1,720,989 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
Criteria used in the hiring of elementary general music specialists
No full textTeacher selection is a critical component of education and educational administration. The intent of the research study was to add to the knowledge base of teacher selection by surveying the perceptions of elementary principals in evaluating beginning general music teachers. The initial paper screening stage of teacher selection decisions was examined. Evaluation decisions were measured by two means: a yes-no decision to interview a teacher candidate and a corresponding line scale rating of the strength of the yes-no decision.The researcher selected six independent variables for study: gender, age, undergraduate institution, general education coursework GPA, extracurricular interests, and philosophy statement. Each variable was presented at two different levels. Teacher candidate dossiers were constructed to systematically manipulate each level of each variable, resulting in 64 unique dossiers (2 x 2 x 2 x 2 x 2 x 2 = 64).An 86.5 percent response rate (173 of 200) was attained from elementary school principals randomly selected from five counties surrounding the city of Chicago. Each principal was mailed three randomly assigned teacher dossiers and asked to evaluate the dossiers.Procedures selected for data analysis were chi-square (yes-no decisions) and ANOVA (line scale ratings). Results indicated that candidate age was significant for both ANOVA and chi-square (p .001). Principals chose significantly more 21-year old candidates than 37-year old candidates for interview. The undergraduate institution was significant (p .021) in principals' line scale ratings of candidates. University of Illinois graduates were rated significantly higher than Illinois Wesleyan University graduates by principals.The results of the study have implications for older entering teachers and teacher education institutions. Research is needed in teacher selection in terms of alternative certification as affecting re-entry and late entry of teachers into the field. Research is also important to determine further whether principals' decisions are based on differences in teacher education program content or institutional charter (private, liberal arts or state-supported research institutions).Made available in DSpace on 2011-05-07T11:58:44Z (GMT). No. of bitstreams: 2
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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
A comparative analysis of Edwin Gordon's approach to sequential musical learning and learning sequences found in three elementary general music series
No full textThe purpose of this study was to investigate the extent to which the materials and suggested sequencing published in three general music textbook series, The Music Book, Silver Burdett Music, and The Spectrum of Music, were compatible with Edwin Gordon's approach to sequential musical learning. Edwin Gordon has provided a music sequence model designed specifically for the teaching and learning of melodic and rhythmic skills in music.The investigator established Gordon's position by examining his major publications, particularly Learning Sequences in Music: Skill, Content, and Patterns (1984). Gordon's position on skill development, tonal and rhythmic learning in music, and the organization of the curriculum were presented. A content analysis of the three music series, grades K-6 was conducted to examine goals, objectives, instructional techniques, and the suggested sequencing of melodic and rhythmic skills. Each was compared and contrasted to Gordon's skill learning sequence. Each grade level was quantified to determine skill emphasis, and the data were reported in percentages using Gordon's descriptors to standardize the comparison. Data were also presented which compared the use of stepwise and spiral movement in the curriculum, the use of curriculum objectives, methodology, and techniques.Findings indicated that the learning sequences for melodic and rhythmic skill development in the three music series, though appearing to be compatible with the stated philosophies of the series, were incompatible with Gordon's approach to sequential musical learning. Stepwise and spiral movement in the learning sequences, curriculum organization, and the use of instructional techniques and methodology, were also found to be incompatible with Gordon's approach. Although certain features congruent with Gordon's sequence were found in the three series, the materials and activities were not consistently developed in a manner than would, according to Gordon, yield efficient learning.Made available in DSpace on 2011-05-07T12:26:40Z (GMT). No. of bitstreams: 2
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Previous issue date: 1989Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T14:41:05Z
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The relationship between children's understanding of musical ability and their motivation, perceived ability and achievement in general music class
No full textChildren's understanding of ability and its relationship to effort was examined, and characteristics believed to be related to the level of their understanding were described. Two stratified random samples were drawn from among fourth, fifth and sixth grade students at three elementary schools in a metropolitan school district. A critical exploration interview developed by Nicholls (1978) was used to classify the subjects in sample 2 (n = 36) as to the level of their reasoning about intellectual ability (immature, transitional, mature). Subjects in sample 1 (n = 108) were classified in the same manner as to the level of their reasoning about musical ability using the investigator's adaptation of Nicholls' interview.Reasoning about musical and intellectual ability appeared similar. For subjects receiving both interviews (n = 17) level of reasoning about musical ability was significantly related to level of reasoning about intellectual ability (p .05). The level of reasoning increased across grade levels for both measures. No significant gender differences were noted for either measure."Subjects in sample 1 also received measures of musical achievement, perceived ability and motivation. The relationship between the measures of perceived ability and motivation was stronger for mature subjects than for immature subjects. This finding is consistent with the view that perceived ability becomes more ""relevant"" to motivation as individuals attain the mature level and begin to think of ability as capacity."Immature subjects were more positive in their attitude toward both general music and recorder playing than mature subjects, as expected, but mature subjects were rated higher in effort by their music teachers. Immature subjects were less accurate in their perceived ability than mature subjects and lower in achievement. Transitional subjects, rather than being ranked intermediate, were the least accurate group in their perceived ability and the most positive in their attitude.Level of reasoning about musical ability contributed significantly to a multiple regression equation computed on attitude scores even when entered in the equation after grade level. Thus, the relationship between level of reasoning and attitude cannot be explained entirely in terms of simple maturation.Made available in DSpace on 2011-05-07T12:49:32Z (GMT). No. of bitstreams: 2
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Previous issue date: 1989Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T14:46:20Z
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Reflective thinking as exemplified in musical decision-making
No full text"Two forms of data served as the basis for this inquiry into the extent of reflective thinking represented by musical decision making. Articles written by pianists, arrangers, and conductors served as primary sources from extant literature. A verbal protocol representing the ""stream of consciousness"" data gathering technique was produced by six subjects representing outstanding achievement in their fields; two pianists, two arrangers and two instrumental conductors. A series of task representative of opportunities for decision making structured the data gathering procedure."Statements extracted from the literature and the complete transcripts were analyzed using a non traditional form of content analysis based on the description of reflective thinking presented by John Dewey in How We Think (1933). Results of the analysis were presented as a series of paradigms, as annotated lists of statements and groups of statements, and as a series of graphic illustrations.The analysis revealed that the thinking of each subject in each task situation was unique. A variety of forms of funded knowledge, non reflective thinking, and reflective thinking was found in the transcripts. When the results of the transcript analysis were compared to the literature it was apparent that, with two exceptions, the thinking of the subjects differed from thinking represented in extant literature.Dewey provides an explanation for the disparity between the thinking of the subjects, and the disparity between the thinking of the subjects and thinking represented in the literature. His explanation is based on his conception of thinking as a process unique to the individual. Each person brings a particular web of funded experience to a situation and uses this experience to identify and consider problems. The interaction of funded experience with immediate experience structures the problem and the subsequent use of non reflective or reflective thinking.Made available in DSpace on 2011-05-07T13:59:09Z (GMT). No. of bitstreams: 2
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Previous issue date: 1989Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T15:01:36Z
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A computer-based training program for the development of harmonic intonation discrimination skill
No full textThe purpose of this quasi-experimental study was to determine the effectiveness of a computer-based training program for improving students' ability to make judgments of harmonic intonation. Twenty members of two undergraduate conducting classes at the University of Illinois participated for nine weeks in the Harmonic Intonation Training Program (HITP). Average total treatment time was nine hours per student. An equivalent matched control group was selected from 156 other undergraduate music majors who had also taken the investigator-developed Harmonic Intonation Discrimination Test (HIDT).The HITP was developed for the PLATO Interactive Music System (IMS) at the University of Illinois. The HITP consisted of a body of drill and practice exercises utilizing intervals, triads and brief three- and four-part musical passages. The exercises were played in both equal temperament and just intonation by the sixteen-voice IMS synthesizer. Three types of exercises were included: (1) Listening exercises. The student selects the mistunings of musical examples and compares those mistunings to in-tune examples in equal temperament and just intonation. (2) Judging exercises. The student makes discriminations about the location and type of intonation errors in the musical examples. (3) Tuning exercises. The student tunes intervals and chords by altering the pitch of one of the tones through keyboard input.After a nine-week treatment period an analysis of variance on experimental and control group mean posttest HIDT scores revealed a difference (p .05) in favor of the experimental group. A questionnaire administered to the experimental subjects at the completion of the study indicated that attitudes toward the training program were mostly positive.The following additional findings were noted: (1) The results for the experimental group were significant in a practical as well as statistical sense. (2) Substantial pretest-posttest gains occurred for each of the three ability levels in the experimental group. (3) Confidence that the intonation training is transferrable to acoustical situations is warranted. (4) There was no significant difference in accuracy of judgments for sharp mistunings compared to flat mistunings. (5) Harmonic intonation discrimination skill is not highly correlated with harmonic analysis skill or ACT scores.Made available in DSpace on 2011-05-07T12:45:55Z (GMT). No. of bitstreams: 2
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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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