1,720,966 research outputs found
THE FIGURE OF THE TUTOR IN THE BA SDE ON LINE: AN EXPLORATIVE SURVEY ON THE VISION AND PERCEPTION OF STUDENTS
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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
From quality to ideology: the role of schoolbooks in Italy in the broader context of international revision of history teaching
No full textIl ruolo del tutor nell’istruzione a distanza: un’analisi diacronica 2018-2025
No full textLa crescente diffusione dell’istruzione a distanza a livello universitario ha ridefinito il ruolo del tutor come figura chiave nei processi di apprendimento digitale. Nel presente contributo, si delineano i primi risultati della ricerca diacronica “La figura del tutor nel CdL Sde online: un’indagine esplorativa sulla visione e la percezione degli stu-denti” condotta in seno al Corso di Laurea L-19 in Scienze dell’Educazione prevalentemente a distanza dell’Uni-versità Roma Tre. Attraverso lo stesso questionario autocompilato, sono state confrontate le risposte di due coorti: anni accademici 2017/18 e 2024/25. La ricerca analizza vari aspetti del ruolo tutoriale, tra cui la mediazione tra studenti e docenti, il supporto nell’accesso ai servizi di Ateneo, la promozione della partecipazione attiva nei forum e l’accompagnamento nel percorso di apprendimento. I risultati preliminari indicano che la crescita e la matura-zione del corso hanno influenzato la percezione dell’efficacia del tutor, offrendo spunti utili per ripensarne il ruolo nella formazione terziaria contemporanea, anche oltre il contesto accademico
Special education in Norway and in Finland: equal participation or equal results?
No full textInternational research carried out by the Organization for Economic Co-operation and Development (OECD), through the Program for International Student Assessment (PISA), has shown that the Finnish school system is the most successful in Europe and has been ranked among the best in the world since 2000. A review of the academic literature, websites, interviews and documentaries suggests that the key to success of the Finnish educational system lies in the lack of negative school evaluation, in encouraging students to make the most of the improvements they have achieved, rather than in the use of standardized evaluation. Moreover, students spend much time outdoors engaging in practical activities, the burden of study is balanced with their personal arrangements, and there is little homework. Though these features are all common to both the Finnish and Norwegian school systems, the educational performance of Norwegian students is not as good. This article suggests, taking into account the analyses of Finnish and Norwegian teachers and pedagogues, that the determinant element of the Finnish educational system’s success is special education, i.e. the timely use of school support for students in need. According to data released by the national statistical offices in Finland, 31% of pupils in compulsory education receive school support to the extent deemed necessary, while in Norway only 8% do. This is little known and little debated although, in our opinion, it seems to be central to a real understanding of the Finnish model. We will try to describe and motivate the choices of these two countries, which for a large number of features, are suitable for comparison, in terms of school policies
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