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81.
Amanda Graham Travis C. Pratt Heejin Lee Francis T. Cullen 《Journal of Criminal Justice Education》2019,30(3):348-375
Citation analysis is a valuable method for tracking the growth and transmission of scientific knowledge. In criminology and criminal justice, such analyses tend to be focused on “classic” works or on highly cited scholars over many years. As an alternative approach, we focus on work that has been cited rather quickly – what we term the “early onset” of impact. In doing so, we identified 221 of the most highly cited peer-reviewed articles, authored by 480 scholars, which were published in criminology and criminal justice journals between 2010 and 2015. Analyses reveal wide variation in substantive topics and methodological approaches, as well as a substantial gender gap with respect to authorship. Additional analyses provide insight into both journal and institutional/program prestige. We conclude with directions for future research and stress the importance of tracking over time articles that appear to be off to an early start with respect to scholarly impact. 相似文献
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83.
Graham Webb 《Higher Education》1992,24(3):351-361
This paper raises questions concerning pretexts available to educational developers in justifying their activities. Positivist epistemology is seen as a dominant characteristic of the higher education development discourse, leading to an associated valuing of the practical, empirical and instrumental. An alternative conception of development activities from the stand point of interpretive understanding is then outlined, together with some problems which may be raised with respect to this approach. Finally, critical theory is discussed as providing an epistemological position which avoids some of the problems of the other frameworks, but which carries problems of its own. For each framework, some consequences of the particular approach for higher education developers and their common tasks and activities are outlined. Generally, a shift of emphasis from the practical and instrumental to the reflective and value-orientated is espoused.Based on a paper presented to the joint PRAHE/HERDSA (NZ) conference, CIT Wellington, 1990. 相似文献
84.
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation. 相似文献
85.
Educational integration schemes for children with severe learning difficulties are based partially on the assumption that the presence of these children in schools will increase the extent to which they are accepted by their peers. However, psychological theories of intergroup behaviour suggest that physical presence alone is unlikely to have this effect. In the present study, the intergroup and interpersonal attitudes towards young people with learning difficulties of 128 adolescents in integrated and nonintegrated schools were examined. Results showed no clear differences between the attitudes of children in the two types of school. The frequency of participants’ contact, not the type of school attended, led to more positive expectations about meeting a young person with learning difficulties. In addition, females were found to be more positive than males on several measures. The implications of these results for the methods and content of future research that could inform the process of educational integration are discussed. 相似文献
86.
87.
This study investigated the concerns experienced by students from two Australian tertiary institutions. Randomly‐selected samples of 342 Ballarat College of Advanced Education students and 208 Gold Coast College of Advanced Education students reported the extent to which each of 42 factors had caused them concern since being at college. Consistent with the research findings of Sarros and Densten (1989) and others, respondents were more concerned over academic and course‐related matters than over a range of personal, interpersonal and practical factors. Levels and‐patterns of concern were found to vary between sub‐groups of the student samples. Follow‐up surveys of the academic staff in each of the two institutions suggested that academics are biased in their perceptions of student concerns. Discussion focuses upon the generalizability and practical significance of the findings. 相似文献
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89.
The Access and Equity Programme at the University of Southern Queensland is an example of a program supported by the Commonwealth Government's Higher Education Equity Programme. The characteristics of this program are discussed in terms of its context, focus and rationale, structure and components, and outcomes. The program is seen to be successful in fulfilling the aim of such programs to promote greater access to higher education from disadvantaged groups. However, it is also concluded that: the required focus on defined target groups can itself be inequitable by ignoring cases of individual disadvantage; the need for quota selection leaves the least capable without any support for their aspirations; and the almost exclusive concentration on prerequisite academic knowledge leaves some without sufficient awareness and adaptability to cope with the demands of higher education. 相似文献
90.
Anne Graham Julia Truscott 《International journal of qualitative studies in education》2017,30(2):190-205
This article explores whether child-led research (CLR) benefits the well-being of the children and young people involved. The article draws upon evaluation data from a pilot CLR programme facilitated by a non-government organisation that supports disadvantaged children, young people and families. Nine participants (aged 10–14 years old) volunteered for the CLR programme, conducted over 18 weeks, which involved learning about and undertaking their own research on a topic of their choosing. The programme was externally evaluated both in terms of process and outcomes so as to gain insights into what is involved in CLR and any potential benefits it might offer for participants. The discussion explores a range of positive benefits for children whilst also signalling the challenges involved in planning, implementing and evaluating such initiatives, not least of which is the difficulty in scaling up this kind of research, given its resource-intensive nature. 相似文献