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Descriptors:
Citations (References); Translation; Primary Sources; Japanese; English; Teaching Methods; Creativity; Contrastive Linguistics; Educational Philosophy; Editing; Books; Educational Research; Criticism

Abstract:
The only available English translation of Makiguchi Tsunesaburo's most characteristic work, "Soka Kyoikugaku Taikei" ("The System of Value-Creating Pedagogy"; 1930-1934), was published as "Education for Creative Living" in 1989 with Alfred Birnbaum as the translator and Dayle M. Bethel as the editor. "Education for Creative Living", not Makiguchi's Japanese original, has been translated into 13 languages and has contributed to introducing Makiguchi's educational ideas to the non-Japanese-speaking world. In this article, the author reports findings of a comparative, cross-linguistic textual analysis of "Education for Creative Living" and "Soka Kyoikugaku Taikei". Her findings indicate that Bethel has made many editorial choices without notifying the reader, such as putting more emphasis on philosophy than pedagogy, simplifying some of Makiguchi's arguments; omitting Makiguchi's references to various scholars; and omitting, inserting and revising portions of text. These editorial choices give the impression of a simpler, less sophisticated, less well-read Makiguchi to non-Japanese readers and render "Education for Creative Living" problematic as a primary source of academic research. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Productivity; Higher Education; Evaluation Criteria; Governance; Foreign Countries; Humanities; Global Approach; Competition; Reputation; Benchmarking; Educational Trends; College Faculty; Research; Faculty Publishing; Institutional Evaluation; Educational Policy; Financial Support; Periodicals; Citations (References); Social Sciences; Statistical Analysis; Academic Achievement; Excellence in Education; Student Recruitment

Abstract:
The increasing importance of the competition in global university ranking has resulted in a paradigm shift in academic governance in East Asia. Many governments have introduced different strategies for benchmarking their leading universities to facilitate global competitiveness and international visibility. A major trend in the changing university governance is the emergence of a regulatory evaluation scheme for faculty research productivity, reflected by the striking features of the recent changing academic profile of publication norms and forms that go beyond the territories of nation-states in the East and West. With the expansion of the Taiwanese higher education system in the last two decades, the maintenance of quality to meet the requirements for international competitiveness has become a key concern for policy makers. Since 2005, the Ministry of Education has introduced a series of university governance policies to enhance academic excellence in universities and established a formal university evaluation policy to improve the competitiveness and international visibility of Taiwanese universities. In so doing, the government has legalized a clear link between evaluation results and public funding allocation. Research performance is assessed in terms of the number of articles published in journals indexed by the Science Citation Index (SCI), the Social Science Citation Index (SSCI), and the Arts and Humanities Citation Index and in terms of citation rates and associated factors. Therefore, evaluation has taken on a highly quantitative dimension. Despite the efforts of concerned parties to encourage academic excellence, the above-mentioned quantitative evaluation indicators have resulted in bitter complaints from the humanities and social sciences, whose research accomplishments are devalued and ignored by the current quantitative indicators. In this paper, the authors describe the recent petition for collective action initiated by university faculty to protest the privileging of SSCI and SCI publications as critical indicators for academic performance regardless of faculty discipline and specialization. The article concludes its argument with a group petition calling for more diverse and reliable indicators in recognizing the research of different natures and disciplines while creating culturally responsive evaluation criteria for social sciences and humanities in the Taiwanese academe. The article not only sheds light on academic evaluation literature, especially on the uncertain paradox of globalization and market economy, but also proposes alternatives to the evaluation system for humanities and social sciences in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Foreign Countries; Longitudinal Studies; Public Relations; Second Language Learning; Foreign Students; Citations (References); Graduate Students; Asians; Business Education; Technology Education; Writing (Composition); Verbs; Discourse Analysis; Teaching Methods; Majors (Students)

Abstract:
It is widely accepted that learning to use sources is difficult, especially for international postgraduate students, but to date, few longitudinal studies have been carried out in this area. Therefore, this two-year UK-based study aims to help fill this gap by examining the source use of three Chinese postgraduate students of business, technology and public relations. Data was gathered over four iterations through a Pre-Master's EAP programme and subsequent Master's degree, in order to investigate the development of source use on both EAP and Master's programmes. Four features of source use in the assignments--citation, paraphrasing, reporting verbs and attribution--were analysed over the period. Analysis of the results shows that participants started at different points, progressed differently, and did not all reach a competent level. Participants also developed some individual strategies in their source use, such as relying on a small range of features, over-citation and copying sections of attributed text, especially internet sources. The findings offer an insight into student practices and suggest the need for greater and more continuous pedagogical support to enable students to achieve competence in source use. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Productivity; Academic Rank (Professional); College Faculty; Program Effectiveness; Journal Articles; School Psychology; Gender Differences; Tenure; Accreditation (Institutions); Faculty Publishing; Citations (References); Correlation; Databases

Abstract:
The primary objective of this study was to conduct a normative assessment of the research productivity and scholarly impact of tenured and tenure-track faculty in school psychology programs accredited by the American Psychological Association (APA). Using the PsycINFO database, productivity and impact were examined for the field as a whole and by faculty rank and gender between 2005 and 2009. Results of our study reflected considerable variability in scholarly impact and productivity. For example, on average, school psychology faculty published slightly more than one refereed journal article per year, with productivity rates ranging from zero to eight articles per year. Similar variability in results was observed for scholarly impact. Results of this study also revealed no significant differences in productivity and impact by scholarly rank. Significant differences were observed for gender, however, with higher productivity and impact for men than women. A secondary objective of this study was to rank the most productive and impactful faculty by total authorship credit, number of publications, and number of citations, and to examine the relationships among these different rankings. Implications and limitations are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Foreign Countries; English for Academic Purposes; Citations (References); Undergraduate Students; English (Second Language); Second Language Learning; Intellectual Disciplines; Language Proficiency; Student Research; Assignments; Role; Persuasive Discourse; Writing (Composition); Teaching Methods; Second Language Instruction

Abstract:
Knowing how to use sources effectively often poses considerable challenges for first year undergraduate students for whom English is a second language (L2). In this longitudinal case study we investigated the selection and self-reported use of source materials by thirteen first year L2 undergraduate students from a range of disciplines enrolled at a major Australian university. Our findings show that students at the beginning of their studies selected material from a wide range of sources but relied predominantly on Internet sources using Google as a search engine. The main criteria guiding students' selection of sources were authoritativeness, ease of understanding and relevance. By the end of the first year, not all students (notably those from Engineering, Science and Music) were able to report further on their use of sources, as they had not undertaken any independent research in the second half of the year. In contrast, students from Arts, who also tended to be more proficient L2 learners, continued to undertake research-based assignments and demonstrated an awareness of the role played by task type, argumentation and writer authority in their selection and use of sources. We conclude this paper by considering the implications of these findings for EAP pedagogy and future research. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English for Academic Purposes; Literacy; Foreign Countries; Novices; English (Second Language); Second Language Learning; College Students; Writing (Composition); Assignments; Citations (References); Second Language Instruction; Writing Instruction

Abstract:
How university students write from sources has been an issue of long-standing interest among researchers of advanced academic literacy. Previous research in this regard in the context of L2 writing has tended to focus on novices' textual borrowing; less attention has been given to exploring the potential light that theories from other intellectual domains may shed upon students' process of source-based academic writing. The study to be reported in this paper used activity theory as an analytic tool to examine three ESL students' activities of fulfilling a policy paper assignment at a university in Hong Kong. In the paper I present a description of the activity system concerned and its internal contradictions, characterize the sequences of actions that constituted the individual students' activities, and analyze the students' source-use practices in terms of their efforts to address a set of source-bound systemic tensions. At the end of the paper I propose a few lines of future explorations using activity theory as a heuristic to study literacy activities in academic contexts. (Contains 3 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Instruction; Literacy; English (Second Language); Second Language Learning; Undergraduate Students; Citations (References); Asians; Foreign Countries; Writing (Composition)

Abstract:
One of the most common and vital areas of coverage in second language (L2) writing instruction is writing from sources, that is, the process of reading source text material and transferring content from that reading to writing. Research as well as everyday practice in the classroom has long shown that working with source texts is one of the most challenging of all academic literacy activities for L2 writers. This is particularly true in the domain of paraphrasing, an important and yet complicated device for the treatment of source text material. While the procedures involved in paraphrasing source text material may appear simple, the enactment of those procedures is a complex and often elusive experience for L2 writers. In this article we discuss a study of two mainland Chinese students' engagement with paraphrasing in an undergraduate academic writing course, with a particular focus on their understanding of the purposes and functions of paraphrasing and how such understanding influenced their paraphrasing practices. Our results reveal a multilayered relationship between the students and paraphrasing and contribute to the paraphrasing literature by drawing greater attention to paraphrasing from students' perspectives. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Foreign Countries; Protocol Analysis; Inferences; Writing Skills; Second Language Learning; Academic Discourse; Case Studies; Citations (References); Graduate Students; Doctoral Dissertations; Reading Processes; Writing Processes

Abstract:
Existing studies of source use in academic student writing tend to i), focus more on the writing than the reading end of the reading-to-write continuum and ii), involve the use of insufficiently "naturalistic" writing tasks. Thus, in order to explore the potential of an alternative approach, this paper describes an exploratory case study concerning the ways source material was used by two L2 MA students while involved in a real-life reading-to-write task. Think-aloud sessions were conducted with students at a UK university as they read to write during the dissertation component of their programme. Analysis of the resulting protocols revealed that they engaged with their source material in qualitatively different ways, in both the frequency and range of their reading-to-write behaviours. Specifically, the students differed in the ways they responded to their sources as they read, the ways they elaborated on what they read and drew inferences, and the extent to which they showed intertextual awareness. The findings suggest that, for these writers, the process of "using" source material begins early in the reading-to-write process and involves more complex interactions with sources than may be suggested by the use of "one-shot" reading-to-write tasks of the type used in much reading-to-write research. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Skills; Teaching Methods; Assignments; Writing Instruction; Citations (References); Second Language Learning; Interviews; Coding; Discourse Analysis; Management Development; Graduate Students; Qualitative Research; Writing (Composition); English (Second Language)

Abstract:
This mixed-method study investigates the citation behaviour of a successful L2 postgraduate management student, Sofie, in two pieces of writing, written in response to two assignment tasks in two management modules. The tasks belonged to the same assignment type, but differed in the level of direction provided: one was a directed task, accompanied by lecturer guidance on readings, while the other was an open task, allowing students to select their own topic. The discourse-based interview approach (Odell, Goswami, & Harrington, 1983) was used to elicit Sofie's perceived citation functions, followed by quantifying the qualitative codings to allow for comparison. The findings show that some of the citation functions Sofie described were the same in both assignments, while others were task specific. Sofie used citations in both assignments to define terms and support her arguments. However, it was only in her assignment for the open task that she used citations to show the relevance of her chosen topic. Conversely, she frequently used citations to apply citees' concepts to her own analysis in the directed task, but not in the open task. We conclude by discussing the implications of our findings for L2 writing instruction. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Content Analysis; Educational Research; Citations (References); Natural Disasters; Research Reports; Bibliographies; Social Science Research; Qualitative Research; Statistical Analysis; Literature Reviews; Research Utilization; Public Policy; Emergency Programs; Emergency Shelters; Crisis Management; Weather; Risk Management; Psychological Patterns; Emotional Response; Social Environment; Children; Adults; Research Methodology; Business; Schools; Public Health; Government Role; Community Development; Bibliometrics

Abstract:
There, undoubtedly, will be a flurry of research activity in the "Superstorm" Sandy impact area on a myriad of disaster-related topics, across academic disciplines. The purpose of this study was to review the disaster research related specifically to hurricanes in the educational and social sciences that would best serve as a compendium bibliography for researchers, academic faculty, and policymakers in the Hurricane Sandy impact area. To that end, this study, based on a content analysis procedure, identified key articles on hurricanes based on the extant literature indexed in the database PsycINFO. Of the 1,408 references identified, 1000 were scholarly qualitative and quantitative research articles. The author developed a bibliography of 100 key citations to articles, categorized across select topical areas, based on issues central to investigatory efforts following natural disasters. Future research should recommend research designs that address specific concerns of both researchers and policymakers in high-impact, heavily populated areas of the U.S. susceptible to major tropical storm or hurricane damage. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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