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1
Monty, Vivienne. "Web Journals and Education." Education Libraries 20, no. 3 (September 5, 2017): 11. http://dx.doi.org/10.26443/el.v20i3.104.
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The Journal is the most accepted vehicle for the dissemenation of work results and today electronic journals are very much part of that form of dissemination. Electronic Journals (E-journals) come in many forms from academic ones to zines, which are popular and irreverent for the most part. There are many e-joumals on the Internet and the Web in education. It is an ideal medium for them. In particular, e-journals in education help the cognitive learning process. The do so by complying with learning series as outlined by Piaget, Kolb, Witkins and others. Through their flexibility with hyperlinks and the varying formats they allow, e-joumals can relate to the varying leaning styles of students. Despite of all their positive aspects, there are still a number of issues of concern with this medium of publication such as copyright, stability of format, archiving, updating, indexing and the like. Nonetheless, e-journals will continue to grow and expand due to ease of access and because, in the field of education they promote an interactive learning tool.
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Vanderstraeten, Raf. "Scholarly Communication in Education Journals." Social Science History 35, no. 1 (2011): 109–30. http://dx.doi.org/10.1017/s014555320001419x.
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The rise of disciplines is connected with the formation of groups or networks of specialists. It is connected with the emergence of “scientific communities,” theorized about since Thomas Kuhn and Robert Merton. But how is such a community of specialists brought together; how are common orientations among members of a scientific community upheld? In this article it is argued that scholarly journals play a key role in the modern scientific disciplines. Journals both secure the shared values of a scientific community and endorse what that community takes to be certified knowledge. Publications in scholarly journals have become the basic units of scientific communication in a discipline. Against this theoretical background, I analyze in this article the evolution of the leading scholarly journal in the field of education in the Dutch-language community,Paedagogische Studiën (Studies in Education). The analyses illuminate a number of historical evolutions in this journal in the period 1920–75: the increase in coauthorship and the concomitant standardization of publication formats; the changing role of the editorial board, especially in its function of gatekeeper of scientific communication; and the increase and the shifting “global” nature of cited work in the journal. Because of the close relationship between journal and discipline, this analysis highlights basic characteristics of the patterns of communication and the constitution of disciplinary identity in Dutch-language educational science.
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Price, James H., and K. Lynne Robinson. "Perceptions of Quality of Journals Related to Health Education." Psychological Reports 84, no. 1 (February 1999): 259–66. http://dx.doi.org/10.2466/pr0.1999.84.1.259.
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Faculty and chairpersons ( N = 102) at 34 programs granting doctoral degrees in health education were asked to rate the quality of professional journals related to health education. The American Journal of Public Health was the highest rated journal. Health Education Quarterly was second, and Health Education Research, the only other health education journal, was rated in the top 10 (rated 7). The journals from the epidemiology area rated higher than journals from other areas. The respondents were least familiar with journals on the environment, safety, and death education.
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Krueger, Thomas, and Jack Shorter. "Bibliographic measures of top-tier finance and information systems journals." Journal of Applied Research in Higher Education 12, no. 5 (November 19, 2019): 841–55. http://dx.doi.org/10.1108/jarhe-12-2018-0257.
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Purpose Pay, tenure and promotion decisions are frequently based upon inferences regarding the value of faculty research. Meanwhile, departmental, college and university reputations are frequently based on perceptions regarding the quality of research being produced by its faculty. Making correct inferences requires accurate measurement of research quality, which is often based upon the journal through which results are shared. This research expands upon the research found elsewhere through its detailed investigation of leading journals in two business disciplines, including examination of four different citation-based measures and four journal characteristics which are exogenous to the quality of any individual piece of research. The paper aims to discuss this issue. Design/methodology/approach This study assists in the development of an accurate perspective regarding research quality, by studying the popular Journal Citation Reports (JCR) impact factor. A further expansion on the past literature is consideration of three newer journal quality metrics: SCImago Journal Rank (SJR), Source Normalized Impact per Paper (SNIP) and percentage of articles cited. Top-tier journals in finance and information systems are compared to evaluate the consistency of these measures across disciplines. Differences in journal characteristics and their impact on citation-rate based measures of quality are also examined. The potential impact of discipline-based variation in acceptance rate, issue frequency, the time since journal inception and total reviewers are put forth as additional potential exogenous factors that may impact the perception of journal quality. t-Tests are employed for discipline comparisons, while correlation and multiple regression are used for journal characteristic analysis. Findings There is a significant difference in the JCR impact measures of high-quality finance journals vs high-quality information systems journals, which are correlated with a variety of journal-specific factors including the journal’s acceptance rate and frequency of issue. Information systems journals domination of finance journals persists whether one considers mean, median, minimum or maximum impact factors. SJR measures for finance journals are consistently higher than information systems journals, though the SJR value of any individual journal can be quite volatile. By comparison, the SNIP metric rates premier information systems journals higher. Over 12 percent more of the articles in leading information systems journals are cited during the initial three years. Research limitations/implications Logical extensions of this research include examining journals in other business disciplines. One could also evaluate quality measures reaction to variation in journal characteristics (i.e. changes in acceptance rates). Furthermore, one could include other measures of journal quality, including the recently released CiteScore metric. Such research will build on the present research and improve the accuracy of research quality assessment. Practical implications To the extent that citation-based research measures and journal-specific factors vary across disciplines as demonstrated by our investigation, discipline-specific traits should be considered adjusted for, when making inferences about the long-term value of recently published research. For instance, finance faculty publishing in journals with JCR readings of 2.0 are in journals that are 53 percent above the discipline’s average, while information systems faculty publishing in journals with JCR readings of 2.0 are in journals that are 18 percent below the discipline’s average. Furthermore, discipline-specific differences in journal characteristics, leading to differences in citation-based quality measures, should be considered when making inferences about the long-term value of recently published research in the process of making recommendations regarding salary adjustments, retention and promotion. Social implications Quantity and quality of research are two hallmarks of leading research institutions. Assessing research quality is very problematic because its definition has changed from being based on review process (i.e. blind refereed), to acceptance rates, to impact factors. Furthermore, the impact factor construct has been a lightning rod of controversy as researchers, administrators and journals themselves argue over which metric to employ. This research is attempting to assess how impact factors and journal characteristics may influence the impact factors, and how these interactions vary business discipline. The research is especially important and relevant to the authors which separately chair departments including finance and information systems faculty, and therefore are in roles requiring assessment of faculty research productivity including quality. Originality/value This study is a detailed analysis of bibliographic aspects of the top-tier journals in two quantitative business areas. In addition to the popular JCR, SJR and SNIP measures of performance, the analysis studies the seldom-examined percentage of the article cited metric. A deeper understanding of citation-based measures is obtained though the evaluation of changes in how journals have been rated on these metrics over time. The research shows that there are discipline-related systematic differences in both citation-based research measures and journal-specific factors and that these discipline-specific traits should be considered when making inferences about the long-term value of recently published research. Furthermore, discipline-specific difference in journal characteristics, leading to differences in citation-based quality measures, should be considered when making personnel and remuneration decisions.
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Silverman, Stephen, Pamela Hodges Kulinna, and Sharon R. Phillips. "Physical Education Pedagogy Faculty Perceptions of Journal Quality." Journal of Teaching in Physical Education 33, no. 1 (January 2014): 134–54. http://dx.doi.org/10.1123/jtpe.2013-0052.
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This study examined perceived journal quality by physical education pedagogy faculty members. Participants (N = 273) were identified in three ways and recruited through e-mail. Based on research in other fields investigating journal quality and on publication patterns in physical education, a web-based survey was used to examine (a) whether participants knew a journal and viewed it as scholarly, (b) ratings of journal quality, (c) what factors influenced their ratings, and (d) demographic and scholarly productivity measures. There was a wide range of journals known by the participants and clear indicators of which journals had higher and lower perceived quality. There were differences in ratings between those employed at master’s and doctoral institutions and relationships between scholarly productivity and the number of journals known. The results provide strong indications of journal quality for those who have reasons to evaluate journals in physical education.
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Qomaruddin, Muhammad, Ratih Nur Pratiwi, and Sarwono Sarwono. "Strategic on Management Scientific Publication of Student Journal in Higher Education (a Case Study)." HOLISTICA – Journal of Business and Public Administration 8, no. 3 (December 1, 2017): 41–54. http://dx.doi.org/10.1515/hjbpa-2017-0022.
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AbstractThe current publication of scientific journals is transitioning from a print format format to an electronic format, which has a different management model than before. Publication of scientific journals is an important thing in the existence of universities. In the dissemination of science results of an education, research, and community service generated by college civitas (Students & Lecturers) can be done with the publication of scientific journals. The purpose of this study is to determine the strategy of management publication of scientific journals that publish many articles of students at higher education. The type of this research is qualitative descriptive research. The research data were collected by indepth interview the Director of Graduate, Head of journal publishing unit, and staff of journal publishing unit. This research was conducted at the Journal Publishing Unit of Postgraduate of Brawijaya University. The managers of scientific journal publications should be continue to improve scientific publishing services and the quality of published articles, so that the management of scientific publications can compete with other electronic journals. The development of electronic journals in Indonesia has grown rapidly, within three years of electronic journal publication in Indonesia has increased sharply, from 1500 journals in 2012 to 16280 journals in 2016. This is a challenge for managers of scientific publications in Brawijaya University. The strategy in developing the management of scientific journal publications of students is to hold training activities of scientific journal writing for students to be able to provide the availability of quality articles. Benchmarking activities and management training for journal editing teams to maintain quality management and scientific journal publications. In addition, it is necessary to improve the reputation of scientific journals by paying attention to the Impact Factor; Index Journal, Ranking Journal, h-index, Number of Cites, & Percentage of Rejection Rates in managed journals.
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Widowati, Chairunnisa, Agung Purwanto, and Zarina Akbar. "Problem-Based Learning Integration in Stem Education to Improve Environmental Literation." International Journal of Multicultural and Multireligious Understanding 8, no. 7 (July 23, 2021): 374. http://dx.doi.org/10.18415/ijmmu.v8i7.2836.
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This study aims to see the integration of problem-based learning in STEM education can improve the environmental literacy of elementary education students. The research is qualitative and uses the literature study method. Searching journals from the Science Direct search engine, Science Education Journal, ERIC, Google search engine, and others with the keywords Problem-Based Learning, Science, Technology, Engineering and Mathematics (STEM), environmental literacy, scientific literacy resulted in 3,298 journals. Derived from Sciencedirect 2016 journals, ERIC 873 journals, Indonesian Science Education Journal 49 journals. Through the above process, 8 journals were obtained. The appropriate journal was then analyzed and extracted. Journals that mostly show the STEM integrated Problem Based Learning learning method as one of the learning methods which is expected to be able to increase the literacy of students. This achievement is determining environmental problems, initiating ideas, mastering environmental problems, controlling environmental problems, creating products as a form of overcoming environmental problems and testing these products. This is because environment-based learning is effective in improving the attitudes and knowledge of students. Based on the results of the literature review, it can show that the application of STEM education that is integrated with the PBL learning model can improve environmental literacy in basic education students.
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Teo, Tang Wee, Mei Ting Goh, and Leck Wee Yeo. "Chemistry education research trends: 2004–2013." Chem. Educ. Res. Pract. 15, no. 4 (2014): 470–87. http://dx.doi.org/10.1039/c4rp00104d.
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This paper presents findings from a content analysis of 650 empirical chemistry education research papers published in two top-tiered chemistry education journals Chemistry Education Research and Practice and Journal of Chemical Education, and four top-tiered science education journals International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Teaching and Science Education from 2004–2013. We found that empirical chemistry education research (CER) papers accounted for 7.7 percent of the publications in the four science education journals. The most highly published area of research was in conceptions and conceptual change and most studies adopted mixed methods. The majority of the studies were conducted in higher education contexts and in the United States. Researchers who publish prolifically in the field included Vicente Talanquer, Derek Cheung, Michael Sanger, Keith Taber, Melanie Cooper and Marcy Towns. Current research trends and gaps are illuminated and possible future work in CER is discussed in the paper.
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Albantani, Azkia Muharom, and Fatkhul Arifin. "Management of Accredited Scientific Education Journals in State Islamic Universities." Record and Library Journal 6, no. 2 (October 13, 2020): 155. http://dx.doi.org/10.20473/rlj.v6-i2.2020.155-165.
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Background of the study: The paradigm shift in the management of scientific journals from print to electronic also has an impact on accreditation policies that were initially oriented towards print scientific periodicals to the accreditation of electronic-based scientific journals.Purpose: This study aims to identify and explain the traditions and innovations in the management of accredited scientific education journals in PTKIN.Method: This research is a qualitative research with the type of field research with the orientation of empirical data collection in the field. The researcher directly reviews the documents related to management, and observes the physical / non-physical facilities used in the management of scientific journals.Findings: The results showed that of the 9 (Nine) accredited education journals of PTKIN before 2018, the most widely cited is Dinamika Ilmu Journal, amounting to 251 (two hundred fifty one) times. This has happened because Dinamika Ilmu Journal has entered the age of 18 (eighteen) years. While the Edukasia Journal is the least quoted, which is 5 (five) times. Even though the age of Edukasia Journal enters the 13th (thirteenth) year.Conclusion: From the 9 (nine) journals, only the Edukasia Journal still maintains to use the Indonesian full text even though it has been nationally accredited. While Edusains Journal, JPI Journal, Tarbiya Journal, and the Dinamika Ilmu Journal use English full text. This was done in order to support the vision of going international for his journals.
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Kokowski, Michał. "„Wykazy czasopism MNiSW 2017 i 2019”, „ICI Journal Master List 2014–2017” a polskie czasopisma z historii nauki, historii, filozofii nauki oraz naukoznawstwa." Studia Historiae Scientiarum 18 (November 15, 2019): 505–13. http://dx.doi.org/10.4467/2543702xshs.19.015.11021.
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W artykule przedstawiono wyniki ewaluacji czasopism z historii nauki, historii, filozofii nauki oraz naukoznawstwa na podstawie „Wykazu czasopism MNiSW 2017”, „Wykazu czasopism MNiSW 2019” oraz „ICI Journal Master List 2014–2017”. Dodano także komentarz do tych wyników. Zwrócono uwagę na następujące fakty: a) fakt istnienia ujemnej korelacji między oceną czasopisma w „Wykazie czasopism MNiSW 2019” a oceną czasopisma na „ICI Journal Master List 2014–2017” dla czasopism z historii i historii nauki; b) fakt, że obecność czasopisma w DOAJ nie podniosła oceny ministerialnej czasopisma; c) fakt, że ocena czasopisma w bazie danych Scopus nie wpłynęła w znaczący sposób na wzrost oceny ministerialnej: ocena ta zależy od dyscypliny i subdyscypliny; d) fakt, że czasopisma z listy programu ministerialnego „Wsparcie dla czasopism naukowych 2019–2020” (WCN 2019–2020) oraz ERIH+ otrzymały od 20 do 70 punktów; ich ministerialna ocena zależy od dyscypliny i subdyscypliny. Ponadto wyrażono nadzieję, że dla dobra polskiej nauki w krótkim czasie usunięte zostaną pewne błędy „Wykazu czasopism MNiSW 2019”, gdyż niektóre czasopisma otrzymały nieadekwatne oceny (stwierdzenie to wynika z porównania dokonań czasopism, w tym wskaźników bibliometrycznych). “Lists of journals of the Ministry of Science and Higher Education in Poland 2017 & 2019”, “ICI Journal Master List 2014–2017”, and the Polish journals on the history of science, history, philosophy of science and science of science Abstract The article presents the results of the evaluation of the Polish journals from the history of science, history, philosophy of science, and science of science, based on the “List of journals of the Ministry of Science and Higher Education in Poland 2017 & 2019” and “ICI Journal Master List 2014–2017”. A comment has also been added to these results. The following facts were noted: a) the fact that there is a negative correlation between the journal’s rating in the “List of journals MNiSW 2019” and the journal’s ratings in the “ICI Journal Master List 2014–2017” for journals from the history and history of science; b) the fact that the presence of the journal in the DOAJ does not raise the ministerial rating of the journal; c) the fact that the evaluation of the journal in the Scopus database has not significantly affected the increase in the ministerial rating: the rating depends on the discipline and sub-discipline; d) the fact that journals from the ministerial program “Support for scientific journals 2019–2020” (WCN 2019–2020) and ERIH+ received 20 to 70 points; their ministerial ratings depend on discipline and sub-discipline. In addition, it was hoped that for the good of Polish science, some errors of the “List of journals of the Ministry of Science and Higher Education of the Polish Republic 2019” would be removed in a short time, as some magazines received too low marks (this statement results from a comparison of journals’ achievements, including bibliometric indicators).
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Meyer, Carrie. "Education Literature: Current Literature Summary." Athletic Training Education Journal 5, no. 1 (January 1, 2010): 47–48. http://dx.doi.org/10.4085/1947-380x-5.1.47.
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Our charge is to monitor education-related journals (e.g. Journal of Nursing Education, Journal of Higher Education) and identify articles which are the most applicable to our readers. We will provide brief synopses of the articles plus potential applications to AT education.
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Meyer, Carrie. "Education Literature: Current Literature Summary." Athletic Training Education Journal 5, no. 2 (April 1, 2010): 97–98. http://dx.doi.org/10.4085/1947-380x-5.2.97.
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Our charge is to monitor education-related journals (eg Journal of Nursing Education, Journal of Higher Education) and identify articles which are the most applicable to our readers. We will provide brief synopses of the articles plus potential applications to AT education.
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Meyer, Carrie. "Education Literature: Current Literature Summary." Athletic Training Education Journal 5, no. 3 (July 1, 2010): 97–98. http://dx.doi.org/10.4085/1947-380x-5.3.97.
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Our charge is to monitor education-related journals (eg Journal of Nursing Education, Journal of Higher Education) and identify articles which are the most applicable to our readers. We will provide brief synopses of the articles plus potential applications to AT education.
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Sumsion, Jennifer, Anne McMaugh, and David Saltmarsh. "Ranking teacher education journals." Asia-Pacific Journal of Teacher Education 36, no. 1 (February 2008): 1–3. http://dx.doi.org/10.1080/13598660701793335.
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Menz, Hylton B. "Publication Patterns and Perceptions of the Australian Podiatric Medical Faculty." Journal of the American Podiatric Medical Association 91, no. 4 (April 1, 2001): 210–18. http://dx.doi.org/10.7547/87507315-91-4-210.
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Despite the wide range of publication opportunities in podiatric medicine, little is known about how podiatric authors select journals in which to publish or their perceptions of journals currently available. To investigate these issues, a survey of publication patterns and perceptions of full- and part-time academic staff members at podiatric medical schools in Australia was undertaken. Most of the papers by Australian podiatric medical faculty members have been published in “local” journals, such as the Australasian Journal of Podiatric Medicine (38%) and the British Journal of Podiatry (17%). However, an increasing number of papers are being published in JAPMA (14%). In addition, a large proportion of papers have been published in a variety of journals that are not specific to podiatric medicine, particularly in the areas of biomechanics and diabetic medicine. The number of publications per faculty member was associated with the highest qualification obtained, academic rank, and the number of years of employment in higher education. The most important factors in selecting the journal in which to publish were the journal’s inclusion in MEDLINE, the perceived prestige of the journal, and the quality of the journal’s peer-review panel and editor. (J Am Podiatr Med Assoc 91(4): 210-218, 2001)
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Reid, Greg, and Dale A. Ulrich. "The Impact Factor and APAQ." Adapted Physical Activity Quarterly 18, no. 2 (April 2001): 119–26. http://dx.doi.org/10.1123/apaq.18.2.119.
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The impact factor is a measure of the frequency with which the “average article” in a journal has been cited in a particular year or period (Journal Citation Reports; http://jcr.isihost.com). Specifically, it is the ratio of the number of articles from the journal cited over a given time period to the number of articles published by that journal during the same period. It is an objective measure of the journal’s importance, especially when compared to others in the same field. The purpose of the present study was to compare the impact factor of APAQ to 11 other journals in sport science, special education, and rehabilitation. The impact factor of APAQ compares quite favorably to most other journals in sport science, special education, and rehabilitation. However, it is strikingly different in 1998 and 1999, and therefore scholars should monitor it closely in the next few years while remembering it is only one estimate of journal prestige.
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Boeren, Ellen. "The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals." Adult Education Quarterly 68, no. 1 (November 1, 2017): 63–79. http://dx.doi.org/10.1177/0741713617739347.
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An examination of articles published in leading adult education journals demonstrates that qualitative research dominates. To better understand this situation, a review of journal articles reporting on quantitative research has been undertaken by the author of this article. Differences in methodological strengths and weaknesses between quantitative and qualitative research are discussed, followed by a data mining exercise on 1,089 journal articles published in Adult Education Quarterly, Studies in Continuing Education, and International Journal of Lifelong Learning. A categorization of quantitative adult education research is presented, as well as a critical discussion on why quantitative adult education does not seem to be widespread in the key adult education journals.
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Fogarty, Timothy J., and Gregory A. Jonas. "Author Characteristics for Major Accounting Journals: Differences among Similarities 1989–2009." Issues in Accounting Education 28, no. 4 (May 1, 2013): 731–57. http://dx.doi.org/10.2308/iace-50520.
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ABSTRACT Many academic accountants have explicit or implicit motivations to publish their research in the best journals in the discipline. However, whether the chances of success are better at some of these journals is unknown. This paper examines the archival record to find differences within the authorship of three such publications (The Accounting Review, Journal of Accounting Research, Journal of Accounting and Economics) over a recently completed 20-year period. The journals do not differentiate according to the authors' doctoral training, but are differently sensitive to place of faculty employment. The journals are equally receptive to non-U.S. authors, but different in their receptivity to recently graduated and frequently appearing authors. Although areas of change over time are noted, both among journals and within each journal itself, the record also shows a good deal of consistency in other relationships over the 20-year period.
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Gershenson, Seth, Morgan S. Polikoff, and Rui Wang. "When Paywall Goes AWOL: The Demand for Open-Access Education Research." Educational Researcher 49, no. 4 (March 2, 2020): 254–61. http://dx.doi.org/10.3102/0013189x20909834.
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As universities cut library funding and forego expensive journal subscriptions, many academic organizations and researchers, including the American Educational Research Association (AERA), are moving toward open-access publications that are freely downloadable by anyone with a working internet connection. However, the impact of paywalls on the consumption of academic articles is unclear. We provide novel evidence on this question by exploiting a natural experiment in which six high-impact, usually gated AERA journals became open access for a 2-month period in 2017. Using monthly download data and an always-open-access journal as a comparison group, we show that making journals open access likely increased article downloads in those journals by 55% to 95% per month. Given a per-article download price of $36, this suggests a relatively elastic response: The average price elasticity of demand for downloads is 1.2, with individual journal elasticities ranging from 0.6 to 2.
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Kokowski, Michał. "Evolutionary transformation of the journal. Part 7." Studia Historiae Scientiarum 19 (September 30, 2020): 13–21. http://dx.doi.org/10.4467/2543702xshs.20.001.12557.
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The article outlines the seventh phase of the development of the journal Studia Historiae Scientiarum (previous name Prace Komisji Historii Nauki PAU / Proceedings of the PAU Commission on the History of Science). The information is provided on the following matters: the realization of the ministerial program “Support for scientific journals 2019–2020”, the evaluation of the journal in “ICI Master Journal List 2018” (published at the end of 2019), in Scimago Journal Ranks 2019 (published on 11 June 2020), in CWTS Journal Indicators (published on the beginning of June 2020) and in Scopus (published on 6 June 2020), a systemic obstacle in the further developing of the journal related to the journal’s underrated rating in the “List of journals of the Ministry of Science and Higher Education of the Polish Republic 2019” (published on 31 July 2019 and 18 December 2020), the indexation of the journal in the Scopus database (from September 2019), the works on updating the journal’s website in OJS (3.1.2.), and the number of foreign authors and the number of reviewers of the current volume of the journal.
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Garmon, M. Arthur. "Using Dialogue Journals to Promote Student Learning in a Multicultural Teacher Education Course." Remedial and Special Education 19, no. 1 (January 1998): 32–45. http://dx.doi.org/10.1177/074193259801900104.
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Although keeping some type of journal is a common requirement in many education courses, little research has been conducted on how journals are actually used to promote student learning. This study investigated the use of dialogue journals as a tool for promoting the learning of prospective teachers in a multicultural teacher education course. In this article I define dialogue journals and briefly discuss the events leading to my decision to introduce them into a course on diversity. Next, I provide a rationale for the use of dialogue journals. I then explain how I used dialogue journals as a tool for promoting student learning in the course. Finally, I discuss limitations of this study and present implications for future research.
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Nivens, Ryan Andrew, and Samuel Otten. "Assessing Journal Quality in Mathematics Education." Journal for Research in Mathematics Education 48, no. 4 (July 2017): 348–68. http://dx.doi.org/10.5951/jresematheduc.48.4.0348.
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In this Research Commentary, we describe 3 journal metrics–the Web of Science's Impact Factor, Scopus's SCImago Journal Rank, and Google Scholar Metrics' h5-index—and compile the rankings (if they exist) for 69 mathematics education journals. We then discuss 2 paths that the mathematics education community should consider with regard to these citation-based metrics of journal quality: either working within the system to enhance our positioning or resisting or modifying the system itself.
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Bancong, Hartono, Nurazmi Nurazmi, Tri Hastiti Fiskawarni, and Jisun Park. "Trending Research Topics in the Field of Physics Education from 2017 to 2019 in Highly Reputable International Journals." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 10, no. 1 (April 30, 2021): 29–36. http://dx.doi.org/10.24042/jipfalbiruni.v10i1.8341.
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This study aims to map the physics education research topics trending in the last three years in highly reputable international journals. This is a descriptive study that analyzed 511 articles using content analysis. All articles were selected from the top 3 academic journals: International Journal of Science Education (IJSE), Research in Science Education (RISE), and Science Education (SE). All three journals have JSRs above 0.8 with a quartile of Q1. Data collection and analysis were carried out from April to September 2020. The results showed that the top research topics in the IJSE journal were science learning: contexts, characteristics, and interactions with a percentage of 15.05%. Likewise, in the RISE journal, the topics of science learning: contexts, characteristics, and interactions also ranked first with a percentage of 16.30%. Meanwhile, the top research topics in the SE journal were STEM/STEAM, with a percentage of 13.28%. Based on the results, it can be concluded that overall, the top three research topics highlighted by physics researchers in highly reputable international journals from 2017 to 2019 period were science learning: contexts, characteristics and interactions, STEM/STEAM, and curriculum and assessment.
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Khomutova, Ol'ga M. "Investigations of pedagogues' attitudes to inclusive education and to children with disabilities in foreign scientific journals." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 201–4. http://dx.doi.org/10.34216/2073-1426-2019-25-2-201-204.
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The article presents a bibliometric analysis of the research of international journals "European Journal of Special Needs Education","International Journal of Special Education" and "International Journal of Inclusive Education" published from 2002 to 2018. The journals' selected articles related to the study of attitudes towards inclusive education and children with disabilities. We analysed the amount of publications in accordance with the selected parameters for each journal and for each year separately, their dynamics for the selected period, defined criteria: in terms of geography, category of children, research focus, category of pedagogues, factors affecting social attitudes. We proposed promising areas of study of the problem under study.
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Chow, Chee W., Kamal Haddad, Gangaram Singh, and Anne Wu. "On Using Journal Rank to Proxy for an Article's Contribution or Value." Issues in Accounting Education 22, no. 3 (August 1, 2007): 411–27. http://dx.doi.org/10.2308/iace.2007.22.3.411.
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This study explores the extent to which an article's value or contribution can be proxied by the ranking of the journal in which it is published. Following an approach commonly applied in prior journal ranking studies, we obtained eight-year citation counts for all articles published in 1992, 1994, 1996, and 1997 in nine accounting journals covered by the Social Science Citation Index®. For these four years combined as well as individually, we found that articles from the journals most often considered to be the top three (Journal of Accounting and Economics, Journal of Accounting Research, and The Accounting Review) do tend to be cited much more often than those from the other journals. However, across three different criteria for defining top articles, there were substantial classification errors from using publication in a topthree journal as a proxy for an article's contribution. The same patterns were obtained for major accounting sub-areas (e.g., financial accounting, auditing), and from a Google-based citation search covering 20 accounting journals. These findings strongly support the need to evaluate each article on its own merits, rather than abdicating this responsibility by using journal ranking as a proxy for an article's value or contribution.
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Cummins, Shannon, Blake Nielson, James W. Peltier, and Dawn Deeter-Schmelz. "A Critical Review of the Literature for Sales Educators 2.0." Journal of Marketing Education 42, no. 3 (July 16, 2020): 198–216. http://dx.doi.org/10.1177/0273475320941917.
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In this article, we review the recent expansion within the sales education literature from five primary journals and the business literature at large. The five primary journals are the Journal of Marketing Education, Marketing Education Review, Journal for the Advancement of Marketing Education, Journal of Education for Business, and the Journal of Personal Selling & Sales Management. Of the 119 identified articles published in the past 15 years, experiential learning, career development, and assessment were the three most prominent topics. Of these, 69% were published after the Cummins et al. review article “A Critical Review of the Literature for Sales Educator,” which was published in Journal of Marketing Education as a means of expanding sales education research. Future research opportunities in sales education are offered with suggested hypotheses for investigation. A reference table of classroom innovations is provided as an easy guide to instructors seeking vetted pedagogical enhancements.
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Connolly, Maureen. "Practicum Experiences and Journal Writing in Adapted Physical Education: Implications for Teacher Education." Adapted Physical Activity Quarterly 11, no. 3 (July 1994): 306–28. http://dx.doi.org/10.1123/apaq.11.3.306.
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The central concern of this paper is how an adapted physical education practicum and the journal writing of that experience affected the lives of the students involved. The paper uses as its resource material the fieldwork journals of physical education students who were involved in practicum experiences with people of varying abilities and disabilities. The stories in the journals disclose something of what it is like to come to terms with others and with oneself in the “adapted” teaching-learning adventure. These disclosures will be presented thematically, the themes describing a journey through an adapted physical education practicum. The thematic composite of this journey is based upon content, critical, and thematic analyses of the data, coupled with the experiences and insights of the student collaborators. The potential for these kinds of experiences in physical education and teacher education is discussed.
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KUMASHIRO, KEVIN, WILLIAM PINAR, ELIZABETH GRAUE, CARL GRANT, MAENETTE BENHAM, RONALD HECK, JAMES JOSEPH SCHEURICH, ALLAN LUKE, and CARMEN LUKE. "Thinking Collaboratively about the Peer-Review Process for Journal-Article Publication." Harvard Educational Review 75, no. 3 (September 1, 2005): 257–85. http://dx.doi.org/10.17763/haer.75.3.h317564n18346928.
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In this conversation, Kevin K. Kumashiro shares his reflections on challenges to publishing anti-oppressive research in educational journals. He then invites eight current and former editors of leading educational research journals—William F. Pinar, Elizabeth Graue, Carl A. Grant, Maenette K. P. Benham, Ronald H. Heck, James Joseph Scheurich, Allan Luke, and Carmen Luke — to critique and expand on his analysis. Kumashiro begins the conversation by describing his own experiences submitting manuscripts to educational research journals and receiving comments by anonymous reviewers and journal editors. He suggests three ways to rethink the collaborative potential of the peer-review process: as constructive, as multilensed, and as situated. The eight current and former editors of leading educational research journals then critique and expand Kumashiro's analysis. Kumashiro concludes the conversation with additional reflections on barriers and contradictions involved in advancing anti-oppressive educational research in educational journals.
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Cantón Mayo, Isabel, and Elena Ferrero de Lucas. "Knowledge management in education journals." Educar 52, no. 2 (June 22, 2016): 401. http://dx.doi.org/10.5565/rev/educar.757.
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Vanderstraeten, R. "Scholarly Communication in Education Journals." Social Science History 35, no. 1 (March 1, 2011): 109–30. http://dx.doi.org/10.1215/01455532-2010-018.
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Moloney, Darren Patrick, Ronan Kearney, Matthew Cosgrave, and Christina Le. "Education from other journals #12." British Journal of Sports Medicine 54, no. 8 (February 11, 2019): 493–94. http://dx.doi.org/10.1136/bjsports-2018-100283.
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Joubert, Debra, and Liesl Van der Merwe. "Phenomenology in five music education journals: Recent use and future directions." International Journal of Music Education 38, no. 3 (October 23, 2019): 337–51. http://dx.doi.org/10.1177/0255761419881492.
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The purpose of this comparative case study is to explore the recent use of phenomenological inquiries in music education articles published in five selected journals listed in Thomson Reuters Web of Science between 2012 and 2015. The five music education journals are The British Journal of Music Education, Bulletin of the Council for Research in Music Education, International Journal of Music Education, Journal of Research in Music Education and Music Education Research. An interpretative philosophical worldview and a qualitative research design informed this research. By employing a constant comparative method and analysing 480 articles, the findings of this study revealed that phenomenological inquiry is the third most preferred strategy of inquiry by music education researchers. A heuristic model was developed as an interpretive tool to analyse the data. Although phenomenology is a strategy of inquiry that has a lot to offer music education, several concerns emerged over the quality and proper use as some studies evinced deficiencies regarding the clarity of the research design and disclosure of research procedures.
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Mertova, Patricie, Hubert Ertl, and Klaus Zierer. "Education journals: A comparison of publishing patterns in Australian, German and English education journals." Research in Comparative and International Education 14, no. 2 (May 10, 2019): 215–30. http://dx.doi.org/10.1177/1745499919846173.
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Kokowski, Michał. "Evolutionary transformation of the journal. Part 6." Studia Historiae Scientiarum 18 (November 15, 2019): 13–17. http://dx.doi.org/10.4467/2543702xshs.19.001.11007.
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The article outlines the sixth phase of the development of the journal Studia Historiae Scientiarum (previous name Prace Komisji Historii Nauki PAU / Proceedings of the PAU Commission on the History of Science). The information is provided on the following matters: the journal obtaining the award in the ministerial program “Support for scientific journals 2019–2020” (in April 2019), the evaluation of the magazine in “ICI Master Journal List 2017” (published at the end of 2018) and in “List of journals of the Ministry of Science and Higher Education of the Polish Republic 2019” (published on 31 July 2019), the indexation of the journal in the Scopus database (from September 2019), the implementation of the service Similarity Check (Crossref), the works on updating the journal’s website in OJS (3.1.2.1.), the number of foreign authors and the number of reviewers of the current volume of the journal.
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Allred, Clint, Kathryn Berlacher, Saurabh Aggarwal, and Alex J. Auseon. "Mind the Gap: Representation of Medical Education in Cardiology-Related Articles and Journals." Journal of Graduate Medical Education 8, no. 3 (July 1, 2016): 341–45. http://dx.doi.org/10.4300/jgme-d-15-00285.1.
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ABSTRACT Cardiology fellowship programs are at the interface of medical education and the care of patients suffering from the leading cause of mortality in the United States, yet there is an apparent lack of research guiding the effective education of fellows.Background We sought to quantify the number of publications in cardiology journals that pertained to the education of cardiology trainees and the number of cardiologists participating in education research.Objective For the period between January and December 2012, we cataloged cardiology-specific and general medical/medical education journals and sorted them by impact factor. Tables of content were reviewed for articles with an educational focus, a cardiology focus, or both. We recorded the authors' areas of medical training, and keywords from each cardiology journal's mission statement were reviewed for emphasis on education.Methods Twenty-six cardiology journals, containing 6645 articles, were reviewed. Only 4 articles had education themes. Ten general medical and 15 medical education journals contained 6810 articles. Of these, only 7 focused on medical education in cardiology, and none focused on cardiology fellowship training. Among the 4887 authors of publications in medical education journals, 25 were cardiologists (less than 1%), and among the 1036 total words in the mission statements of all cardiology journals, the term “education” appeared once.Results Published educational research is lacking in cardiology training, and few cardiologists appear to be active members of the education scholarship community. Cardiology organizations and academic journals should support efforts to identify target areas of study and publish scholarship in educational innovation.Conclusions
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VASCONCELOS, Francisco de Assis Guedes de. "The scientific production of Nutrition published by the Scientific Electronic Library under the gaze of the evaluation of the Coordination for the Development of Higher Education Personnel." Revista de Nutrição 30, no. 2 (March 2017): 147–61. http://dx.doi.org/10.1590/1678-98652017000200001.
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ABSTRACT Objective: Perform analysis of the scientific production of Nutrition published by the Scientific Electronic Library under the gaze of the evaluation of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Methods: Systematic search was performed in the 286 current title journals, using the "article search" path, the "subject index" window and the "Nutrition" indexer. The articles and periodicals selected were analyzed in order to answer the following questions: Which journals from Scientific Electronic Library publish articles on Nutrition? Do these journals have an impact factor as measured by the Journal Citation Reports? Which are? What is the classification of these journals by the areas of evaluation of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, specifically by the area of Nutrition? Results: We analyzed 779 articles published in 85 journals. The majority of articles (n=698; 89.6%) were related to the area of Health Sciences. The five journals with higher volumes of articles were: Brazilian Journal of Nutrition, Reports in Public Health, Public Health Journal, Science & Public Health and Journal of Pediatrics. Most (62.4%) does not have Journal Citation Reports. The Nutrition area not rated any journal in strata A1 and A2, classifying them from B1 to B4. For eight areas analyzed their specific journals were induced to the upper strata of Qualis (A1, A2 and B1). Conclusion: The analyzed journals are the main vehicles of circulation of scientific paradigms of national scientific communities. Considering the correlation of forces between the vehicles of circulation of scientific knowledge in the international context, stimuli for valorization and qualification of these journals are essential.
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Inglis, Matthew, and Colin Foster. "Five Decades of Mathematics Education Research." Journal for Research in Mathematics Education 49, no. 4 (July 2018): 462–500. http://dx.doi.org/10.5951/jresematheduc.49.4.0462.
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Mathematics educators have been publishing their work in international research journals for nearly 5 decades. How has the field developed over this period? We analyzed the full text of all articles published in Educational Studies in Mathematics and the Journal for Research in Mathematics Education since their foundation. Using Lakatos's (1978) notion of a research programme, we focus on the field's changing theoretical orientations and pay particular attention to the relative prominence of the experimental psychology, constructivist, and sociocultural programmes. We quantitatively assess the extent of the “social turn,” observe that the field is currently experiencing a period of theoretical diversity, and identify and discuss the “experimental cliff,” a period during which experimental investigations migrated away from mathematics education journals.
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Pires, Alause Da Silva, Eliseo Berni Reategui, Ana Cristina Xavier França, Eric Bettinger, and Sérgio Roberto Kieling Franco. "Implicações do sistema de classificação de periódicos Qualis em práticas de publicação no Brasil entre 2007 e 2016." education policy analysis archives 28 (February 17, 2020): 25. http://dx.doi.org/10.14507/epaa.28.4353.
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The journal classification system known as Qualis has been used as an indicator of the quality of research carried out in Brazil, as it is an important part of the mechanisms of scientific production evaluation and resource distribution in the country. In this context, this article intends to show how the Qualis classification system, a non-exhaustive list published annually, has induced the scientific production of Brazilian graduate programs, after two decades of its implementation by CAPES. To do that, the frequency of publications in journals that were in the Qualis system between 2007 and 2016 has been observed in eight different evaluation areas. Using the SJR index provided by Scopus, the international impact of the most frequent journals in that period was determined, as well as the concentration of articles in these same journals. Results showed that the Qualis system has directed the publication of articles in a restricted number of journals, a scientific production that was concentrated mostly in the journals with lower impact factor among the ones that composed the list. The data analysis showed that researchers have been concentrating efforts to publish in journals that bring higher number of points in the Qualis system, regardless of the visibility of these journals from a national or international point of view.
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Leivas, Marcela. "La Desigualdad Educativa en Revistas de Sociología de la Educación Españolas, 2008-2018." Anduli, no. 19 (2020): 175–98. http://dx.doi.org/10.12795/anduli.2020.i19.08.
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Atkinson, Roger. "Journals with borders, journals without borders: under-representation of Asian countries in educational research journals." Higher Education Research & Development 32, no. 3 (June 2013): 507–10. http://dx.doi.org/10.1080/07294360.2013.790528.
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Bernardi, Richard A., Taylor L. Delande, and Kimberly A. Zamojcin. "Accounting-education trends by authors from Australia, Canada, New Zealand and the United Kingdom." Managerial Finance 42, no. 4 (April 11, 2016): 390–410. http://dx.doi.org/10.1108/mf-12-2014-0319.
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Purpose – The purpose of this paper is to examine the trends in accounting-education publications and the influence of journal rankings for authors from Australia, Canada, New Zealand and the UK. Design/methodology/approach – The authors included the publications in ten accounting-education journals for the 20-year period from 1993 to 2012. Findings – The data provide insights into the perceptions of accounting-education journals by authors from four countries. The authors found that, while the use of Accounting Education as a publication outlet for accounting authors from Australia and the UK was relatively stable, the use of Accounting Education as a publication outlet increased (decreased) for the accounting authors from New Zealand (Canada). The authors also found that, while coauthoring by the accounting authors from Australia and the UK increased slightly, coauthoring by the accounting authors from Canada and New Zealand increased during the 20-year period. Research limitations/implications – The data suggests a tendency by the authors from these four countries to publish their accounting-education research in journals that had been ranked as a top accounting journal. Originality/value – This paper is the first paper to consider trends in international accounting-education publications. The data in this research can be used by accounting faculty wishing to assess which journals their colleagues publish in most frequently.
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Stout, David E., James E. Rebele, and Thomas P. Howard. "Reasons Research Papers Are Rejected at Accounting Education Journals." Issues in Accounting Education 21, no. 2 (May 1, 2006): 81–98. http://dx.doi.org/10.2308/iace.2006.21.2.81.
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The authors of this manuscript have served as editors of two major accounting education journals for the decade ending in 2005. During this period, we evaluated approximately 500 research manuscripts submitted to the “Main Section” of Issues in Accounting Education and the Journal of Accounting Education. We performed a content-analysis of the files of research manuscripts that had been rejected to determine both primary and secondary reasons for rejection. We find that, by far, most manuscript rejections occur after a first-round review (i.e., after initial submission). We also find that, for the most part, the reasons accounting education research manuscripts are rejected are consistent over time, journal, and editor. The reasons for rejection are generally manifested early in the life of the project. Primary reasons for rejection are (1) a poorly motivated study, (2) a poorly designed study, and/or (3) an insignificant contribution to the accounting education literature. Poor writing is a common secondary reason for rejecting accounting education research manuscripts. The most common reason a manuscript was rejected after resubmission was the failure of the author to adequately address concerns expressed by reviewers and the editor during previous review rounds. We include an appendix that provides sources of guidance for getting manuscripts published in accounting education journals.
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Williams, Steven R., and Keith R. Leatham. "Journal Quality in Mathematics Education." Journal for Research in Mathematics Education 48, no. 4 (July 2017): 369–96. http://dx.doi.org/10.5951/jresematheduc.48.4.0369.
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We present the results of 2 studies, a citation-based study and an opinion-based study, that ranked the relative quality of 20 English-language journals that exclusively or extensively publish mathematics education research. We further disaggregate the opinion-based data to provide insights into variations in judgment of journal quality based on geographic location, journal affiliations and publishing records, and experience in the field. We also report factors that survey respondents indicated were important indicators of journal quality. Finally, we compare our results to previous related rankings and conclude by discussing how our results might inform authors, editors, and evaluators in their efforts to publish and recognize quality research in mathematics education.
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Al-Yaseen, Hussein. "Journal Ranking based on Publication Difficulty Factors (JRpDF): A Proposed Mathematical Algorithm." International Journal of Emerging Technologies in Learning (iJET) 16, no. 14 (July 28, 2021): 184. http://dx.doi.org/10.3991/ijet.v16i14.22837.
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Abstract. Academic publishing appears to be the most important key of the academic functions (academic research, excellence in teaching and learning and community services). Selecting the right journal to publish research results is a challenge to academics. Yet, there is inadequate knowledge about a model specifically directed at the topic of the journal selection process with a mathematical certainty. The objectives of this research are: to identify the main factors that an author or researchers consider when selecting an academic journal for submitting a manuscript, and, to develop a mathematical algorithm of journal selection that provide the best journal choice with a mathematical certainty based on difficulty of each factor.
Quantitative research through questionnaires has been applied as an appropriate instrument base to address the researcher’s identification of the factors that should be considered when selecting a journal for submission a manuscript. Questionnaire developed and emailed to academics in 31 public and private universities in the developing countries.
Academics in the sample reported that the most important publication difficulty factors were publishing in reputable journals that are indexed and abstracted in well-known databases, and publishing in a journal that has an impact factor. However, the most least publication difficulty factors were found to be: number of issues per year of the journal and if the journal is an open access or with subscription. The proposed mathematical algorithm (equation) and a graphical model of journal’s publication difficulty factors were developed and tested on a sample of journals.
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Cutter-Mackenzie, Amy, Annette Gough, Noel Gough, and Hilary Whitehouse. "Opening to the Australian Journal of Environmental Education Special 30-Year Anniversary Issue." Australian Journal of Environmental Education 30, no. 1 (July 2014): v—vi. http://dx.doi.org/10.1017/aee.2014.12.
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2014 represents the 30th year of the Australian Journal of Environmental Education (AJEE), making it one of the oldest academic journals in environmental education still in publication. The oldest is The Journal of Environmental Education, founded in 1969. Another journal, The International Journal of Environmental Education and Information, was founded in 1981 but is no longer in publication, and the Southern African Journal of Environmental Education, also founded in 1984, has not had any issues since 2011.
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Sarasu, R., K. Ashkar, and A. Sayed Mohamed Jelani. "UGC Approved Journals in Management: A Prelude." Indian Journal of Information Sources and Services 9, S1 (February 5, 2019): 68–71. http://dx.doi.org/10.51983/ijiss.2019.9.s1.560.
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The UGC approved list of journals is a dynamic list which is revised periodically. The list contained journals covered in Web of Science, Scopus and Indian Citation Index and other popular indexing systems. The list was expanded to include recommendations from the academic community periodically. In May 2018 UGC updated the approved Journal list which will enrich it with high quality, peer-reviewed journals. In India, higher education especially management education is witnessing an exponential growth in terms of the number of institutes imparting management education. The government of India established 20 Indian Institute of Management all over India for the development of management studies. This paper explores the state of art of UGC listed journals for the subject Management which was published in the website. The Main Objective of the study includes country of publication, coverage of indexing, print and e-version of journals, etc.
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Ye, Jianqiang, Dimei Chen, and Lingxin Kong. "BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017." Journal of Baltic Science Education 18, no. 5 (October 12, 2019): 732–47. http://dx.doi.org/10.33225/jbse/19.18.732.
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In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (such as Journal of Research in Science Teaching, Science Education) has to pay more attention on RST, it may also appeal to lots of top journals in general teacher education (such as Journal of Teacher Education, Teaching and Teaher Education). The research on science teachers was guided by several educational theories about teacher research, such as the teacher epistemological belief, reflective practice, and PCK. Moreover, theories in science education such as scientific literacy, scientific conceptual change also becomes the theoretical basis for science teachers’ teaching practice and scientific inquiry instructing. The knowledge, key competences, dispositions, and professional development of science teacher are the main keywords and hot topics in the field of RST. Keywords: science teacher research, bibliometric analyses, Web of Science.
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Shvedovskaya, A. A., and N. V. Meshkova. "Bibliometric Analysis of the Journal «Psychological Science and Education»." Психологическая наука и образование 20, no. 4 (2015): 108–16. http://dx.doi.org/10.17759/pse.2015200411.
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This study aims to explore the journal bibliometric characteristics of the journal “Psychological Science and Education”. The citation data were drawn from references of each article of “Psychological Science and Education” during 1996 and 2015. Data retrieved from the Russian Citation Index (E.library.ru) and the Portal of Russian Psychological Publications (Psyjournals.ru) database were used to identify the main cited journals, publications and authors.
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Costello, Eamon, Tom Farrelly, and Tony Murphy. "Open and Shut: Open Access in Hybrid Educational Technology Journals 2010 – 2017." International Review of Research in Open and Distributed Learning 21, no. 1 (January 1, 2020): 112–33. http://dx.doi.org/10.19173/irrodl.v20i5.4383.
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Little is known about open access publishing in educational technology journals that employ a hybrid model which charges authors only if they wish to publish via gold open access. In this study we sought to address this gap in the scholarly understanding of open access publishing in hybrid journals that publish research into the intersection of education and technology. We analysed three categories of article access types: gold, green, and limited access, and collected data on their prevalence in the seven-year period from 2010-2017 across 29 journals. Data was gathered from Scopus, Unpaywall, Sherpa RoMEO, and via manual searches of the journal websites, resulting in a dataset comprising the metadata of 8,479 articles. Our findings highlight that most research remains locked behind paywalls, that open access publishing through legal means is a minority activity for the scholars involved, and that the complexity and costs of legal open access publishing in these journals may be inhibiting the accessibility of research to readers.
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Scolapio, James S., William Deluise, Mohammad Al-Haddad, Laura Bianchi, and Karin Cesario. "Continued Medical Education Provided by Medical Journals: The "Red Journal's" Experience." American Journal of Gastroenterology 102, no. 8 (August 2007): 1590–93. http://dx.doi.org/10.1111/j.1572-0241.2007.01454.x.
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