危机状态下的信息污染及其防治

危机加剧了信息污染的产生和传播，这是由信息传播技术的发展、政府与媒体信息发布时机把握不当以及危机状态下的社会心理共同形成的结果，其中，公众在危机中特殊的心理状态及其对政府和传媒的不信任成为主导因素。因此，要降低信息污染的扩散及危害程度，必须从其产生和传播的机理人手，既要预防信息污染的产生，也需要对已产生的污染信息采取相关的措施及时处理。     

Network structure, self-organization, and the growth of international collaboration in science

Different approaches have been used to analyse international collaboration in science but none can fully explain its rapid growth. Using international co-authorships, we test the hypothesis that international collaboration is a self-organising network. Applying tools from network analysis, the paper shows that the growth of international co-authorships can be explained based on the organising principle of preferential attachment, although the attachment mechanism deviates from an ideal power-law. Several explanations for the deviation are explored, including that of the influence of institutional constraints on the mechanism of self-organisation.     

利用《中文社科报刊篇名数据库》比较分析体育科研期刊

本文首先对《中文社科报刊篇名数据库》作简单介绍,认为《社科库》可以作为评价期刊水平的依据。然后选择《体育科研》、《安徽体育科技》、《体育科学》三种体育科研期刊作比较分析,从论文质量,《社科库》所收条目以及所占比例推断出所有的学报,科研类期刊都具有较高学术水平,是体育期刊中的核心期刊。     

Our Own Devices: Heterotopic Communication, Discourse, and Culture in the Information Society 1

The main premise of this article is that in information societies generally, and in virtual social contexts particularly, a distinctive style of interaction to facilitate the communication of difference, heterotopic communication , has emerged. It rests on two cultural foundations: an ideological belief in the positive, socially integrating power of communication, and a prevailing ethic of instrumental rationality, subjective individualism, and strategically practiced self-interest. The former is demonstrated by the use of simulation and spectacle as sources of information; exhibitionism/voyeurism as a communicative style; and the awareness of surveillance. The latter is seen in the competitive use of knowledge as a commodity; a surface globalism masking deep parochialism; lateral as well as vertical information inequity; and the use of public versus private as strategies for engagement rather than as spaces. Those who engage in heterotopic communication resort to their 'own devices' both in the sense of personal agendas, strategies, interests, and interpretations, and in the form of the telecommunication tools that help realize them. These personal and technological devices allow individuals with the right educational and technical resources to avoid exposure to disagreement, difference, or other information that does not serve their direct purposes or reflect their particular views of the world; yet they also help convey the appearance of openness, availability, and cooperation. This style of interaction is used strategically in combination with information and communication technologies to gain social or economic advantages, but it may encourage social separatism and parochialism, inhibit the negotiation of disputes, and emphasize competing interests.     

Researcher Development of Doctoral Students: Supports and Barriers Across Time

We used content analysis to analyze 42 counseling doctoral students' reports of supports and barriers influencing their researcher development across 3 years. In line with social cognitive career theory, the students named cognitive-person, environmental, and social-context influences. Analyses indicated no differences in frequencies of supports and barriers across time but significant differences by cohort.     

The context dependence of physics identity: Examining the role of performance/competence,recognition, interest,and sense of belonging for lower and upper female physics undergraduates

While there is a growing body of work that examines disciplinary identity development, unlike qualitative work in this area, quantitative research has not fully incorporated the importance of different contexts, nor has it uniquely focused on underrepresented groups (in this case, women in physics). This study examines how the constructs posited by prior work as important for physics identity, as well as an additional theorized construct, may interrelate and affect female students' physics identity differently depending on the context. Context in this study refers to two different experiential levels in college. The constructs examined include performance/competence, recognition, and interest, as well as sense of belonging. In particular, we used structural equation modeling to examine the effect that these constructs have on the physics identity of two groups of female physics undergraduates: first year students and senior year students. The results reveal that the relationship of the theorized constructs with physics identity vary between the two groups as well as compared to prior research with broad college student populations (not just physics majors). Unlike broad college student populations, for our sample of female physics undergraduates, interest did not have a direct effect on physics identity while sense of belonging was significant only for senior year students. These results exemplify the importance of examining context or different types of student experiences when studying disciplinary identity development rather than generalizing previous frameworks to all contexts.     

Promoting students’ social behavior in primary education through Success for All lessons

Success for All (SfA) is a comprehensive school reform program with a strong emphasis on cooperative learning that aims to improve students’ social emotional learning alongside students’ cognitive learning. In the present study it was examined whether SfA led to improved students’ social behavior in Grade 1–3 of primary education. Peer sociometric data was collected for 974 students aged 6–9. Using multivariate multilevel analysis we found no significant effect of SfA on students’ pro- and antisocial behavior over time. However, a significant interaction effect was found showing that antisocial behavior of students from disadvantaged backgrounds decreased in the intervention condition in Grade 2. This is a promising finding given that the SfA program was especially developed for schools serving large numbers of disadvantaged students. Implications of the study are described.     

University reform and the development of social sciences in Indonesia

Much has been studied regarding university reforms and their impacts on scientific development worldwide. This paper aims to enrich current perspectives on university reform by developing a distinct concept of social science development in the context of the emergence of academic social sciences in Indonesia. Using a bibliometric method, this paper finds a significant increase in the volume of international scientific publications focusing on socio-economic and political issues. However, two issues that presently color the landscape of social scientific publications are the bifurcation of academic dependencies and limited extension of Western social theories. The future of the social sciences in Indonesia will be determined by interrelationships between the state, universities, and networks of academics who can address the former issue and ensure that academics publish in mainstream international journals emphasizing the prominence of the latter. In doing so, the social sciences will have the potential to improve future university teaching and engagement in public policymaking in Indonesia.     

How and why are educators using Instagram?

Social media are commonplace in many educators’ lives, but their Instagram activities have received no prior attention in the empirical literature. We therefore created and disseminated a survey regarding educators’ Instagram use. Analyses of 841 responses suggested participants were generally intensive users of Instagram who engaged in the exchange of both professional knowledge and wisdom, as well as affective support. In addition to identifying benefits to Instagram use, some participants offered critiques of Instagram’s professional utility. We discuss the implications of these findings for educators’ work in a digital era and the future of research on educators’ social media activities.     

Teaching for social justice: A research synthesis on Asian American and Pacific Islander teachers in U.S. schools

This article examines social justice in teaching and teacher education with a focus on the experiences, pedagogies, and instructional practices of Asian American and Pacific Islander (AAPI) teachers. We synthesized 37 peer-reviewed research publications on AAPI teachers’ experiences and contributions to diversity and social justice. The results show AAPI teachers disrupting Whiteness through beliefs, pedagogies, and practices that value multiple perspectives and marginalized voices. Policy implications include supporting cultural and linguistic diversity in teacher education programs and schools and providing opportunities for teachers to engage in critical praxis regarding their racial identities and issues of equity in education.