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Part Number: 21-20523
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Arranged By: Barbara K. Wesbyhttps://digitalcommons.butler.edu/jca_scores/1538/thumbnail.jp
Couching educativo y desempeño docente en la Institución Educativa N° 20523 Corazón de Jesús del distrito de Supe, Barranca
Get PDFEl estudio desarrollado tuvo como objetivo, determinar la relación que existe entre
coaching educativo y desempeño docente en la Institución Educativa N° 20523 Corazón de
Jesús del distrito de Supe, Barranca. La investigación fue de enfoque cuantitativo, tipo
básica, método no experimental, diseño descriptivo correlacional, de corte transversal. La
población estuvo conformada por docentes de la Institución Educativa N° 20523 Corazón
de Jesús del distrito de Supe, Barranca, durante el semestre académico 2019-I, y la muestra
fue no probabilística de tipo censal, constituido por 36 docentes. Se empleó como técnica
de recolección de datos la encuesta, cuyos instrumentos fueron el cuestionario sobre
coaching educativo y desempeño docente. La validez de contenido de los instrumentos fue
a través de Juicio de Expertos con un resultado de Aplicable, cuya confiabilidad fue Alta,
realizado mediante la prueba Alfa de Cronbach. Los resultados de investigación de la
hipótesis general demuestran que el valor de significancia p-value (Sig. Bilateral) es menor
que 0,05 (p-value = 0,00 < 0,05), por lo tanto, se rechaza la hipótesis nula, es decir existe
una relación estadísticamente significativa entre coaching educativo y desempeño docente
en la Institución Educativa N° 20523 Corazón de Jesús del distrito de Supe, Barranca, con
95% de probabilidad y un Rho de Spearman = 0,756.The objective of this study was to determine the relationship between educational coaching and teacher performance at Educational Institution No. 20523 Corazón de Jesús in the Supe district, Barranca. The research was quantitative in approach, basic in nature, with a non-experimental method, a descriptive correlational design, and cross-sectional. The population consisted of teachers from Educational Institution No. 20523 Corazón de Jesús in the Supe district, Barranca, during the 2019-I academic semester. The sample was a non-probabilistic census sample consisting of 36 teachers. A survey was used as a data collection technique, the instruments of which were the questionnaire on educational coaching and teacher performance. The content validity of the instruments was achieved through Expert Judgment, with a result of Applicable, and a High reliability, carried out using Cronbach's Alpha test. The research results of the general hypothesis show that the p-value significance value (Sig. Bilateral) is less than 0.05 (p-value = 0.00 < 0.05), therefore, the null hypothesis is rejected, that is, there is a statistically significant relationship between educational coaching and teacher performance at Educational Institution No. 20523 Corazón de Jesús in the district of Supe, Barranca, with 95% probability and a Spearman's Rho = 0.756
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Liderazgo directivo y la gestión educativa en la institución educativa N° 20523 Corazón de Jesús - Supe, año 2022
No full textLa investigación tuvo como propósito establecer la relación existente entre el liderazgo directivo y gestión educativa en la Institución Educativa N° 20523 Corazón de Jesús - Supe, año 2022. La metodología utilizada considera el tipo de investigación no experimental, de enfoque cuantitativo, y básico; considera el diseño descriptivo, correlacional y transversal. Se construyó un instrumento el cuestionario con 25 ítems en la variable liderazgo directivo y 24 ítems en gestión educativa, se halló la confiabilidad por medio del alfa de Cronbach con una confiabilidad de 0,874 y 0,910 respectivamente; la población es de 48 personas, se usó el software SPSS versión 25 y Excel para el procesamiento de datos y se aplicó la prueba estadística de la comparación de hipótesis se utilizó Rho de Spearman. La población y muestra fue de 48 docentes del nivel secundario; se aplicó para el procesamiento de la información el soporte tecnológico del Excel y el software estadístico SPSS, se construyeron dos cuestionarios, para el liderazgo directivo con 25 ítems y para la gestión educativa con 24 ítems, que muestran una confiabilidad de 0,874 y 0,910 respectivamente; para la contrastación de las hipótesis se utilizó el Rho de Spearman. Los resultados encontrados determinaron la existencia de la relación significativa entre el liderazgo directivo y la gestión educativa en la Institución Educativa Nº 20523 Corazón de Jesús, entendiéndose que los docentes desarrollan sus actividades en base al liderazgo directivo y la gestión educativa que se genera. Esto se sustenta al haber encontrado un nivel medio, con el 62,5% de docentes que respondió que conoce las acciones relacionadas con el liderazgo directivo, mientras que el 60,4% de los docentes realizan adecuadamente sus actividades en la institución educativa como producto de la gestión educativa. Por tanto, según el diseño de investigación, para el presente estudio se acepta la hipótesis alterna: H1, El liderazgo directivo se relaciona significativamente con la gestión educativa en la Institución Educativa N° 20523 Corazón de Jesús ? Supe, año 2022. Y se rechaza la hipótesis nula, H0: El liderazgo directivo no se relaciona significativamente con la gestión educativa en la Institución Educativa N° 20523 Corazón de Jesús - Supe, año 2022.Tesi
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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