1,720,996 research outputs found
La discussione a scuola, all'incrocio tra insegnamento, sviluppo professionale e ricerca didattica
No full textGenesi, obiettivi e struttura del Piano paesaggistico regionale del Friuli Venezia Giulia.
No full textTra ricerca e azione: un’analisi tematica dello sviluppo professionale dei docenti
No full textLo studio mostra i risultati di un’analisi tematica condotta su 13 progetti di sviluppo professionale dei docenti coordinati da gruppi di ricerca di ambito universitario. L’indagine è stata guidata da uno schema di 11 categorie ex-ante in quanto desunte dalla letteratura di riferimento. La ricerca ha individuato tre temi generali associati alla professionalità insegnante: a) sviluppo professionale; b) scopi progettuali; c) paradigmi di ricerca. L’analisi, affidata a due analisti ciechi, è stata validata mediante il calcolo dell’inter-rater reliability. È stato possibile osservare come i progetti studino il tema dello sviluppo professionale dei docenti attraverso differenti approcci, con prevalenza per quello di impostazione qualitativa. Le iniziative progettuali propongono principalmente obiettivi di formazione piuttosto che di misura, soluzione di problemi e innovazione. Lo sviluppo professionale è in prevalenza inteso come cambiamento soggettivo e dell’azione didattica. Ulteriori perfezionamenti nelle fonti, nei metodi di raccolta del dato nonché nelle strategie di analisi potrebbero confermare o meno, in parte o in misura ridotta, gli attuali risultati.The study shows the results of a thematic analysis carried out on 13 teacher professional development projects coordinated by university research groups. Before the analysis, researchers identified 11 categories derived from the study of the teacher professional development literature. Two blind analysts conducted the analysis, which was validated by the inter-rater reliability. The main findings show the following evidence: a) the projects approach teachers' professional development through different research methods, with a prevalence of qualitative methods; b) projects are frequently oriented to teacher education purposes rather than to measure variables or overcome educational problems; c) professional development is mainly interpreted as a subjective change of beliefs, attitudes and teaching practices. Further improvements in data collection, sources and methods, as well as analysis strategies, may or may not confirm, to some or a lesser extent, the current results
Un sistema di categorizzazione per l’analisi di progetti di ricerca-formazione attraverso un approccio analyst-driven
No full textQuesto contributo presenta la messa a punto di un impianto di analisi quantitativa di progetti di ricerca-formazione basato su 11 categorie desunte dallo studio della letteratura di riferimento. Tale impianto è stato testato attraverso l’esame di 13 progetti mediante un approccio analyst-driven da parte di due analisti ciechi e l’analisi è stata validata mediante verifica della misura di concordanza (coefficiente kappa). A partire dalla finalità generale volta a esplorare il tema dello sviluppo professionale in relazione all’innovazione didattica, questo studio ha individuato per l’analisi tre temi associati alla professionalità insegnante: sviluppo professionale, scopi progettuali e paradigmi di ricerca. L’applicazione del sistema di categorizzazione ha fatto emergere le seguenti tendenze: a) prevalenza dell’approccio fenomenologico-qualitativo; b) orientamento prevalente verso scopi formativi piuttosto che di innovazione, misurazione o soluzione di problemi; c) sviluppo professionale inteso come cambiamento delle convinzioni, degli atteggiamenti e dell’azione didattica dei docenti piuttosto che come potenziamento dell’agentività dei docenti e promozione della collaborazione situata. Le riflessioni critiche sviluppate al termine del lavoro evidenziano che, pur in un quadro di sostanziale solidità dell’impianto, si potrebbero apportare ulteriori perfezionamenti nelle fonti, nei metodi di raccolta del dato, nonché nelle strategie di analisi.The paper presents the development of a scheme for the quantitative analysis of research projects concerning teacher professional development based on 11 categories derived from the study of the literature on the topic. In order to test this scheme, two blind analysts carried out the analysis of 13 projects, which was validated by the inter-rater reliability. Based on the overarching aim to explore the topic of teacher professional development in relation to teaching innovation, this study identified the following three themes for analysis: professional development, project aims and research paradigms. The application of the categorisation system revealed the following main findings: a) the prevalence of the phenomenological-qualitative approach; b) the prevailing orientation towards teacher training rather than innovation, measurement or problem-solving purposes; c) professional development is mainly interpreted as individual change in teacher beliefs, attitudes and practices rather than enhancing teachers’ agentivity and promoting situated collaboration. Critical reflections developed as a result of the study suggest that, while the defined scheme is essentially sound, further refinements could be made in the sources and methods of data collection, as well as in the analysis strategies
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
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