1,720,960 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
A Metacognitive Program for Improving the Word Identification and Reading Comprehension Skills of Upper Primary Poor Readers
No full textThis project consisted of a pilot study to assess the effectiveness of a metacognitive approach to teaching word identification and reading comprehension skills to upper primary poor readers, followed by two investigations of effective methods for implementing the metacognitive program in the regular classroom. To improve word identification skills, experimental subjects were trained to: Consider the context, Compare with known words, and Carve up the word parts. To help monitor and control the use of these strategies, subjects were taught to: Be flexible, Look for the cues, and Ask: Does it make sense. Reciprocal teaching procedures, incorporating the above word identification strategies, were used for comprehension training.
In Study One, (conducted by the experimenter) experimental subjects were given reciprocal instruction in metacognitive word identification strategies prior to reciprocal teaching of comprehension. Subjects in the control group received reciprocal teaching of comprehension combined with traditional methods of word identification. In Study Two, the experimenter set up the metacognitive word identification and reciprocal teaching program for the poor readers in the experimental classrooms, and then gradually ceded responsibility for its implementation to the class teachers. Subjects in control classrooms received their normal word study and comprehension activities (in some cases combined with phonics-based instruction). In Study Three, school-based personnel were responsible for conducting the program from the beginning. Subjects in the experimental condition received the combined metacognitive word identification and reciprocal teaching program. Subjects in two control conditions received either normal classroom word study and comprehension activities or reciprocal teaching of comprehension combined with traditional methods for identifying unfamiliar words. Measures of improvement in word identification and comprehension, metacognitive awareness and monitoring of reading strategies, and self-perceptions of academic ability, were taken on several occasions during each study.
Results from Study One indicated that a combination of metacognitive word identification strategies and reciprocal teaching of comprehension was clearly more effective than reciprocal teaching of comprehension with traditional methods of word identification. Results from Studies Two and Three indicated that a classroom-based model of implementation appears to be more successful when teachers have responsibility for its implementation from the beginning.
The implications of these findings for classroom practice are discussed, along with the limitations of the study and suggestions for further research
Jorgensen, Alfred Stanley (1911–2008)
No full textAlfred Stanley Jorgensen was a teacher, preacher, and writer from Australia
A Metacognitive Program for Improving the Word Identification and Reading Comprehension Skills of Upper Primary Poor Readers
No full textThis project consisted of a pilot study to assess the effectiveness of a metacognitive approach to teaching word identification and reading comprehension skills to upper primary poor readers, followed by two investigations of effective methods for implementing the metacognitive program in the regular classroom. To improve word identification skills, experimental subjects were trained to: Consider the context, Compare with known words, and Carve up the word parts. To help monitor and control the use of these strategies, subjects were taught to: Be flexible, Look for the cues, and Ask: Does it make sense. Reciprocal teaching procedures, incorporating the above word identification strategies, were used for comprehension training.
In Study One, (conducted by the experimenter) experimental subjects were given reciprocal instruction in metacognitive word identification strategies prior to reciprocal teaching of comprehension. Subjects in the control group received reciprocal teaching of comprehension combined with traditional methods of word identification. In Study Two, the experimenter set up the metacognitive word identification and reciprocal teaching program for the poor readers in the experimental classrooms, and then gradually ceded responsibility for its implementation to the class teachers. Subjects in control classrooms received their normal word study and comprehension activities (in some cases combined with phonics-based instruction). In Study Three, school-based personnel were responsible for conducting the program from the beginning. Subjects in the experimental condition received the combined metacognitive word identification and reciprocal teaching program. Subjects in two control conditions received either normal classroom word study and comprehension activities or reciprocal teaching of comprehension combined with traditional methods for identifying unfamiliar words. Measures of improvement in word identification and comprehension, metacognitive awareness and monitoring of reading strategies, and self-perceptions of academic ability, were taken on several occasions during each study.
Results from Study One indicated that a combination of metacognitive word identification strategies and reciprocal teaching of comprehension was clearly more effective than reciprocal teaching of comprehension with traditional methods of word identification. Results from Studies Two and Three indicated that a classroom-based model of implementation appears to be more successful when teachers have responsibility for its implementation from the beginning.
The implications of these findings for classroom practice are discussed, along with the limitations of the study and suggestions for further research
Jorgensen, Alfred Stanley (1911–2008)
No full textAlfred Stanley Jorgensen was a teacher, preacher, and writer from Australia.https://research.avondale.edu.au/esda/1334/thumbnail.jp
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
Look-Say-Cover-Write-Say-Check and Old Way/New Way - Mediational Learning: A Comparison of the Effectiveness of Two Tutoring Programs for Children with Persistent Spelling Difficulties
Full text linkThe goal of this research was to compare the effectiveness of the Look-Say-Cover-Write-Say-Check and Old Way/New Way Mediational Learning approaches to spelling remediation. Prior to commencing the research program, selected third and fourth year Bachelor of Education (Primary) pre-service teachers were trained by the first author in tutoring methods in both spelling remediation approaches. Participants consisted of 25 students, ages 7-12, from local community schools, who were randomly allocated to one of the two treatment conditions. The program involved one-on-one tutoring by the trained pre-service teachers, under the mentorship of the first author. Statistical analysis of the pre- and post-test results indicated significant improvement for both groups, but one method did not emerge as superior to the other
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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