SCI citation analysis and impact factor prediction of JZUS-A in 2008

Journal of Zhejiang University-SCIENCE A （JZUS-A）, its former version named Journal of Zhejiang University-SCIENCE （ISSN 1009-3095）, has been covered by Science Citation Index Expanded （SCI-E） since 2007. Till now, all the 500 papers published in JZUS-A during 2007 and 2008 have been abstracted and indexed into Web of Science.     

SCI citation analysis and impact factor prediction of JZUS-B in 2008

In 2005, Journal of Zhejiang University-SCIENCE was split formally into two distinct sections making them in fact two separate journals: Journal of Zhejiang Uni-versity-SCIENCE A (JZUS-A) focused on Applied Physics and Engineering; Journal of Zhejiang Univer-sity-SCIENCE B (JZUS-B) focused on Biomedicine, Biochemistry and Biotechnology.     

Editorial:On indexing in the Web of Science and predicting journal impact factor

We discuss what document types account for the calculation of the journal impact factor (JIF) as published in the Journal Citation Reports (JCR). Based on a brief review of articles discussing how to predict JIFs and taking data differences between the Web of Science (WoS) and the JCR into account, we make our own predictions. Using data by cited-reference searching for Thomson Scientific's WoS, we predict 2007 impact factors (IFs) for several journals, such as Nature, Science,Learned Publishing and some Library and Information Sciences journals. Based on our colleagues' experiences we expect our predictions to be lower bounds for the official journal impact factors. We explain why it is useful to derive one's own journal impact factor.     

走向世界的中国高校人文社会科学研究——以引文统计分析为视角

通过检索Web of Science中国际核心期刊专题数据库SSCI和A&HC.收集了我国高校研究人员截至2009年主笔或参与合作完成的人文社会科学方面的论文.在对总体数据进行各年统计的基础上.探讨了我国高校人文社会科学文献在引文量、引文期刊、引文年代、被引作者及高校科研水平等方面的内容.从引文分析的角度剖析走向世界的中国高校人文社会科学的研究情况.     

华南农业大学SCI收录论文的统计与分析

本文通过分析近30年华南农业大学科技论文被科学引文索引(SCI)的收录情况,从论文的收录数量、学科分布、载文期刊、论文被引频率、合作国家及机构等方面,对1984-2012年华南农业大学被SCI收录的2846篇论文进行统计分析,以期从另一个层面揭示华南农业大学近年来科研情况,为学科发展水平和未来发展趋势提供一定的参考价值。     

The analysis of the impact of individual weighting factor on individual scores

In this study, category‐based self and peer assessment were applied twice in a semester in an Elementary Science Teaching Methods course in order to assess individual contributions of group members to group projects as well as to analyze the impact of Individual Weighting Factors (IWF) on individual scores and individual grades. IWF were calculated by applying Conway et al.'s (1993 Conway, R., Kember, D., Sivan, A. and Wu, M. 1993. Peer‐assessment of an individual's contribution to a group project. Assessment & Evaluation in Higher Education, 18(1): 45–54. [Taylor & Francis Online] [Google Scholar]) formula. The resulting individual scores were analyzed to find out the impact of IWF on individual scores and individual grades. It was found that the differentiation of individual scores was very large in both applications and caused dramatic changes in some of the students' grades. For this reason, the IWF had to be scaled down to decrease its effect on individual grades. After scaling down the IWF, more acceptable distribution of student grades was obtained.     

Reprint requesting: A possible adjunct to citation analysis for judging research: Preliminary questions and findings

Interest in the quality of published research is evident across the range of disciplines including education. Several comprehensive studies either sponsored or published by the American Educational Research Association attest to this fact. In the sciences, citation analysis is attracting interest as a methodology for assessing research. The procedure has both theoretical and practical promise. The present study considers an overlooked source of information, reprint requesting, as a possible adjunct to citation analysis. The study stems from the questionnaire responses of 24 reprint requestors for an article by the authors. Requestor characteristics, motives, and reprint uses are considered. Implications for further research are advanced.     

Demand for education in the urbanization process: prediction and analysis

According to records from 2002, there will be a continuous increase in the number of classes, full-time teachers and teaching staff in urban primary and junior secondary schools during the period 2005–2020. At the same time, the demand for classes and teachers of non-compulsory education will decrease yearly. It is estimated that the budgetary funds for urban primary, junior secondary, senior secondary education and even higher education will increase by 8%, 8.7%, 15.2% and 9%, respectively each year. __________ Translated from Educational Research, 2005 (11)     

学术期刊影响因子综述

学术期刊影响因子受出版时间、源期刊库缺陷、统计上的差异、学科性质差异、反常性自引及编辑加工过程等因素的影响．我国学术期刊被引频次近年来逐渐提高,但与国际水平还有较大的差距。     

对外汉语本科专业基础教材参考文献的内容分析

文章以9本对外汉语本科专业基础教材中的参考文献为研究对象,对参考文献的数量、所涉学科领域、语种、类型等多方面进行系统考察与分析,探讨此类教材中使用参考文献的特点,并借此分析这些对外汉语本科教学类专业基础教材的优点和不足。研究发现,部分专业基础教材存在引文数量偏少,所涉学科较为狭窄,编者学术视野不够开阔的问题。作者据此对未来汉语国际教育本科专业基础教材的编写提出了一些建议。     

SCI与高校科技论文收录

文章指出,目前,SCI已成为高校综合实力评估的重要方面。要提高科技论文在SCI的收录率,论文应发表在检索机构的源期刊上,论文编写格式要符合国际标准和SCI有关规定,同时,还应注意本单位的署名问题。     

基于Web of Science核心合集的福州大学数学学科论文统计分析

通过对Web of Science核心合集数据库检索,发现了福州大学数学学科发表论文数和论文被引用数的一些特点,提出了一些有利于福州大学数学学科发展的建议.     

Web 2.0 authorship: Issues of referencing and citation for academic integrity

Web 2.0 authoring forms such as wikis and blogs, social bookmarking, and audio and video podcasting pose a challenge to academic authorship traditions. This paper reviews the provisions made in major academic referencing and citation style guides for acknowledging content and ideas that may be published using these new web authoring forms. It offers an overview of features of web 2.0 authoring forms and explores concepts of authoring that can help academics to understand the challenges of working with these forms. It provides examples of referencing and citation in scholarly and scientific communication, and concludes that the conceptual basis of referencing and citation as expressed in current systems and standards needs reform in order to bring academic integrity to the use of these new forms of authorship.     

The impact factor: Measuring student professional growth in an online doctoral program

This article describes the impact of an online Ed.D. in educational technology based on data collected from students at regular intervals during the program. It documents how students who were working professionals applied learning from the program within their practice, enculturated into the educational technology community, and grew professionally. Our findings indicate that an online professional program embedded in practice can have substantial impact on students’ professional growth and professional practice.