1,720,968 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
Mapping the landscape of successful school leadership in New Zealand: a scoping review
No full textThis chapter draws on the available evidence to explore what it means to be a successful school leader within the current educational landscape in Aotearoa, New Zealand. It provides a nuanced understanding of common success factors and the contribution of the school principal’s leadership to that success in context. A set of factors that shape their behaviour and actions is presented that draws attention to cultural relationships and contextual awareness, emphasising not only students’ academic success, but also students’ cultures as vehicles for learning and social change. Findings from this chapter provide insights into how successful school principals consider their entire school as a complex system with interconnected parts, and build social infrastructures that nurture partnerships with multiple stakeholders
Leadership at the boundaries of schools: navigating the complexities of collaboration
Full text linkThis study examines how school leadership navigates the complex boundary-spanning nature of organising schools and school systems. It aims to address gaps in understanding the role of leadership in boundary work by exploring how school leaders build and sustain meaningful relationships up, across and down. Grounded in the Scottish educational context, where centralised decision-making contends with entrenched social, cultural and political challenges, this study adopts the concept of boundary spanning to examine the routines, norms and roles that define schools as organisations. It draws on in-depth, semi-structured interviews with 27 primary and secondary headteachers to provide evidence of how leadership shapes and is shaped by organisational boundaries. Findings reveal that boundary-spanning leadership is critical for fostering collaboration and enabling organisational improvement, with implications for defining responsibilities and enhancing relational capacities. The study concludes that while organisational structures can both facilitate and hinder boundary-spanning practices, school leadership is pivotal in navigating these complexities, offering new insights into how leadership can drive collaborative improvement in schools
Understanding the complexity of system-level leadership in the English schooling landscape
No full textPurpose:
The purpose of this paper is to explore the role and leadership practices of executive leaders in English multi-academy trusts (MATs) considering the meaning of system-level leadership and its perceived impact on schools' improvement processes, conditions and culture.
Design/methodology/approach:
This paper was guided by an ecological systems approach emphasizing the interactions between the micro-, meso-, macro-, exo- and chronosystems, and was used to develop context-sensitive accounts of leadership across groups of schools. It involves interview-based multi-perspective case studies using a sample of five MATs and collecting data from 31 interviews with various school and MAT leaders.
Findings:
The primacy of leadership at the executive level was central to efforts for school and MAT transformation and that was evident throughout the findings of the study. System leadership was multifaceted and was understood through the multiple layers of the organizational structure of MATs. Four major domains of practice highlight the efforts of these leaders to address complex and systemic challenges. These are setting strategic directions, developing people and organizational capacity, establishing organizational infrastructure to support schools' improvement efforts and providing instructional guidance.
Originality/value:
Findings reveal new empirical data about the role of executive leaders in English MATs and highlight the ways in which they seek to establish, manage and sustain school and MAT-wide improvement providing the research with a holistic idea of system leadership
Building and sustaining improvement in disruptive times: school leadership in Aotearoa New Zealand
No full texthis chapter revisits, reinforces, and extends our view of the underpinning principles and practices of school leadership in Aotearoa New Zealand. It presents extracts from case studies of schools that illustrate the crucial role of the principal in ensuring ongoing improvement and innovation while working in increasingly complex and uncertain environments. The chapter discusses the need to understand the importance of relationships between individuals and groups, actions, contexts, environments, and cultures where processes of interaction shape principals' practices. Features of complexity thinking are used as a lens through which to understand schools as complex adaptive systems and illustrate the importance of the dynamics of the interactions among the agents and elements within the New Zealand educational system. The chapter concludes by drawing together the implications for leadership that emerge across this chapter
System Leadership in Multi-Academy Trusts: Leading Educational Organisations in England
No full textThis study identifies and maps empirically grounded key conditions and components of ‘system leadership’ in the English context. It explores the role of ‘system leaders’, identified here as executive leaders who enhance provision and provide support for a group of schools, at different levels of seniority through Multi-Academy Trusts (MATs). The study provides insight and understanding on how these professionals enact their leadership and use their knowledge, experience and values in order to establish, manage and sustain school improvement across groups of schools. This research was guided by an ecological systems-centred approach which investigated the ways in which system leadership practices are (or are not) able to contribute to school improvement processes, conditions, and cultures of the schools within MATs. It emphasises the connections among all levels and components and thus attempts to capture the dynamic relationships and the influences of personal, interpersonal, and social contexts on the different perspectives that exist around system leadership. An ecological model, therefore, examined interactions between the micro-, meso-, macro-, exo-, and chronosystems, and was used to develop context-sensitive accounts of leadership across groups of schools. A qualitative-dominant mixed-methods design was adopted using a sample of five MATs. This involved an interview-based multi-perspective, multiple case study of MAT CEOs and members of the MAT executive leadership team exploring their roles and practices and a survey questionnaire of middle and senior leaders investigating whether and to what extent their MAT CEOs and executive leaders contribute to the individual schools’ processes, culture and improvement conditions. The primacy of leadership at the executive level was central to efforts for school and MAT transformation and that was evident throughout the results of the study. System leadership was multi-faceted and was understood through the multiple layers of the organisational structure of MATs. Four major domains of practice highlight the efforts of these leaders to address complex, systemic challenges. These are: setting strategic directions, developing people and organisational capacity, providing instructional guidance, and establishing organisational infrastructure to support schools’ improvement efforts
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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