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Outside the Classroom and Beyond Psychology: A Citation Analysis of the Scientific Influence of Teaching Activities

机译：课堂外和超越心理学：对教学活动科学影响的引文分析

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摘要

A primary objective for researchers who publish teaching activities and methods in the Teaching of Psychology (ToP) is to inform best practices in classroom teaching. Beyond the learning effect in the classroom, these ToP teaching activity and method articles may also have a scientific effect that heretofore researchers have overlooked. Therefore, we conducted a bibliometric examination of 765 teaching activities published in ToP from 1975 to 2007. Teaching activities are cited a surprisingly high number of times. More important, approximately half of the citations were from sources other than ToP, demonstrating a broader scientific influence. Further, we found that teaching research citation rates are comparable to authors' other peer-reviewed traditional psychology discipline research. We discuss findings in terms of implications for teaching as research, the potential effect of citations on tenure and promotion decisions, and ToP as a hub science.
机译：在心理学教学（ToP）中发布教学活动和方法的研究人员的主要目的是为课堂教学提供最佳实践。除了在课堂上的学习效果之外，这些TOP教学活动和方法文章还可能具有迄今为止被研究人员忽略的科学效果。因此，我们对1975年至2007年发表在ToP中的765项教学活动进行了文献计量研究。教学活动的引用次数惊人地高。更重要的是，大约有一半的引用来自非TOP来源，这表明了更广泛的科学影响力。此外，我们发现教学研究的引文率与作者的其他同行评审传统心理学学科研究相当。我们将就研究对教学的意义，引文对权属和晋升决策的潜在影响以及作为中心科学的ToP进行讨论。

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