1,721,064 research outputs found
A global perspective on school leadership: Evidence from a latent class analysis on OECD TALIS data
Full text linkPrevious research highlighted the existence of multiple educational leadership styles; however, evidence on their multidimensional application is limited. The current study defines an innovative cross-national classification for school leaders along the two dimensions of instructional and distributed leadership. We apply a three-step Latent Class Analysis to transnationally generalizable Organization for Economic Cooperation and Development's Teaching and Learning International Survey 2013 data, with N = 9384 school principals surveyed across 32 countries. From here, we identify four sub-groups of leaders: integrating leaders (64.9% of the sample), who adopt instructional and distributed leadership in an integrated way, participative leaders (22.2%) and supportive leaders (8.5%), who are respectively high only on distributed or instructional leadership, and contingent leaders (4.4%), without a specific a priori leadership approach. Features specific to the principals, the schools and the school context are significantly related to leadership sub-group membership and important moderators of the correlation between types of leadership and students’ test scores, as analyzed for a subset of countries. As implications for leadership policy and practice, the cross-country prevalence of integrating leaders might increase the level of organizational complexity, while the geographical distribution of leadership classes highlights the important role played by cultural aspects in influencing leadership practices
School principals’ leadership types and student achievement in the Italian context: Empirical results from a three-step latent class analysis
No full textThis study investigates the existence of various leadership types in a sample of lower secondary school principals across Italy (n = 1073). Information is obtained using a questionnaire about instructional practices and leadership perceptions administered by the National Evaluation Committee for Education (INVALSI). Employing a latent class analysis (LCA) for the specification of the educational production function (EPF), we identify three subgroups of school leaders: educative leaders (49% of the total sample), who support school improvement that utilises teachers’ skills; leaders who teach (35%), who are actively present in the classroom; and transactional leaders (16%), who support the school and balance various viewpoints. We then analyse the data to ascertain if some principals’ individual characteristics and school context factors are statistically correlated with the probability of having certain leadership attitudes. Finally, we provide evidence that schools with ‘leaders who teach’ report lower academic test scores; this third step is novel as few previous studies have attempted to link leadership styles and test scores. However, the difference in test scores across groups disappears when the geographical factor is accounted for, pointing to the importance of contextual factors in that they affect both leadership types and educational outcomes
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
Eye movements and reading with large print and optical magnifiers in macular disease
No full textPurpose: Reading rate has been the main performance measure in studies that have compared reading with large print and optical magnifiers; eye movement characteristics have not been considered. We compared both eye movement characteristics and reading rates for subjects with macular disease reading without and with a range of low-vision devices. \ud
Methods: Silent reading rate and eye movement characteristics for text passages at critical print size of 21 subjects aged 14 to 88 years with macular disease were measured with and without their preferred low-vision device. Saccadic frequency was determined from a sequencing task comprising five letters each separated by 5 degrees. Eye movements were recorded using an infrared limbal reflection system. \ud
Results: There were no significant differences in reading rate, fixation durations, saccade numbers per word, or percent retrace time when using a low-vision device compared with reading without a low-vision device. Saccadic frequency in the sequencing task was predictive of reading performance with and without a low-vision device. \ud
Conclusion: When reading at critical print size, in terms of reading rate or saccades per word, there was no advantage to using large print over an optical low-vision device
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