1,720,961 research outputs found
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
Investigating patterns of Rasch item estimates in examinations of educational statistics courses in University Of Cape Coast, Ghana: a gradient assumption examined
No full textFrom a theoretical lens, Rasch modeling has long been an approach for educational measurement. Nonetheless, it appears that the Rasch model has not been fully exploited within the Ghanaian Context. This paper investigates patterns of Rasch item estimates in examinations of educational statistics courses at the University of Cape Coast, Ghana. The population for the study was all levels, 100, 200, and 800 students who offer statistics courses. Purposive sampling was used to select 150 students (offering educational statistics courses that are; EPS 211, EPS 121, EPS 851, and EPS 856). The instrument for the data collection was the examination results in these four courses in educational statistics. The data were analyzed using item difficulty and ability parameter logits of the Winsteps Rasch Measurement Model computer program. The study used the ex-post facto design. The findings of the study showed that item difficulty parameters were appropriate but were not arranged hierarchically from the least difficult to the most difficult item and students' ability parameters were appropriately estimated by the examination items. It was recommended among others that, for valid and reliable items with appropriate item difficulty parameters and person ability parameters that measure the intended unidimensional construct educational statistics lecturers should consider using the Rasch Model in developing their examination items
Perception of Students’ and Course Tutors on Distance Education Students’ Performances in Mathematics in the Central Region of Ghana
Get PDFThe study examines the perception of students and course tutors about the performances of distance education students in mathematics in the central region of Ghana. It is essentially diagnostic in its quest to discover the problems distance education students encounter in their study of mathematics. The population for the study was made up all level 200 and 300 distance education students at the Cape Coast study centre. A simple random sampling was used for the selection of 196 students and the 10 course tutors were selected using purposive sampling. The data collection instrument was questionnaire and the design used was descriptive survey. Percentages of students and tutors responses were used to analyse the data. The study revealed that students as well as course tutors have more than one perception which has influence on the students’ performances in mathematics. It is recommended that the G.E.S should ensure that distance education students are given some allowance to facilitate their education. Keywords: Performance, Distance Education Students, Perceptions, Mathematic
Comparative effects of critical thinking and peer-assessment skills training on Ghanaian senior high school students’ achievement in mathematics: Comparative effects of critical thinking and peer-assessment skills training on Ghanaian senior high school students’ achievement in mathematics
No full textThe study determined the comparative effects of critical thinking and peer-assessment skills training on Ghanaian senior high school students’ achievement in mathematics. The non-equivalent pre-test and post-test control group 3x2x2 factorial quasi- experimental design was adopted for the study. Three public senior high schools were randomly sampled to participate in the study and a total of one hundred and thirty- seven (137) students made up of ninety-five (95) in the experimental groups and forty- two (42) in the control group from three intact classes were selected from schools in the Central Region of Ghana. Two mathematics achievement tests, with reliability coefficients of 0.79 and 0.83 were employed by the researcher for data collection. Critical thinking and peer-assessment modules were also developed and used by the researcher for the intervention. The peer-assessment and critical thinking modules were content validated by three experts using percentage of agreement method which yielded 79% and 80% respectively. ANCOVA was used to test the hypotheses at 0.05 level of significance. The findings of the study were that: there was no significant comparative effect of critical thinking and peer-assessment skills training on students’ achievement in mathematics. Furthermore, there was no significant interaction effect of gender, age and treatment groups (critical thinking and peer-assessment) on students’ achievement in mathematics. Based on the findings, it was recommended that teachers can make use of either peer-assessment or critical thinking strategies in teaching mathematics lessons to bring about the much-needed improvement in students’ performance in Mathematics
Effect of Peer Assessment Skills Training on Ghanaian Senior High School Students' Achievement in Mathematics
Get PDFThe study investigated the effect of peer-assessment skill training on students’ achievement in Mathematics. The non-equivalent pre-test and post-test control group 2x2x2 factorial quasiexperimental design was adopted for the study. Two public senior high schools were randomly sampled to participate in the study and a total of eighty-seven (87) students made up of forty-five (45) in the experimental groups and forty-two (42) in the control group were selected from Central Region of Ghana. Students participated in the study as intact classes. Two Mathematics achievement tests, with acceptable reliability coefficients of 0.79 and 0.83 were developed by the researcher for data collection. Again a peer-assessment module was developed by the researchers for the intervention. The module was content validated by three expects using percentage of agreement. ANCOVA and independent t- test were used to test the hypotheses at 0.05 level of significance. The findings of the study were that: there was significant effect of peer-assessment skill training on students’ achievement in Mathematics. Again, there was no significant sex and age influence on students’ peer-assessment skill training group. Based on the findings, it was recommended that teachers should use peer-assessment skill strategy in teaching Mathematics lessons to bring about the much needed improvement in students’ performance in Mathematics
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
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