1,720,963 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
Recommended from our members
On Mathematical Expertise, Inhibitory Control, and Facets of College Students' Psychoeducational Profile: An Empirical Investigation
Get PDFAlthough the importance of problem solving as an essential component of mathematics learning and doing has consistently been recognized, recent research has only just begun to identify and describe the complex set of variables influencing the endeavor. Therefore, the aim of this study was to empirically investigate the relationships between several of these variables: mathematical expertise (as measured by the advanced nature of the mathematics courses students have taken, and are enrolled in), the cognitive ability known as inhibitory control (the ability to inhibit or suppress an immediate response to a stimulus, and engage in deeper, more reflective thought), and facets of college students’ psychoeducational profile (e.g., academic habits of mind, future orientation, self-limiting beliefs), which provide information about the nature of college students’ learning and development.
In this study, one hundred and thirty college students, enrolled in different levels of mathematics courses (from introductory courses to major courses in mathematics) were administered a modified version of the Cognitive Reflection Test (an instrument designed to measure the ability to activate one’s inhibitory control capacities) and a survey instrument designed to measure domain-general and mathematics-specific psychoeducational facets of their academic profile. Information about membership to other subgroups (e.g., gender, academic major, mathematics courses taken in high school) helped to further contextualize the findings.
The majority of all participants did not correctly solve any of the problems of the modified version of the Cognitive Reflection Test which required inhibitory control. However, those with a greater level of mathematical expertise (i.e., those taking more advanced mathematical courses) performed significantly better than their peers on these problems and exhibited more desirable responses on the psychoeducational survey instrument. Responses to items of the survey instrument that measured behaviors, habits, and experiences that limit students in their conception of, approach to, and engagement with mathematics indicate the presence of a psychoeducational facet specific to mathematics that cannot be sufficiently explained by domain-general facets also under measure. These limiting characteristics related to mathematics were also significantly related to students’ performance on the modified version of the Cognitive Reflection Test, indicating a potential relationship between such characteristics and problem solving success on inhibitory control tasks. Considering the measures of mathematical expertise utilized in the current study, the social nature of mathematics learning may help explain the development of both inhibitory control ability and limiting beliefs in mathematics.
The current study extended the methods utilized in previous research to examine the relationships between inhibitory control and mathematical expertise in college students while also investigating these in relation to particular psychoeducational variables known to influence learning and development of college students. The findings of this small-scale empirical study provide a modest step forward in these areas of research by providing another lens through which to view several phenomena already being extensively investigated by other researchers
Meeting Students Where They Are: A Schoolteacher’s Brief Account of Teaching in the Pandemic
No full textTeaching in the Time of COVI
Briefly Recalling Some Antecedents of Standards-Based Reform and Standardized Assessment in American Mathematics Education
No full textDeveloping and Supporting Teachers' Mathematical Pedagog
Recommended from our members
Briefly Recalling Moments in Mathematics Education History:
No full textArithmetic was the first mathematical subject to enter the school curriculum in the United States in a formalized manner. Until the first quarter of the nineteenth century, the prevailing pedegogy of this subject revolved around the tenets of mental discipline theory and the rules method of teaching, which valued memorization and repetivive drill of procedures. This continued until pedegogical alternatives to this approach were offered by innovative textbook writers, most notably William Colburn and his 1825 text First Lessons in Arithmetic on the Plan of Pestalozzi. In this article, the teaching of arithemtic in the early United States and the influence of Colburn's text is discussed and is later contextualized through their influence on modern mathematics education practice.
Briefly Recalling Moments in Mathematics Education History: : The Early Teaching and Learning of Arithmetic in America and the Influence of Colburn’s First Lessons in Arithmetic, Two Hundred Years Since its Publication
No full textArithmetic was the first mathematical subject to enter the school curriculum in the United States in a formalized manner. Until the first quarter of the nineteenth century, the prevailing pedegogy of this subject revolved around the tenets of mental discipline theory and the rules method of teaching, which valued memorization and repetivive drill of procedures. This continued until pedegogical alternatives to this approach were offered by innovative textbook writers, most notably William Colburn and his 1825 text First Lessons in Arithmetic on the Plan of Pestalozzi. In this article, the teaching of arithemtic in the early United States and the influence of Colburn's text is discussed and is later contextualized through their influence on modern mathematics education practice. 
Recommended from our members
Meeting Students Where They Are: A Schoolteacher’s Brief Account of Teaching in the Pandemic
No full textTeaching in the Time of COVI
- …
