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Digital divide in ICT literacy among teachers in South Texas school districts
No full textA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership.The use of Information and Communication Technology (ICT) has profoundly impacted and transformed how schools operate, teach, and learn. Those without access to new technologies are cut off from the huge dividends that ICT provides, commonly referred to as the digital divide. The digital divide is a complex and layered phenomenon, which extends beyond issues of physical access. Digital learning tools are inaccessible and underutilized by students from low-income families in South Texas and beyond. The digital literacy skills of teachers play a key role in preparing students, particularly those without sufficient access to ICT, for meaningful participation in complex digital spaces. The purpose of this quantitative, non-experimental, predictive study was to examine the digital disparity at the second level among public school K-12 teachers in South Texas by evaluating their instructional ICT literacy based on their foundational internet skills and usage types. Using van Dijk’s causal and sequential model of access to ICT (2005) as the basis, this study focused on analyzing the digital divide among teachers along the lines of school socioeconomic status. This analysis was based on teachers' ICT access (motivational, physical, skills, and usage) and digital skills (namely operational, informational, and strategic). The research adds to the existing literature on the digital divide as well as strengthening the positional category from van Dijk's model in the field of education. The study employed two survey questionnaires—the 14-item Teachers' Literacy and Skills acquired in ICT (used to measure digital literacy skills) and the 19-item Internet Usage Types (used to measure internet skills and usage types). A multiple linear regression was performed to identify if internet usage and school socioeconomic status predicted teachers' instructional digital literacy. The results of this study contribute to a better understanding of teachers' digital self-efficacy, perceived computer skills, and perceived instructional technology literacy skills in ICT, particularly for those teaching in economically disadvantaged schools. The findings from the study will help South Texas school districts and campus leaders in planning for ICT integration, staff training, and support for school technology infrastructure.Educational Leadership, Curriculum & InstructionCollege of Education and Human Developmen
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The Development of the Concept of Rates of Change and its Impact on Students' Understanding of Functions
No full textA Thesis Submitted in Partial Fulfillment of the Requirements for Degree of MASTER OF SCIENCE in The Graduate Mathematics Program (Curriculum Content Option) from Texas A&M University-Corpus Christi.The focus of the study was to identify similarities and differences of grade seven through
grade twelve students' understanding of rates of change and functions while keeping in mind that
upperclassmen study participants will have more mature mathematical thinking in comparison to the
participants from middle school. In addition, the study explored how students' understandings and
difficulties relate to their teachers' expectations for prerequisite knowledge, and expected outcomes for
students at each grade level. In contrast to the prior studies, the current study provides a
comprehensive picture of progression in students' understanding of rates of change (or slope) by the
use of the study instrument that included focused problems on mostly all unique conceptualizations of
slope.
A cross-sectional study was conducted in a public high school in South-Texas with 187 Grades 7-
12 students enrolled in Math-7 to Calculus (AB), and 8 teachers. All student participants completed the
Diagnostic Test on various representations of Rates of Change (DTRC) in physical and functional
situations. Fourteen students and six teachers were interviewed. To analyze student performance by
grade, and by current math course, Welch's Test for Analysis of Variance including Games-Howell
Simultaneous Tests for Difference of Means (One-way ANOVA) was employed besides computing
descriptive statistics.
The student performance on DTRC increased very little in both cases, across grades and by math
course. Results from DTRC data and students' interviews showed that students had difficulty computing
unit rate in contextual problems, and when required to compare and extract information from multiple
representations within the same problem. A large proportion of study participants including Grades 11,
and Grades 12 had difficulty in estimating average rate of change from a data table or when presented with a graph of a non-linear function. There was a lack of evidence in the students' work to explore the
rate of change of a dependent variable with respect to an independent variable.
The data from the interview points towards a need for enhancing teacher horizon knowledge on
how slope is connected to the ideas of unit rate, average rate of change, and to the instantaneous rate
of change in functional situations. The same instrument and procedures may be used with a greater
cross-section of the general population to have more variability in participant's socio-economic status to
allow enhancement in interpretation and generalization of the findings of the current study.Mathematics and StatisticsCollege of Science and Engineerin
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
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
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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