1,720,958 research outputs found
Language teacher agency in digital technology use : Korean EFL teachers’ enactment through collaborative inquiry
No full textWith a dramatic advancement of digital technologies, the South Korean Ministry of Education has embarked on a nationwide digital education initiative to expand technology-equipped classrooms by 2023. While most public schools are far from achieving this goal, a substantial gap between early- and late-funded schools has emerged, creating a digital divide among schools, teachers, and students. Yet, some teachers are actively seeking to overcome challenges. Investigating how individual teachers in different environments implement educational technology would shed light on what factors afford or hinder their engagement with technology.
Focusing on three in-service junior high school teachers of English as a foreign language (EFL) who participated in a collaborative professional development (PD) program in Seoul, this qualitative multiple case study investigates how language teacher agency (LTA) and classroom practices are interrelated with ecological conditions and explores the role of a collaborative inquiry community in fostering their LTA. Drawing on an ecological understanding, this study focuses on the iterational (past), practical-evaluative (present), and projective (future) dimensions of LTA within overlapping layers of educational contexts (micro, meso, and macro). The participants engaged in PD in a collaborative inquiry community, in which they explored the use of technologies for facilitating students’ learning, conducted collaborative action research, and implemented reflective teaching practices. Data encompassed semi-structured individual and group interviews as well as an analysis of a lesson plan, an action research paper, and presentation materials.
The findings of three participants situated in different ecological conditions suggest that macro-level national policies were mediated through meso-level school resources and socio-cultural contexts, ultimately affecting EFL teachers’ LTA and micro-level classroom practices. Furthermore, the collaborative inquiry community offered a space for collaborative reflection, critical analysis of technologies, and transformative actions, which in turn promoted their LTA. These findings indicate that language teachers as agentic professionals can make deliberate choices based on their own understanding of teaching contexts and pedagogical needs although equal educational opportunities must be provided by reducing the digital divide among schools. This study further invites K–12 language teachers, teacher PD program coordinators, or policymakers to incorporate teachers’ voices and experience into technology-related policies.Education, Faculty ofLanguage and Literacy Education (LLED), Department ofGraduat
Queer students' experiences of cis-, hetero-, and homonormativities in Japanese language classrooms
No full textDespite growing interest in gender and sexuality, research on the link between gender and sexual identities and language learning has not yet been extensively produced in the field of Japanese language education. The purpose of this study is to investigate the experiences of five queer-identifying students in university-level Japanese language classrooms and the impact their experiences had on queer identity construction and language learning. The data was generated from one-on-one semi-structured interviews and reflective writings over a six-month period through the lens of research as social practice (Moore, 2021d; Talmy, 2010 & 2011). I applied a mix of poststructuralist and queer theories (Norton, 2013; Nelson, 2009) to analyzing the mechanism of queer identity construction in language learning and the framing of curriculum and pedagogy with regard to queer inclusion in Japanese language courses within a university located in the Pacific Western region of Canada. Using Braun and Clarke’s (2006) thematic analysis method, I identified the following three main overarching themes that were of particular concerns for the participants: (1) instructors’ linguistic and/or teaching acts and practices, (2) usage of pronouns, and (3) queer representations in learning materials. The findings show, in some interactions, the participants had positive experiences, which mediated queer identity construction and language learning by opening up possibilities. In other interactions, they experienced struggle due to cis-, hetero-, and/or homonormativity, which marginalized them and hindered access to the language they needed in order to construct their queer identities by policing non-normative linguistic and semiotic acts and regulating queer identity construction. The analysis of the data illustrates all positive and negative interactions as discursively emerged in Japanese language learning, where queer persons exercised agency to become a competent langue user. The implications of the findings highlight the need for queer-inclusive curriculum and pedagogy that validates queer identities and helps to develop queer persons’ criticality and creativity on a discourse level.Education, Faculty ofLanguage and Literacy Education (LLED), Department ofGraduat
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
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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