1,720,999 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
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Essays in Economics of Education, Wildfires, and Land Protection
Full text linkIn the first chapter, I contribute to the literature that studies academic impacts of disruptions due to weather or natural disasters. Such studies so far have mostly focused on younger children and evidence for older students is still limited. Furthermore, the wildfire landscape in California is characterized by frequent fires that burn close to the state's residential areas and their schools. I combine locations of the entire population of in-state wildfires with administrative school-level data to document the detrimental effects of wildfire exposure for older student academic achievement on standardized exams in public schools in California. I provide novel results for older students and I estimate implications of the physical presence of local wildfires, rather than smoke attributable to all wildfires in the U.S. as wildfire literature has done in the past. I find that local presence of large wildfires reduced mean test scores of boys by 0.05 standard deviations across all schools and by up to 0.15 standard deviations in rural socio-economically disadvantaged schools. In the second chapter, we provide evidence to the discussion about the effect out-of-state university students have on potential in-state students. Despite paying a premium to attend state universities, researchers argue that out-of-state students may come at a cost to in-state students by negatively affecting academic quality or by crowding out in-state students. To study this relationship, we examine the effect of a 2016 policy at a highly ranked state flagship university that removed the limit on how many out-of-state students it could enroll. We find the policy caused an increase in out-of-state enrollment by around 29 percent and increased tuition revenue collected by the university by 47 percent. We argue that this revenue was used to fund increases in financial aid disbursed at the university, particularly to students from low-income households, indicating that out-of-state students cross-subsidize lower income students. We also fail to find evidence that this increase in out-of-state students had any effect on several measures of academic quality.In the final chapter, we consider the early-1990s land protections covering tens of millions of acres of old-growth forest in the Northern Spotted Owl habitat in the U.S. Pacific Northwest and Northern California. In the intervening period, wildfire regimes in this region have become significantly more frequent, larger, and more severe. We find that these restrictions on timber harvesting lead to two outcomes. First, they caused an increase in the share of low-intensity wildfire ignitions by enhancing the natural shady and cool conditions of old-growth forests and their extensive tree canopies. At the same time, they ultimately greatly increased areas of wildfire perimeters that burned at high-severity in the protected forests---almost certainly because the logging restrictions encouraged accumulation of vegetation fuels. Severe wildfires often greatly harm affected ecosystems, and impose substantial economic costs on humans. We argue that qualified logging operations could serve a beneficial, complementary role to prescribed burns in forest management plans that aim to reduce wildfire severity
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Essays on the Economics of Higher Education
Full text linkCommunity colleges have been hailed as a ``cornerstone of American higher education," and act as an important access point to post-secondary education for a wide range of students, particularly socioeconomically disadvantaged students and underrepresented minorities. However, community colleges have also been criticized for poor completion outcomes, leading to the implementation of policies meant to bolster academic success. This dissertation focuses on how various policies, either directly or indirectly, affect community college student success, and whether these policies achieved its intended goals. Chapter 1 studies how the removal of remedial education policies affects academic outcomes for students along a continuous range of college readiness. In this chapter, I merge two rich, detailed administrative datasets to show that remedial education, a policy meant to support underprepared students, actually impeded community college students' academic progress. In fact, I find that many students who would have been placed into remedial education are able to pass transfer-level courses after the remedial education policies were removed. In addition, students attempt more transfer-level coursework, which is necessary to accomplish long-run goals, such as transfer or degree receipt. These positive effects decline, but are still present, even for students who were expected to have benefited most from remedial education.Chapter 2 examines the indirect effects of changes in the minimum wage in California on students' decisions to enroll in postsecondary institutions. In this chapter, my co-authors and I find that increases in minimum wages above the state minimum wage in different cities have small, positive effects on overall college enrollment. However, underlying this effect is a significant shift in student composition across college sector and quality. Lower performing, economically disadvantaged, and traditionally underrepresented students increase enrollment at community colleges. Meanwhile, higher performing students substitute their enrollment from community colleges into four year public institutions. Results examining unit accumulation for community college students provide evidence that increases in minimum wage alleviate financial constraints. Finally, Chapter 3 investigates the effects of financial aid tied to academic conditions, such as full-time enrollment, on community college student outcomes. In this chapter, my co-authors and I find that community college students do not change their course-taking behavior to take advantage of generous increases in financial aid. Students do not seem to learn about these conditions even after receiving the grant, as there are null effects of grant receipt in the following semester, suggesting a deeper lack of awareness regarding the details of their financial aid package. These results have important implications regarding how to structure financial aid policies efficiently
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Art-tendance: The Effect of Creative Learning on Student Outcomes
No full textThis paper investigates the causal impact of the Creative Learning Initiative (CLI)—a
district-wide arts integration program—on student outcomes in the Austin Independent
School District (AISD). Leveraging the staggered rollout of CLI across high schools from
2012 to 2018, I employ a difference-in-differences design to evaluate the effects of CLI
on attendance, graduation rates, and Advanced Placement (AP)/International
Baccalaureate (IB) enrollment and performance. Results suggest that CLI increases
student attendance, with the largest and most robust gains observed among English
Language Learners (ELLs), whose attendance improves by over 2 percentage points
four years after CLI implementation. Modest positive effects are also found for
economically disadvantaged students. Effects on graduation rates are directionally
positive but imprecise. Estimates for AP/IB enrollment and pass rates are inconsistent
and, in some cases, implausibly negative, likely reflecting demographic changes and
small sample sizes rather than program impact.Economic
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Dual Enrollment and Career and Technical Education in California: Participation, Access, and College and Career Readiness under Common Core and Multiple Measures Accountability
Full text linkPostsecondary education and career training is increasingly important, with growing polarization of the labor market and forecasts for increasingly skilled workers to meet the needs of the US economy, particularly in California. Additionally, gaps between various student groups in educational access and attainment continue to persist despite policies to increase equity in education. This work examines two approaches to improving college and career readiness for high school students: dual enrollment and career and technical education (CTE).There is growing interest in both dual enrollment and career and technical education as policy levers to improve education. CTE in California has been aligned to the Common Core curriculum, and career preparation is included in accountability under the Every Student Succeeds Act (ESSA). Preparation for the labor market is important for socioeconomic mobility, particularly for marginalized groups. However, there is concern about tracking students out of college preparation, especially given vocational education’s historical legacy. Social priorities have shifted from “college for all” to “career and college readiness,” though it is not clear if students are prepared for both trajectories. Recent statewide legislation has aimed to improve access to dual enrollment, especially for students that are not considered college-bound, but substantial gaps persist in dual enrollment access and participation, particularly by race. However, there is promising evidence that targeted dual enrollment programs are more equitable.
In Career and Technical Education in California: Participation, Access, and College and Career Readiness under Common Core and Multiple Measures Accountability, I utilize comprehensive student-level data on the population of California public school students to understand both the landscape of CTE enrollment and participation in California and access to CTE programs for various subgroups of students. I examine stratification across CTE industry groups, patterns of CTE participation across various school types, and access to schools with varying levels of CTE participation. I find significant stratification across CTE industry groups that follows historical patterns of tracking, suggesting continued challenges to utilizing CTE as a policy tool in efforts to improve college and career readiness and provide equitable educational opportunities.
In Dual Enrollment: How Opportunity and Participation is Distributed Across California’s Schools, I categorize schools by their level of dual enrollment participation and examine the distribution of students across schools with different levels of dual enrollment by student subgroup. I find stark disparities in access to high dual enrollment schools by race, for English Learners, and socioeconomically disadvantaged students. I also find that charter and alternative or continuation schools often have high dual enrollment participation.
In A Foot in the Door: Growth in Participation and Equity in Dual Enrollment in California, along with my co-authors, I present data about which students are participating in various types of dual enrollment in the California Community Colleges–the primary provider of dual enrollment statewide, for the population of California students in the 2018-2019 graduating cohort. We also document how participation differs across regions, high schools, and course subjects pursued. We find that high school students represent a growing share of community college students and that there are an increasing number of course sections that serve only high school students. Gaps in participation rates across racial. & ethnic groups are much smaller for classes with only high schools students in comparison to the overall gaps in dual enrollment participation
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Essays in Economics of Education
Full text linkThis dissertation examines how educational environments shape students' human capital, particularly social-emotional skills and mental health. The first chapter investigates the persistence of old-for-grade effects on social-emotional skills. The second chapter studies the effects of single-sex schools on social-emotional skills and academic achievement. The third chapter examines how changes to the school-entry cutoff date affect students’ mental health.The first chapter exploits a fuzzy regression discontinuity design and the unique contexts of Seoul Education Longitudinal Study 2010 (SELS 2010). Outcomes include self-esteem, friendships, learning approaches, and goal-setting mindsets, tracked from middle through high school. I find that older girls within a grade exhibit persistently higher self-esteem through high school, while boys show no significant differences. The results also suggest that old-for-grade girls maintain closer friendships and more effective learning approaches. To separate developmental age differences—a potential channel of fadeout—I reconstruct outcome variables to measure skills at the same age. The findings indicate that relative age, rather than developmental age differences, is the primary driver of the old-for-grade effects.The second chapter exploits unique random middle school assignments in Seoul to examine the effects of single-sex schools on students' social-emotional skills and academic achievement. To isolate middle school effects from those of elementary school and to account for potential sorting into elementary schools, I control for sixth-grade baseline measures and elementary school fixed effects. The results show that boys in all-boys schools exhibit improved self-esteem and learning approaches compared to their counterparts in coeducational schools. Additionally, all-boys schools raise boys' test scores in math and English. Conversely, girls in all-girls schools do not consistently experience improvements in social-emotional skills, although there is suggestive evidence of higher test scores compared to the girls in coeducational schools.The third chapter, co-authored with Baiyu Zhou, employs a difference-in-difference design and detailed mental health survey data from the Korea Children and Youth Panel Survey 2010 and 2018. Our results suggest that following the reform, both boys and girls born in January and February showed substantially improved mental health during early adolescence, compared to their counterparts born in the same months who entered the school before the policy change. Specifically, girls exhibit lower levels of inattention and aggression, while boys show higher self-esteem. Our findings add novel evidence to the growing body of economics research on mental health during childhood and adolescence
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
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