1,720,954 research outputs found
Education as a Journey: Exploring the Third Space of Hongyu Wang's The Call from the Stranger on a Journey Home
No full textIn this essay I examine Hongyu Wang's 2004 book, The Call from the Stranger on a Journey Home: Curriculum in a Third Space. Wang draws on the work of numerous thinkers on topics ranging from psychoanalysis and philosophy to literature in order to articulate her understanding of the third space. She has been particularly influenced by the writings of Michel Foucault, Confucius, and Julia Kristeva. After examining the central tenets of Wang's book, I situate it within the larger picture of theory and philosophy and explore how other authors have described third space both in and outside of educational discourses. Lastly, I will point to what I see as the possibilities and challenges of dwelling in a third space and its implications for education
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
Reflections on teaching: dwelling in a third space
Get PDFWhat does it mean to teach well? What does it mean to be a good teacher? These are questions that have been asked for hundreds if not thousands of years; yet, an unequivocal answer has not been reached. Drawing on Thomas Kuhn’s (1962/1996) concept of a paradigm, it is easy to see that the field of curriculum is anything but paradigmatic. Competing philosophical, psychological, and sociological schools of thought, for example, all support differing ideas of what “good teaching” looks like, and teacher education programs often reflect this diversity of thought. The situation does not end at the borders of campuses, either. Not only must teachers aspire to live up to their own ever-evolving ideas of what it means to be a good teacher, but they must also grapple with often differing conceptions of what good teaching means to their coworkers, their school’s administration, their students, their students’ parents, and others. This dissertation is a meditation on my experiences of teaching and being taught—it is about being caught between conflicting and sometimes incommensurable ideas about what it means to teach well and how teachers can find a space to work productively and sanely in the tensions that abound. It has both personal and communal aspects and fluctuates between the subjective and social. On the one hand, it is a way to work through curricular issues I have faced as well as a way to help me think about issues I encounter in daily life. On the other hand, it is a way to share some of my experiences and insights with those in the field of education and to engage with them in a conversation about teaching. While this dissertation focuses on a recursive analysis of my teaching-learning experiences over three decades, it also attempts more. It endeavors to place those experiences within a larger social and cultural frame. In this manner, I hope a deeper understanding of what each reader—teacher educator or practitioner in the field—believes constitutes good teaching may emerge
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