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Tracking the development of China’s top
universities using scientometric indicators, 1997–2005
CHENG Ying , LIU Niancai
Front. Educ. China. 2008, 3 (3): 415-428.
https://doi.org/10.1007/s11516-008-0027-1
This study reviews the developments of 9 Chinese top universities supported by “985 Project” during 1997–2005 based on the analysis of a series of scientometric indicators, including the total number of publications indexed by Science Citation Index Expanded and Social Sciences Citation Index, the cumulated impact factor of publications, the number of publications divided by the number of faculty members, the average impact factor of publications, percentage of publications in top 20 percent journals, the percentage of internationally collaborative publications, the number of publications in six broad subject fields and the Index of Disciplinary Balancing. The findings are helpful to the understanding of the achievements of Chinese top universities during this period as well as the remaining gaps between them and world-class universities.
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Perceptions of teachers’ and parents’
regarding school readiness
ZHANG Xiangkui , GAI Xiaosong , SUN Lei
Front. Educ. China. 2008, 3 (3): 460-471.
https://doi.org/10.1007/s11516-008-0030-6
In order to investigate the teachers and parents’ perceptions of school readiness, 218 parents and 370 teachers were surveyed. Based on the areas of “physical well-being and motor development”, “social and emotional development”, “approaches to learning”, “language use”, “cognition and general knowledge” and “family”, the study attempts to examine and compare kindergarten teachers’, elementary school teachers’ and parents’ beliefs about school readiness. Results are as follows: (1) on the whole, parents and teachers attach great importance to health, attention, parental rearing patterns, confidence, learning interest, etc.; (2) kindergarten and elementary school teachers share a similar outlook on school readiness while elementary school teachers emphasize more on areas such as compliance with teacher authority, parents’ educational level, manners, self-centralization, the ability to express and so on, and (3) the difference exists among parents, kindergarten teachers and elementary teachers’ perceptions of school readiness.
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