似文献
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Prior to every semester, students make a series of interdependent Course Selection (CS) decisions. With the overall intent of investigating how CS decisions are made, this study examines differential considerations for selecting elective First Course and Last Course. Advanced undergraduate students (N = 655) described retrospectively their considerations for selecting First and Last Course. First Courses were selected for their prospective intellectual level, expected quality of teaching, and students' potential learning and occupational gains (as well as comfort in terms of day, hour, and credits). Last Courses were selected because they were comfortable and easy. Students' postcourse satisfaction with First Course was much higher than with Last Course. Comparisons of CS considerations of satisfied and dissatisfied students indicated that quality of teaching was the only dimension separating these groups for First and Last Course alike. It was suggested that CS considerations and postcourse satisfaction (as reflected, for instance, in students' ratings of teaching) are distinct phenomena based on different criteria. Conceptual implications and ideas concerning effective dissemination of information to assist students in CS were discussed. 相似文献
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This research study was designed to examine the degree of perceived importance of interactive technology applications among various groups of certified educators; the degree to which education professionals utilized interactive online technology applications and to determine if there was a significant difference between the different groups based on demographic data. Overall, certified education professionals felt virtual learning networks, video sharing and online event scheduling were the most important educational Web 2.0 applications; while, social bookmarks, social networks and music were the least important. The overall sum score for the perceived level of importance for the Web 2.0 applications by business educators as compared to all educators was significant at the .05 level, F (1, 811)?=?4.4622, p?=?.035 and by physical/health educators as compared to all educators was significant at the .05 level, F (1, 812)?=?11.186, p?=?.001 . Current position, gender, age, type of school, highest degree and certification level were all significant for the perceived level of educational importance of the Web 2.0 applications. 相似文献
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Karen Block Suzanne Cross Elisha Riggs Lisa Gibbs 《International Journal of Inclusive Education》2013,17(12):1337-1355
In a context of increasing numbers of refugees and asylum seekers globally, recognition of the importance of the school environment for promoting successful settlement outcomes and inclusion for refugee-background young people is growing. Yet schools may be poorly equipped to recognise and respond to the multiple challenges faced by children and young people who must learn a new language while grappling with unfamiliar educational and social systems. Refugee-background students often have minimal or significantly disrupted formal education prior to arrival in their new country. Young people, and sometimes their families, may lack literacy in first languages and many are coping with the impacts of trauma associated with forced displacement. Evidence for effective interventions in schools that promote an inclusive learning environment is scarce. This paper presents the results of an evaluation of the School Support Programme operating in schools in Victoria, Australia. The programme is provided to networks of schools in a region and facilitates partnerships between schools and agencies and provides a holistic model for a whole-school approach focused on the learning, social and emotional needs of refugee-background students. The evaluation concluded that the programme provides an appropriate and feasible model that supports the capacity of schools to provide an inclusive education for this group. 相似文献
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Elisha Babad 《Educational Psychology Review》1993,5(4):347-376
This paper reviews research and theory pertaining to teachers' differential treatment of different students in the classroom. Research on the behavioral-mediation (or transmission) of teacher expectancies is the major source of information about teachers' differential behavior toward high and low achievers. The common behaviors in expectancy-mediation research are listed, together with their meta-analytic effect magnitudes. A proposed conceptualization of teachers' differential behavior distinguishes between (a) the relatively equitable distribution of teachers' feedback; (b) compensation of low achievers in the instructional domain; and (c) a reversed trend of providing a warmer emotional climate and more positive affect to high achievers. Subsequent discussion focuses on students' perceptions of teachers' differential behavior, with special emphasis on gaps between students' and teachers' perceptions in the affective domain. Latter sections of the paper review teachers' differential behavior toward specific student types, particularly toward teachers' pets, and teachers' differential behavior in the physical space of the classroom. 相似文献
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