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Journal articles on the topic 'Educational publications'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Aman, Valeria, and Alexander Botte. "A bibliometric view on the internationalization of European educational research." European Educational Research Journal 16, no. 6 (September 15, 2017): 843–68. http://dx.doi.org/10.1177/1474904117729903.

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Is there a trend towards internationalization of educational research in Europe? Educational research is said to follow a tradition of nationally oriented studies and interventions supported by a national publication culture. Publications are a suitable source of empirical analysis of research output, as they reflect results, emergence and impact of research. This study focuses on publication based bibliometric indicators, which represent measurable characteristics of international orientation of research publications and which can be surveyed in time course. Being aware that the Web of Science (WoS) databases cover a crucial but rather limited proportion of the worldwide educational research output, this study provides bibliometric insights into the development of national publication outputs in educational research in the WoS and what idiosyncrasies are revealed for European countries, into the role of English as a publication language, into the trend towards transnational co-authorship as an indicator of international cooperation, and into citation frequencies as a measurement of research communication or research impact.

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2

Pushkar, Oleksandr, and Yevhen Hrabovskyi. "Methodology for developing an intelligent user interface for educational publications in the e-learning system." Development Management 17, no. 3 (November 22, 2019): 23–34. http://dx.doi.org/10.21511/dm.17(3).2019.03.

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The article analyzes special features and principles of constructing the user interface and substantiates the authors methodical approach to the development of the intellectual user interface of educational publications in the e-learning system. Besides, the “user interface” concept is analyzed and types of user interfaces are considered. For representatives of each representative system, the article gives a list of typical ways of perceiving environmental information that should be considered in developing the user interface of educational publications. The main features of procedurally-oriented and object-oriented types of user interface are considered and their main parameters are presented. The implementation of an innovative component in the development interface of educational publications in the e-learning system is proposed to be implemented by adding the properties of adaptability to the user interface. Provisions are determined that define the user interface concept, on the basis of which the principles of constructing adaptive interfaces are formed. The basic principles of visual design of mental maps of electronic educational publications for the e-learning system are offered. The main features provided by the mental map are presented in the form of a visual diagram. The didactic interface of the developed e-learning edition is considered and the scheme of the user and publication interaction is given. The focus group method evaluates the user interface quality of the created e-learning publication.

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3

Evdokimov, V. I., and V. F. Glukhov. "Integrated score of publication performance of leading organizations of EMERCOM of Russia (2005–2019)." Medicо-Biological and Socio-Psychological Problems of Safety in Emergency Situations, no. 2 (June 17, 2020): 109–19. http://dx.doi.org/10.25016/2541-7487-2020-0-2-109-119.

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Relevance. To improve the quality of publications while maintaining their growth rate, employees of the Ministry of Science and Higher Education of Russia have approved a methodology for assessing the integrated score of publication performance of organizations.Intention. Analysis of the integrated score of publication performance of the leading educational and scientific organizations of the Russian Emergencies Ministry for 10 years (2010–2019).Methodology. The object of the study was the annual indicators of the integrated score of publication performance of the Russian Emercom as calculated by the staff of the Scientific Electronic Library [https://www.elibrary.ru/].Results and Discussion. A low average annual integrated score of publication performance was revealed in the Emercom of Russia. For an educational organization in the Russian Emercom, it amounted to (55.67 ±5.8) points, for a research organization – (29.0 ± 1.5) points (p < 0.01). The average annual integrated score of publication performance for the same period at Omsk State Technical University turned out to be 6 times higher (306.4 ± 19.0) than the average for educational institutions of the Russian EMERCOM (p < 0.001). It turned out that the EMERCOM of Russia had few highly rated publications on computer and information sciences, physical and chemical branches of knowledge, and quite a lot of publications on social sciences. Most likely, the latter are not a priority in the state assignment for research and development of the EMERCOM of Russia. Shown are the ways to increase the integrated score of publication performance of the EMERCOM of Russia organizations.Conclusion. The slogan of researchers “print or die” in modern conditions is becoming less and less relevant. Russian and world science were flooded with insignificant and sometimes false publications. The fractional calculation of the integrated score of publication performance will make the authors think before including anyone in gift co-authorship or creating “fake” affiliations. This methodology will help improve the quality of domestic publications, and printing weak articles will become irrelevant.

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4

Figol, N., and E. Chykaliuk. "ЗАСТОСУВАННЯ МУЛЬТИМЕДІЙНИХ ТЕХНОЛОГІЙ ДЛЯ СТВОРЕННЯ ЕЛЕКТРОННОГО НАВЧАЛЬНОГО ВИДАННЯ." State and Regions. Series: Social Communications, no. 2(42) (March 18, 2020): 109. http://dx.doi.org/10.32840/cpu2219-8741/2020.2(42).16.

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<p><em>One of the main ways to reorganize the educational process in the field of education and science is to make changes related to rapid technological progress. A priority for teachers is the need to keep the student's attention on new material and meet his / her needs for constantly updated, up-to-date information. The leading tool in achieving these goals is the digitization of the educational process: it involves the translation of content in all its forms - text, graphics, audio - in a digital format, which makes it easy to transport the material of offline publications by any channel of electronic communication.</em></p><p><em>The purpose of this work is to determine the functionality of the multimedia environment in the process of editorial preparation of e-learning publications in foreign experience. The stated purpose implies the fulfillment of the following tasks: analyze the selected e-learning edition and determine the list of basic multimedia elements.</em></p><p><em>Research methods. Due to the multidimensionality of the chosen topic, such methods as the method of terminological analysis was used to develop the conceptual apparatus; synthesis method - to identify the foundations of editorial training multimedia educational publications; methods of analogy and systematization - to characterize trends in the development of multimedia publications; a descriptive method for presenting an analysis of a selected publication and a comparative method for identifying features of multimedia educational publications and comparing them with traditional (paper) counterparts. The scientific novelty of the work is to determine the methodology of editing the multimedia textbook for college students and students, as well as to evaluate the functionality of the multimedia publication, its features and methods of preparation.</em></p><p><strong><em>Key words:</em></strong><em> e-learning publication, multimedia, multimedia educational publication, editing.</em></p><p> </p>

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5

Kuznetsova, Irina, and Oleksandr Vovk. "Technology of Educational Electronic Publications’ Quality Evaluation." Open Journal for Information Technology 2, no. 1 (July 14, 2019): 9–20. http://dx.doi.org/10.32591/coas.ojit.0201.02009k.

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6

Romanowsky, H. "Educational products working group Ada publications list." ACM SIGAda Ada Letters VIII, no. 3 (April 1988): 81–83. http://dx.doi.org/10.1145/44772.44775.

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7

Wood, Jacalyn K. "Special Publications: A Potpourri of Educational Issues." Childhood Education 73, no. 4 (June 1997): 253–54. http://dx.doi.org/10.1080/00094056.1997.10521107.

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8

Magometov, Akhurbek А., and Boris A. Takhokhov. "Scientific journal in the educational space of the university." Vestnik of North-Ossetian State University, no. 2(2021) (June 25, 2021): 137–45. http://dx.doi.org/10.29025/1994-7720-2021-2-137-145.

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The article presents the authors ‘view on the activities of the scientific journal” Bulletin of the North Ossetian State University named after K. L. Khetagurov”. The relevance of the article is due to a significant increase in the role of research work of teachers and students of universities and the requirements for their publication activity; the importance for the university of having highly rated scientific journals and the increasing importance of the scientific publication of the university for improving the training of students. At the scientific and theoretical level, the changes that were determined by the modernization of education in the country and the need to improve the quality of scientific publications in accordance with the vector of development of international high-ranking publications and the desire of the university management and the editorial board to keep the journal in the trend of modern science are understood. Attention is paid to the problem of evaluating and reviewing scientific articles, the idea of the impact of reviews on the development of scientific knowledge is justified; the systematic work of the editorial board on the introduction of scientific research into the educational process of the university is shown. The new tasks of the editorial board are considered, the solution of which will contribute to improving the quality of the publication and the research activities of the teaching staff and students of the university. The purpose of the work is to substantiate the author’s approach to the current state, functioning and perspective view of the development of the university scientific publication and to determine its place in the modern scientific and educational space. The research methodology is based on systematic, activity-based and culturological approaches using such methods as systematization, generalization, analysis, description and comparison.

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9

Shrestha, Jiban, Subash Subedi, and Krishna Prasad Timsina. "Predatory publishing: A threat to the credibility of science." Nepal Journal of Multidisciplinary Research 3, no. 1 (July 22, 2020): 7–14. http://dx.doi.org/10.3126/njmr.v3i1.30214.

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Predatory journals pose a global threat to science. Young scientists and scholars are easy victims of the predatory publications. Predatory publications reduce the accuracy, reliability, and validity of the scientific works published. The predatory publications are worthless, just a waste of time, resources, money, and efforts. Predatory publications undermine the value of legitimate publications. In order to discourage predatory publications, educational and research institutions should set the rules for publication in the journals that must be indexed in web of science, Journal Citation Reports (JCR, Clarivate Analytics, formerly Thomson-Reuters) or other famous scientific databases such as Scopus, DOAJ, PubMed, and MEDLINE. Citation of articles from predatory journals should be discouraged. The students, academics, and researchers should be careful to avoid predatory publications to maintain their credentials.

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10

Freeman, Tyler, Nikhil Shelke, and Rajiv Rajani. "Assessment of Orthopedic Educational Research in 2015 Publications." Journal of Surgical Education 76, no. 2 (March 2019): 578–84. http://dx.doi.org/10.1016/j.jsurg.2018.08.015.

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11

Thomas, Kris G., Andrew J. Halvorsen, Colin P. West, Eric J. Warm, Jerry Vasilias, Eileen E. Reynolds, John G. Frohna, and Furman S. McDonald. "Educational Innovations Project—Program Participation and Education Publications." American Journal of Medicine 126, no. 10 (October 2013): 931–36. http://dx.doi.org/10.1016/j.amjmed.2013.06.023.

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12

Martinez-Perez, Clara, Cristina Alvarez-Peregrina, Cesar Villa-Collar, and Miguel Ángel Sánchez-Tena. "Current State and Future Trends: A Citation Network Analysis of the Academic Performance Field." International Journal of Environmental Research and Public Health 17, no. 15 (July 24, 2020): 5352. http://dx.doi.org/10.3390/ijerph17155352.

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Background: In recent years, due to its complexity and relevance, academic performance has become a controversial research topic within the health and educational field. The main purposes of this study were to analyze the links between publications and authors via citation networks, to identify the different research areas and to determine the most cited publications. Methods: The publication search was performed through the Web of Science database, using the term “Academic Performance” for a time interval from 1952 to 2019. The software used to analyze the publications was the Citation Network Explorer. Results: We found a total of 16,157 publications with 35,213 citations generated in the network, and 2018 had the highest number of publications of any year. The most cited publication was published in 2012 by Richardson et al. with a citation index score of 352. By using the clustering function, we found nine groups related to different areas of research in this field: health, psychology, psychosociology, demography, physical activity, sleep patterns, vision, economy, and delinquency. Conclusions: The citation network showed the main publications dealing with the different factors that affect academic performance, and it was determined that psychological and psychosocial factors were the most relevant.

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13

"Thanks from the Educational Materials Committee." Arithmetic Teacher 33, no. 9 (May 1986): 60. http://dx.doi.org/10.5951/at.33.9.0060.

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The success of the Council's supplementary publications program depends to a large extent on the voluntary efforts of its members. Manuscripts that are submitted for possible publication as books or pamphlets deal with a myriad of topics at all levels of instruction. The NCTM Educational Materials Committee is deeply grateful for the help it has received during 1985 from those persons named below, who gave freely of their time and expertise in reviewing manuscripts. Their contributions are very much appreciated.

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14

"Publications." International Journal of Early Childhood 22, no. 1 (March 1990): 61. http://dx.doi.org/10.1007/bf03174599.

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15

Zancanaro, Airton, José Leomar Todesco, and Fernando Ramos. "A bibliometric mapping of open educational resources." International Review of Research in Open and Distributed Learning 16, no. 1 (January 20, 2015). http://dx.doi.org/10.19173/irrodl.v16i1.1960.

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Open educational resources (OER) is a topic that has aroused increasing interest by researchers as a powerful contribution to improve the educational system quality and openness, both in face to face and distance education. The goal of this research is to map publications related to OER, dating from 2002 to 2013, and available through the Web of Science and Scopus scientific databases as well as in the OER Knowledge Cloud open repository. Data were used to explore relevant aspects related to the scientific production in OER, such as: (i) number of publications per year; (ii) most cited publications; (iii) authors with higher number of publications; (iv) institutions and countries with more publications and (v) most referenced bibliography by the authors. The analysis has included 544 papers, written by 843 authors, from 338 institutions, from 61 different countries. Moreover, the analysis has included the publications referenced and the author’s keywords, considering 6,355 different publications and 929 different keywords. Besides presenting a bibliographic mapping of the research on OER, this paper also intends to contribute to consolidate the idea that OER is a promising field for researchers, in line with the spreading of the Open movement.

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16

"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 59, no. 3 (November 1989): 397–98. http://dx.doi.org/10.1111/j.2044-8279.1989.tb03115.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 60, no. 1 (February 1990): 129. http://dx.doi.org/10.1111/j.2044-8279.1990.tb00929.x.

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18

"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 60, no. 2 (June 1990): 240–41. http://dx.doi.org/10.1111/j.2044-8279.1990.tb00941.x.

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19

"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 60, no. 3 (November 1990): 376–77. http://dx.doi.org/10.1111/j.2044-8279.1990.tb00955.x.

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20

"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 61, no. 1 (February 1991): 122–23. http://dx.doi.org/10.1111/j.2044-8279.1991.tb00968.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 61, no. 2 (June 1991): 258–60. http://dx.doi.org/10.1111/j.2044-8279.1991.tb00983.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 61, no. 3 (November 1991): 389–90. http://dx.doi.org/10.1111/j.2044-8279.1991.tb00994.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 62, no. 1 (February 1992): 166–67. http://dx.doi.org/10.1111/j.2044-8279.1992.tb01010.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 62, no. 2 (June 1992): 278–80. http://dx.doi.org/10.1111/j.2044-8279.1992.tb01022.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 62, no. 3 (November 1992): 428–30. http://dx.doi.org/10.1111/j.2044-8279.1992.tb01036.x.

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26

"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 55, no. 3 (November 1985): 314–16. http://dx.doi.org/10.1111/j.2044-8279.1985.tb02638.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 56, no. 1 (February 1986): 109–10. http://dx.doi.org/10.1111/j.2044-8279.1986.tb02652.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 56, no. 2 (June 1986): 238–39. http://dx.doi.org/10.1111/j.2044-8279.1986.tb02668.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 56, no. 3 (November 1986): 383–84. http://dx.doi.org/10.1111/j.2044-8279.1986.tb03053.x.

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30

"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 57, no. 2 (June 1987): 260–62. http://dx.doi.org/10.1111/j.2044-8279.1987.tb03161.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 58, no. 1 (February 1988): 141–42. http://dx.doi.org/10.1111/j.2044-8279.1988.tb00886.x.

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32

"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 58, no. 2 (June 1988): 241. http://dx.doi.org/10.1111/j.2044-8279.1988.tb00899.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 58, no. 3 (November 1988): 370. http://dx.doi.org/10.1111/j.2044-8279.1988.tb00914.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 59, no. 2 (June 1989): 279–80. http://dx.doi.org/10.1111/j.2044-8279.1989.tb03102.x.

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"Publications received." British Journal of Educational Psychology 65, no. 1 (March 1995): 151–53. http://dx.doi.org/10.1111/j.2044-8279.1995.tb01138.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 59, no. 1 (February 1989): 124–25. http://dx.doi.org/10.1111/j.2044-8279.1989.tb03085.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 55, no. 1 (February 1985): 108–9. http://dx.doi.org/10.1111/j.2044-8279.1985.tb02614.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 55, no. 2 (June 1985): 183–84. http://dx.doi.org/10.1111/j.2044-8279.1985.tb02624.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 57, no. 3 (November 1987): 422–23. http://dx.doi.org/10.1111/j.2044-8279.1987.tb00870.x.

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"PUBLICATIONS RECEIVED." British Journal of Educational Psychology 57, no. 1 (February 1987): 135–36. http://dx.doi.org/10.1111/j.2044-8279.1987.tb03069.x.

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"Publications Received." British Journal of Educational Psychology 70, no. 1 (March 2000): 161–62. http://dx.doi.org/10.1348/000709900157930.

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"Publications Received." British Journal of Educational Psychology 70, no. 2 (June 2000): 303–4. http://dx.doi.org/10.1348/000709900158038.

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"Publications received." British Journal of Educational Psychology 70, no. 3 (September 2000): 469–72. http://dx.doi.org/10.1348/000709900158146.

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"Publications received." British Journal of Educational Psychology 70, no. 4 (December 2000): 639–40. http://dx.doi.org/10.1348/000709900158245.

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"Publications received." British Journal of Educational Psychology 71, no. 1 (March 2001): 183–84. http://dx.doi.org/10.1348/000709901158361.

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"Publications received." British Journal of Educational Psychology 71, no. 2 (June 2001): 367–68. http://dx.doi.org/10.1348/000709901158479.

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"Publications Received." British Journal of Educational Psychology 71, no. 3 (September 2001): 509–10. http://dx.doi.org/10.1348/000709901158640.

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"Publications Received." British Journal of Educational Psychology 71, no. 4 (December 2001): 687–90. http://dx.doi.org/10.1348/000709901158730.

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"Publications received." British Journal of Educational Psychology 72, no. 1 (March 2002): 151–53. http://dx.doi.org/10.1348/000709902158829.

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"Publications received." British Journal of Educational Psychology 72, no. 2 (June 2002): 319–20. http://dx.doi.org/10.1348/000709902158919.

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