1,720,964 research outputs found
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
Mindset Minefield: Identifying the Mindsets of Male Primary Educators
No full textThis study is an autoethnographic piece which conducts research through personal reflection to identify the mindsets of male primary educators. These mindsets are broken down into three distinct stages which show the progression based on experience and challenges. The first stage focuses on training and the disposition of male students who are in the process of becoming a teacher. Stage two highlights the challenges and difficulty of being a male provisionally registered teacher and the isolation of working in a feminised career. Finally, stage three investigates the role of male educators as mentors and learning from their experiences. Data has been found by using my own experiences and deeply personal reflection into historical events in my life which build a picture of these different stages and how I progressed through them. This research notes that some of the findings which influence these mindsets include personal belief systems, effect of upbringing, as well as the challenges and pressures from society. All of these are shown to either help or hinder the progress through these stages. Additionally, there is discussion into the potential differences between the genders when teaching and how society has an impact on the male educators based on media perspectives. This research concludes with insights and recommendations to help create a diverse workforce that supports the minority of men who choose to teach young children
Evaluating Steiner's Understanding of Temperament Using the EAS Survey
No full textOver the last hundred years, Steiner education has become established in countries around the world. One of the key concepts of this enduring pedagogy is that of the temperaments, though it has been criticised for being outmoded and unsupported by empirical research. This study will assess and evaluate potential correlations between Steiner teachers’ understanding of the temperaments and the results gained from using Buss’ and Plomin’s Emotionality, Activity and Sociability/Shyness (EAS) survey. Data will be collected by surveying parents and teachers, as well as holding teacher interviews. This data will allow potential similarities and differences to be identified highlighting the degree to which Steiner’s century-old pedagogical ideas can be supported by a standard analytical tool
What Is Lesson Preparation to a Waldorf Teacher, Working Out of Art, Science and Spiritual Philosophy?
No full textHow a unification of art, science and religion can be achieved in education, and whether this can lead to higher levels of knowing
This study builds a theoretical basis to support the unification of art, science and religion in education. Understanding and utilisation of this unification is fundamental to Waldorf teaching, and therefore a necessary aspect of lesson preparation by Waldorf teachers. The study compares the historical understanding of these subject domains with more contemporary associations such
as wisdom, spirituality, creativity and intelligence. The study reveals how these connect with the values of truth, beauty and goodness, and the activities of thinking, feeling and willing. Building on this, the research demonstrates how resource material for such a teaching process can be organised for lesson preparation, and explores whether such an approach can lead to higher levels of knowing.
Stage one of the research used a combination of action research and auto-ethnological methodologies combined with meditative practices to examine how a unification of art, science and religion could be achieved in lesson preparation around a particular theme. Stage two of the research delved into whether and how this unification could lead to a crossing of subject domains, and whether and how it could lead to higher levels of knowing. Stage three of the research involved the compilation of a teacher’s resource book showing examples of how a unification of art, science and religion could be achieved. It forms the creative artifact to this submission. The selection
and creation of material for this book formed the main body of the research done in stage one. The analysis of material gathered in stage one, along with further analysis exploring posibilities of higher knowing in stage two, informed the selection of material and layout of the book done in stage three.
The outcomes of stages one and two of the research, showed and refined how a combination
of art, science and religion could be achieved, and how the crossing of these subject domains was a necessary platform from which higher levels of knowing could develop. It validated the need for a teacher’s resource book that demonstrated a combination of art, science and religion. This book could be of benefit to teachers of all disciplines, but may be particularly helpful to Steiner teachers, where the unification of art, science and religion form the basis of their Waldorf pedagogy. Since recent research shows the success of Waldorf education in developing in its students the responsibilities needed for the twenty first century, a deeper understanding of this approach is valid for all educationalists
What Is Lesson Preparation to a Waldorf Teacher, Working Out of Art, Science and Spiritual Philosophy?
No full textHow a unification of art, science and religion can be achieved in education, and whether this can lead to higher levels of knowing
This study builds a theoretical basis to support the unification of art, science and religion in education. Understanding and utilisation of this unification is fundamental to Waldorf teaching, and therefore a necessary aspect of lesson preparation by Waldorf teachers. The study compares the historical understanding of these subject domains with more contemporary associations such
as wisdom, spirituality, creativity and intelligence. The study reveals how these connect with the values of truth, beauty and goodness, and the activities of thinking, feeling and willing. Building on this, the research demonstrates how resource material for such a teaching process can be organised for lesson preparation, and explores whether such an approach can lead to higher levels of knowing.
Stage one of the research used a combination of action research and auto-ethnological methodologies combined with meditative practices to examine how a unification of art, science and religion could be achieved in lesson preparation around a particular theme. Stage two of the research delved into whether and how this unification could lead to a crossing of subject domains, and whether and how it could lead to higher levels of knowing. Stage three of the research involved the compilation of a teacher’s resource book showing examples of how a unification of art, science and religion could be achieved. It forms the creative artifact to this submission. The selection
and creation of material for this book formed the main body of the research done in stage one. The analysis of material gathered in stage one, along with further analysis exploring posibilities of higher knowing in stage two, informed the selection of material and layout of the book done in stage three.
The outcomes of stages one and two of the research, showed and refined how a combination
of art, science and religion could be achieved, and how the crossing of these subject domains was a necessary platform from which higher levels of knowing could develop. It validated the need for a teacher’s resource book that demonstrated a combination of art, science and religion. This book could be of benefit to teachers of all disciplines, but may be particularly helpful to Steiner teachers, where the unification of art, science and religion form the basis of their Waldorf pedagogy. Since recent research shows the success of Waldorf education in developing in its students the responsibilities needed for the twenty first century, a deeper understanding of this approach is valid for all educationalists
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