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The school mathematics textbook as an instantiation of the pedagogic discourse of school mathematics
Get PDFThe research focus of this dissertation is the manner in which textual strategy present in a school mathematics textbook contribute to the production of the pedagogic discourse of school mathematics. The dissertation undertakes an analysis of a chapter of a Std 5 mathematics textbook, and seeks through this analysis to demonstrate two things: firstly, the contribution of textual strategies specific to the textbook genre to the production of school mathematics discursive practices; and secondly, that the semiotic tools selected for the analysis can be applied productively to the analysis of school textbooks. The analysis is situated within the framework of Bernstein's theory of pedagogic discourse. School mathematics is seen as such a pedagogic discourse, and the hypothesis is made that school mathematics textbooks instantiate this discourse in particular ways that are determined, at least in part, by their formal and structural features. The semiotic theories of Eco, Luke and Hodge and Kress are recruited to provide elements of a language of description for the school mathematics textbook. In particular, the analysis examines how a chapter of the textbook constructs its own model reader and model author, how it produces literacy practices and narratives that contribute to the construction of school mathematics· as a discursive practice, how it defines the rules for reading its messages and how these rules are in tum susceptible to modification by logonomic systems present in contexts where the textbook may be used. The analysis demonstrates that formal and structural features of the textbook contribute significantly to the production of subject positions for the learner of school mathematics, and thus to the production of the discursive practice of school mathematics. The dissertation concludes that further research into the use of textbooks in empirical settings is necessary to test the reliability and validity of the semiotic tools used, but argues that within the limitations of the present research framework, these tools have shown their productivity as elements of a language of description for school textbooks
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
What is constituted as mathematics when presented in contextually embedded forms? : a study based on two activities from the 2003 Grade 9 Common Task for Assessment for Mathematics
No full textThis study focuses on what comes to be constituted as mathematics when is presented in contextually embedded forms, how students constitute mathematical meaning from such texts, and what is constituted as mathematics when this particular form of mathematics is pedagogised
The admission process : how portfolio assessment establishes the pedagogic subject of fashion design
No full textIncludes bibliographical references (p. 84-87)This research draws on the work of Basil Bernstein as a theoretical structure with which to investigate the entry selection process that assesses prospective fashion design students' portfolios. It will be revealed how the three interrelated rules of the pedagogic device, namely distributive, recontextualising and evaluative rules regulate pedagogic communication and how their selective transmission and acquisition determine the pedagogic subject of fashion design. Recognition and realisation rules then orientate the panel and the prospective student to what is expected and what is legitimate within that context, and this is made explicit in various forms. During this process the selection panel manifests their expertise which acts as an indicator of what knowledge and skills are considered necessary for the discourse, which in turn determines what is applicable and who is eligible for the course. Because admission standards playa crucial role in establishing the quality of the learning program the evaluation process should be effective at predicting student potential and should be based on a set of reliable and valid criteria. My aim was to unpack a tacit practice which does not refer to explicit criteria or guideline procedures, yet defines and establishes authority and power relations as well as expertise, which serve to legitimate the discourse. This investigation is an attempt to generate academic enquiry into the field of fashion design, and attempts to demonstrate how the pedagogic subject of fashion design, produced during the selection process, defines how fashion design functions as a form of knowledge and a form of being that either summarily accepts or rejects students into the discourse. This establishes the profile of the ideal student and determines what forms of knowledge are privileged by the criteria for assessing portfolios. My aim is to identify what the criteria are for assessing portfolios; how consensus is established; how the process acts as a process of induction; and what ideological messages are contained and whose interests are served. This research has been interpreted on two levels: first, on a literal level and second, on a symbolic level to gain insight into what ideological messages are contained, which provides signification and reflect how tacit knowledge functions as an ideology or a veil of power. This supports Basil Bernstein's concept of the pedagogic device, which relays what counts as valid knowledge and serves as a symbolic ruler of consciousness, and provides the intrinsic grammar of the discourse
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