scholarly journals What is a New Zealand Journal of Educational Research for?

2020 ◽  
Vol 55 (2) ◽  
pp. 283-286
Author(s):  
Georgina Stewart ◽  
Leon Benade ◽  
Nesta Devine
2002 ◽  
Vol 36 (5) ◽  
pp. 693-696 ◽  
Author(s):  
Gordon Parker ◽  
Kay Parker

Objective: Previous reports have profiled Australian psychiatry publishing in high-ranking international journals over the last two decades. An audit of selected high ranking and regional psychiatric journals was therefore undertaken to obtain a current profile of Australasian publishing. Methods: Journals were selected on the basis of impact factors for the year 2000, with the top five regional, generalist and specialist journals being selected, and with publication numbers over a two-year period (1999–2000) compared with numbers from other major geographical regions. Results: Of the 4573 papers identified in the 15 journals, Australasian authors contributed 269 to the regional journals (with two-thirds in the Australian and New Zealand Journal of Psychiatry), 47 to the generalist journals (with two-thirds in Psychological Medicine) and very few (23) to the specialist journals. Representation in the so-called ‘dominant four’ international journals has increased since the 1986–1989 audit. When analysis was made of the ‘top nine’ international journals, the Australasian representation rate was a low 1.8% and lower than most regions examined. Conclusions: If Australasian psychiatry is to advance its international presence, a greater representation rate in top-ranking international journals should be set as an objective.


2021 ◽  
Author(s):  
Sue MacDowall ◽  

This report presents the findings of a small exploratory study carried out in 2021 by the New Zealand Council for Educational Research (NZCER) for the National Library of New Zealand | Te Puna Mātauranga o Aotearoa. The project is part of a wider suite of six studies commissioned by the National Library as part of their Communities of Readers initiative. This initiative foregrounds the benefits of reading for pleasure and the equitable distribution of these benefits across all communities in Aotearoa New Zealand.


Author(s):  
Inna P Piven

The case explores international students' learning experiences with Facebook-based activities within the eight-week study term known as the intensive mode of course delivery. By implementing participant observation and two asynchronous Facebook focus groups, the study investigates the potential values of Facebook for learning from international students' perspective. In addition, the case looks at the challenges faced by students and discusses key factors that may impact international students' experiences with courses that incorporate Facebook as a learning tool. The research is framed in the context of New Zealand tertiary education and intended as a contribution to the emerging body of educational research on social media.


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