1,720,955 research outputs found
Exploring the impact of school belonging on camouflaging and anxiety in autistic students through their voices
No full textThe prevalence of autistic students in schools is continuously increasing. Typically, the social and sensory differences associated with autism can make the school environment difficult to manage. Autistic students are more likely to experience mental health difficulties and have poorer academic outcomes than their neurotypical peers. It is therefore important to listen to autistic people about their educational experiences and explore ways that the environment could be changed to reduce anxiety. Chapter one provides further context to the current research including reference to outcomes for autistic students and the wider state of current autism research. Ethical and epistemological issues are also considered, reflecting on both strengths and limitations of the approaches taken. A systematic literature review (Chapter two) has been conducted to explore the experiences of autistic students in primary school. Twenty-two studies met the inclusion criteria and have been analysed using thematic synthesis. Four analytical themes (‘We all have different experiences of school’, ‘Understand and listen to me – I don’t want to look weird’, ‘Social connection is important – I want to be treated like a human’, and ‘Success matters but environment is key’) were generated. Overall, students in the review felt that everybody needs to learn more about autism, as well as providing specific and subtle support based on individual need. Further implications for practice are discussed. The empirical paper (Chapter three) explores whether the relationship between school belonging and anxiety in secondary-aged autistic students is mediated by camouflaging. An anonymous online survey was completed by 72 autistic students attending mainstream schools in the UK and Ireland. The survey included questionnaires about school belonging (simple sense of belonging scale), anxiety (ASC-ASD) and camouflaging traits (CAT-Q). Further, the survey included open-ended questions about environmental factors related to school belonging and camouflaging. The results found that, as predicted, camouflaging did mediate the relationship between school belonging and anxiety. Qualitative content analysis was used to interpret answers to open ended questions, and categories were created for each question. Overall, it was found that social relationships; individual factors; the environment and adaptations, and acceptance and understanding, influence students’ sense of belonging. Implications, limitations, and avenues for future research are discussed
Dataset for: "Do my friends only like the school me or the true me?" Understanding the relationship between sense of school belonging, camouflaging, and anxiety in autistic students attending mainstream secondary school: A mixed methods study'
No full textQualitative and quantitative data gathered from an anonymous online survey. Secondary ages students who have a diagnosis or self-identify as autistic, and their parents. Parents answered demographic data and the autism-quotient (adolescent version). Children answered open-ended questions about school belonging and camouflaging. Questionnaires for young people were: simple school belonging scale; Adapted CAT-Q, and ASC-ASD.
Coding and data used for qualitative synthesis. </span
‘Everybody needs to learn more’: a thematic synthesis of the first-hand experiences of autistic students in primary schools
No full textAutistic students are more likely to experience mental health difficulties and have poorer academic outcomes than their non-autistic peers. However, most research into school experiences has focussed on secondary-aged students, or parents and school staff's perceptions of the primary school experiences of autistic students. The current systematic literature review explores the experiences of autistic students in primary school. Databases (PsycInfo, ERIC, SCOPUS and CINAHL) and hand searching were utilised to identify qualitative research. The research was included if it explored current and retrospective accounts of autistic people, internationally. Studies were excluded if they did not include the voice of at least one autistic person. Twenty-two studies met the inclusion criteria and were analysed using thematic synthesis. Four analytical themes (‘We all have different experiences of school’, ‘We don’t do things wrong we do them differently, and I need you to understand’, ‘Good relationships make it better’ and ‘Success matters but the environment is key’) were generated. There were both positive and negative accounts, with some students detailing the long-term negative effects of primary schooling on their mental health. Overall, students in the review felt everybody needed to learn more about autism, as well as provide specific and subtle support based on individual needs. Strengths, limitations and implications for practice are discussed
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
- …
