| 1,809 | 18 | 47 |
| 下载次数 | 被引频次 | 阅读次数 |
马太效应指好的愈好、坏的愈坏、多的愈多、少的愈少的现象。近年来,关注马太效应的探讨逐渐扩展至高等教育学的诸多领域,但是目前研究成果尚不成熟。在系统梳理了高等教育研究中马太效应的表现形式、作用机制及其影响的基础上,该文以欧洲高等教育研究("第四十一席"现象)及美国高等教育体系(教育背景与教育公平)为例,刻画出马太效应在高等教育研究中的具体体现。最后,探讨了高等教育研究中马太效应的抵消机制和应对策略。
Abstract：Matthew effect is prevalent in almost every academic discipline, especially in the field of education. This paper investigates the main content and mechanism of Matthew effect in education based on Merton and Zuckerman' original researches. The authors then link the forty-one-phenomenon with research subject to form a comprehensive understanding of Matthew effect. This paper studies the impact of Matthew effect on higher education and researches, and investigates this effect from a brand new perspective of feminism. As a matter of fact, the unlimited expansion of the Matthew effect will erode the justice and development of higher education and academic research. Therefore, in the last section, the author discusses the possible mechanism to control and offset the negative effect of the Matthew effect.
[1]Merton,Robert K.The Matthew effect in science[J].Science,1968,159(3810):56-63.
[2]Merton,Robert K.The Thomas theorem and the Matthew effect[J].Social Forces,1995,74(2):379-422.
[3]Rigney,D.The Matthew effect:How advantage begets further advantage[M].Chicago:Columbia University Press,2013.
[4]Siler,Kyle,Kirby Lee,and Lisa Bero.Measuring the effectiveness of scientific gatekeeping[J].Proceedings of the National Academy of Sciences,2015,112(2):360-365.
[5]Garfield,Eugene.Science Citation Index-A new dimension in indexing[J].Science,1964,144(3619):649-654.
[6]Merton,Robert K.The Matthew effect in science,II:Cumulative advantage and the symbolism of intellectual property[J].Isis,1988,(79):606-623.
[7]Zuckerman,Harriet.Scientific elite:Nobel laureates in the United States[M].New Jersey:Transaction Publishers,1996.
[8]Oromaner,Mark.Professional age and the reception of sociological publications:A test of the Zuckerman-Merton hypothesis[J].Social Studies of Science,1977,(7):381-388.
[9]Goldstone,Jack A.A deductive explanation of the Matthew effect in science[J].Social Studies of Science,1979,9(3):385-391.
[10]Fleck,Ludwik.Genesis and development of a scientific fact[M].Chicago:University of Chicago Press,2012.
[11]Stuckey,M.,Heering,P.,Mamlok-Naaman,R.,Hofstein,A.,&Eilks,I.The philosophical works of Ludwik Fleck and their potential meaning for teaching and learning science[J].Science&Education,2015,24(3):281-298.
[12]Frandsen,T.F.,Jacobsen,R.H.,Wallin,J.A.,Brixen,K.,&Ousager,J.Gender differences in scientific performance:A bibliometric matching analysis of Danish health sciences Graduates[J].Journal of Informetrics,2015,9(4):1007-1017.
[13]Onwuegbuzie,A.J.,K.M.T.Collins and S.Elbedour.Aptitude by treatment interactions and Matthew effects in graduatelevel cooperative-learning groups[J].The Journal of Educational Research,2003,(96):217-230.
[14]Prochnow,J.E.,Tunmer,W.E.,&Arrow,A.W.Literate Cultural Capital and Matthew Effects in Reading Achievement.In Excellence and Equity in Literacy Education[M].London:Palgrave Macmillan UK,2015.
[15]Walberg,H.J.and S.L.Tsai.Matthew effects in education[J].American Educational Research Journal,1980,(20):359.
[16]Cole,Jonathan R.,and Harriet Zuckerman.The Productivity Puzzle:Persistence and Change in Patterns of Publication of Men and Women Scientists in Advances in Motivation and Achievement[M].Greenwich,CT:JAI Press,1984.
[17]Azoulay,Pierre,Toby Stuart,and Yanbo Wang.Matthew:Effect or fable?[J]Management Science,2013,60(1):92-109.
[18]Allison,Paul D.,and John A.Stewart.Productivity differences among scientists:Evidence for accumulative advantage[J].American Sociological Review,1974,(7):596-606.
[19]Cole,Stephen.Making Science:Between Nature and Society[M].Boston:Harvard University Press,1992.
[20]Zuckerman Harriet.Patterns of name ordering among authors of scientific papers:A study of social symbolism and its ambiguity[J].American Journal of Sociology,1968,(3):276-291.
[21]Cole,Stephen.Professional Standing and the Reception of Scientific Discoveries[J].American Journal of Sociology,1970,(76):286-306.
基本信息:
中图分类号:G649.1
引用信息:
[1]鞠雪楠,金洁莹,何毅,等.高等教育研究中的马太效应及其应对策略[J].中国电化教育,2018,No.375(04):12-16+34.
基金信息:
教育部—中国移动科研基金项目“移动互联网环境下泛在学习效用模型的构建与实践”(项目编号:MCM20170506)的研究成果
2018-04-12
2018-04-12
2018-04-12