近30年我国两大医学信息学期刊载文作者的统计分析

以《医学信息学杂志》和《中华医学图书情报杂志》刊发论文的作者为研究对象,统计分析其作者队伍基本情况。2种期刊论文的主要作者来自医学图书馆和医学信息研究机构,高产作者大多涉及医学图书信息学的多个研究方向,有自己的研究特色;其学术创造期一般持续20年,高产峰期约在10年左右;作者合作程度在逐年增强,但仍处较低水平。研究结果表明,这2种期刊是我国医学信息学界成果发布与学术交流最重要的论文刊发平台。     

SCI收录上海中医药大学论文的计量分析

以SCI—Expand（SCIE）为数据源统计上海中医药大学2000-2009年间被SCI收录的文献,从年代、语种、文献类型、基金资助、来源期刊等几方面进行统计分析,并提出了相应的建议。     

Factors affecting the career progress of academic accountants in Australia: Cross-institutional and gender perspectives

Since the late 1980s, Australian highereducation has undergone significant reforms andpolicy changes based on economic rationalismand modernisation of management. This paperexamines the outcomes of the reform processesbased on the career attributes, status andperceptions of work environment of academicaccountants in Australian universities.Similarities and differences between academicaccountants are explored fromcross-institutional and gender perspectives.The data provide insight into a number ofsystemic inequalities between the older andmore established universities and the neweruniversities. In specific, across-institutional analysis based on fouruniversity types: Sandstones/Redbricks,Gumtrees, Unitechs and New (Marginson 1999)indicates that academic accountants in Newuniversities employ a much lower proportion ofstaff with PhD qualification, a weakerpublication profile, and perceive greaterbarriers for conducting research in terms of ashortage of research mentors, colleagues withresearch experience, and post-graduatestudents. Further, the commitment to flexiblelearning and delivery strategies iscomparatively stronger in Unitechs, and posesadditional demands on accounting academics'overall workload. Perceptions of gender-baseddiscrimination by female academic accountantsare generally stronger than their malecounterparts, particularly, in Newuniversities. These results raise severalissues for academic accountants at both theinstitutional and individual level in terms ofequal employment opportunities, management ofresearch programmes, development of teachingstrategies and individual time management.     

Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa,New Zealand

An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned.     

学术迹及其应用研究的综述

[目的/意义]综述目前学术迹在学术影响力评价中的应用研究。[方法/过程]从学术迹的概述、学术迹的相关指标、学术迹的应用与学术迹的缺陷及改进这4个方面系统地分析了学术迹作为新的指标体系在各学术主、客体学术影响力评价中的作用。[结果/结论]学术迹这一指标存在忽略论文合作现象、时效性差、评价不全面的缺陷,今后应加强和完善。     

Performance‐approach goals,task‐avoidant behaviour and conceptual knowledge as predictors of first graders’ school performance

The present paper aims to examine the relationship between first grade children’s performance‐approach goal orientation, task‐avoidant behaviours, conceptual knowledge and their achievement in maths and literacy. The sample consisted of 174 first grade children and their class teachers. Children’s self reports of their performance‐approach goals and avoidant behaviours as well as teacher‐reports of children’s avoidant behaviours were used. Our results indicate that performance‐approach goal orientation positively predicts children’s self‐reported task‐avoidant behaviours which in turn have a negative effect on children’s achievement outcomes. The negative effect of teacher‐rated avoidant behaviours on children’s achievement outcomes was even greater than the positive influence of children’s conceptual knowledge. These results suggest that the relationships between goal‐orientations, achievement behaviours and achievement outcomes start to form early in children’s school career (or even before that) and that children’s self‐report of their achievement goals and behaviours provide a valuable knowledge already in this early age.     

高中生考试焦虑和学业自我效能与人格特征的相关研究

用问卷法对福州市三所普通中学的524名高中生被试的学业自我效能感、考试焦虑和人格特征状况进行了测查,发现:(1)高中生被试的总体考试焦虑状况不容乐观;(2)学业自我效能、考试焦虑和人格特征这三者之间均两两存在显著性相关;(3)从三者的路径分析图可以看出,N神经质和E外向通过影响数学学业自我效能间接影响高中生被试的考试焦虑;E外向还通过影响语言学业自我效能间接影响高中生被试的考试焦虑。