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Pratham Information Project -- Read India
No full textThis data is the basis for the article: Banerjee, Abhijit V.; Banerji, Rukmini; Duflo, Esther; Glennerster, Rachel; and Khemani, Stuti: "Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India" in the American Economic Journal: Economic Policy
Assessment to action: New thinking from India
Full text linkIn countries such as India, impressive progress has been made in schooling. More than 95 per cent of children are now enrolled in school. But when we look at children’s learning, the situation is far from satisfactory. Available evidence suggests that in Grade 5, only about half of all enrolled children can read or do arithmetic expected at Grade 2 level. Faced with this crisis, how can assessment lead to effective instruction? ASER (Annual Status of Education Report) uses simple tools to assess the current level of children’s ability to read and to do arithmetic. Using this assessment, children are grouped for instruction by level rather than by grade. Appropriate methods and materials are used for each group to help children begin from where they are today and move to where they need to be. The ‘teaching-at-the-right-level’ approach has been found to be effective in many settings in India for building basic skills quickly. This ‘new thinking’ from India can provide large-scale solutions for the learning crisis faced in many parts of the developing world
The birth of aser
No full textI remember a hot summer day, almost ten years
ago, in a village in Sultanpur district in Uttar
Pradesh. We were making a village report card. 2
Before starting work in a village we always did
this exercise. Our goal then, as it is even today,
was to work with people in the village to ensure
that “every child is in school and learning well”.
So we would go to every household in the village,
and ask every child if he or she went to school.
Ten years ago, even in UP, school enrollment
levels were high. In some villages, well over 90%
of children between the ages of six and fourteen
were enrolled in school. But for us, it was
important to go beyond schooling and try to get
a sense of what a child could do. We used very
basic benchmarks for learning - each and every
child of elementary school age in the village was
asked to read a set of common words and simple
paragraphs. In arithmetic, there were numbers
to be named and a set of simple arithmetic
operations to do
The prince in the classroom
No full textIt is afternoon in a government primary his stomach out and throws his head back. Then he
school in Bakshi ka Talab block not far from walks forward in a leisurely fashion moving his arms
Lucknow. The Class 2 classroom is packed very slowly. “Ah ha” says a girl from the back of the
with children. In this school, like in many class, “Tahalna” is when you are a fat person walking
other schools in the area, the lower grades have many
many children. At least half of them look like they are
really too young to be in Class 2. We are busy with the
language text book. The chapter is long. We start with
the first paragraph. Except for one or two children, no
one can read even a few lines fluentl
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
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