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Chapter 6 Kindergarten educators’ affective-motivational dispositions
Get PDFAffective-motivational dispositions regarding the fostering of mathematics are an important aspect of early educators' professional competence, as educators are not following curricular programmes but need to seize moments in everyday activities and in play in order to foster mathematics. A variety of scales measuring variables of affective-motivational dispositions within a questionnaire were employed in a binational study involving 132 kindergarten educators in Germany and Switzerland. Based on the expectancy-value theory of motivation, the relations between educators' emotions regarding mathematics at school, the enthusiasm for mathematics as a subject, the value placed on mathematics and the expectancy of fostering mathematics successfully (self-efficacy) as well as the enthusiasm for fostering mathematics in kindergarten are examined. Following the analysis of correlations and the testing of a multiple regression model, it was found that enthusiasm for mathematics as a subject, importance of mathematics as a subject in kindergarten and self-efficacy predict enthusiasm for fostering mathematics, whereas the variable emotions regarding mathematics at school does not increase the variance explained. Self-efficacy, importance given to mathematics and enthusiasm for fostering mathematics are slightly higher in Switzerland than in Germany, which could be interpreted in light with the structural differences regarding kindergarten
Die Bedeutung von Dispositionen und Performanz frühpädagogischer Fachkräfte für die mathematische Entwicklung von Kindern
Get PDFAufgrund der Vorhersagekraft früher mathematischer Kompetenzen für spätere Schulleistungen beschäftigt sich die Forschung mit der Identifikation möglicher Einflussfaktoren der mathematischen Kompetenzentwicklung von Kindern vor Schuleintritt. Da der Großteil der drei- bis sechsjährigen Kinder in Deutschland eine Kindertagesstätte besucht, ist in diesem Zusammenhang die pädagogische Qualität frühkindlicher Bildungseinrichtungen in den Fokus gerückt. Einen wichtigen Aspekt dieser Qualität stellen frühpädagogische Fachkräfte dar. Sie werden als Interaktionspartner:innen von Kindern als potenzieller Einflussfaktor hinsichtlich deren mathematischer Kompetenzentwicklung betrachtet. Im Rahmen der Forschung zur professionellen Kompetenz frühpädagogischer Fachkräfte in Mathematik setzt man sich mit der Frage auseinander, welche Merkmale eine kompetente Fachkraft auszeichnen und inwiefern diese die mathematische Kompetenzentwicklung von Kindern beeinflussen. Während in den letzten Jahren vermehrt die Entwicklung sowie das Zusammenspiel einzelner Facetten professioneller Kompetenz frühpädagogischer Fachkräfte untersucht worden sind, werden Kinder bislang kaum in wissenschaftliche Studien einbezogen. Die vorliegende Dissertation schließt diese Forschungslücke und untersucht die Vorhersagekraft der Kompetenzfacetten Dispositionen und Performanz im Hinblick auf die mathematische Kompetenzentwicklung von Kindern. Damit dies möglich ist, wird im Rahmen der vorliegenden Arbeit ein Beobachtungsinstrument zum Erfassen der Performanz frühpädagogischer Fachkräfte entwickelt. Die Ergebnisse zeigen, dass sich die Performanz mithilfe des entwickelten Beobachtungsinstruments zuverlässig erfassen lässt. Weiterhin sagt die Performanz die mathematische Kompetenzentwicklung von Kindern voraus, während dies für die erhobenen Dispositionen nicht gilt. Für den nationalen Forschungsraum handelt es sich hierbei um die ersten beziehungsweise einige der wenigen evidenzbasierten Forschungsergebnisse.Due to the predictive power of early mathematical skills for later academic achievement, research has been addressing the identification of potential factors influencing children's mathematical development prior to school entry. Since the majority of three- to six-year-old children in Germany attends pre¬schools, the pedagogical quality of early childhood and care institutions has come into focus. One important aspect of pedagogical quality are early childhood educators. They are regarded as a potential influencing factor for children’s mathematical development. Therefore, research on professional competence of early childhood educators in mathematics delves into identifying the characteristics which distinguish competent early childhood educators and how these characteristics may potentially influence children’s mathematical development. While the development and interplay between different facets of professional competence have been a major concern of research in recent years, children have hardly been included in scientific studies. This dissertation closes this research gap and examines the predictive power of dispositions and performance, both which are facets of professional competence, for children’s mathematical development. In order to achieve this, an observation instrument assessing early childhood educators’ performance has been developed. The results show that early childhood teachers’ performance can be measured reliably using the developed observation instrument. Furthermore, performance predicts children’s mathematical development while this is not the case for early childhood teachers’ dispositions. Within the national research context, these results are among the first evidence-based research findings that outline the relationship between distinct facets of early child¬hood educators’ professional competence and children’s mathematical development
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
Handlungsnahe Erfassung mathematikdidaktischer Kompetenz angehender frühpädagogischer Fachkräfte durch die Bearbeitung von Videovignetten
Get PDFFrühe mathematische Bildung ist in den vergangenen Jahren verstärkt auch zum Gegenstand der fachdidaktischen Forschung geworden. Ob frühpädagogische Fachkräfte im Rahmen ihrer Ausbildung oder beruflichen Praxis die zur Begleitung früher mathematischer Bildung erforderliche Kompetenz erwerben, wurde erst in den vergangenen sechs Jahren verstärkt empirisch untersucht. Nach wie vor können große Forschungsdesiderate identifiziert werden. Mit der vorliegenden kumulativen Dissertation wird ein Beitrag zur Schließung der Forschungslücken geleistet. Das Hauptziel der Arbeit ist die Analyse der Kompetenzstruktur angehender frühpädagogischer Fachkräfte im Bereich Mathematik unter Berücksichtigung von Dispositionen und situationsspezifischen Fähigkeiten. Damit verbunden sind die Entwicklung eines videobasierten Instruments zur Erfassung der situationsspezifischen Fähigkeiten und die Überprüfung der prognostischen und differenziellen Validität der im Rahmen des Projekts KomMa entwickelten Leistungstests zur Erfassung des professionellen Wissens. Im empirischen Teil der Arbeit wird gezeigt, dass es möglich ist, ein solches videobasiertes Instrument zu entwickeln. In einer quantitativ-empirischen Studie können erste Belege für die prognostische und differenzielle Validität der KomMa-Leistungstests gegeben werden. Bezogen auf das Hauptziel zeigt die Analyse der Daten, dass professionelle Kompetenz frühpädagogischer Fachkräfte im Bereich Mathematik erwartungsgemäß ein mehrdimensionales Konstrukt ist, bei dem insbesondere das fachdidaktische Wissen und anwendungsorientierte Überzeugungen bedeutsam für die Situationswahrnehmung und Handlungsplanung sind. Damit werden im Anschluss an die wenigen bisher vorliegenden Befunde zur professionellen Kompetenz frühpädagogischer Fachkräfte im Bereich Mathematik weitere Hinweise darauf gegeben, dass dies eine spezifische Form pädagogischen Handelns ist, die somit auch entsprechender Aus- und Weiterbildungsangebote bedarf.In recent years early mathematical education has increasingly become a subject of didactic research. Whether preschool teachers acquire the competence needed to foster early mathematical literacy as part of their professional training or practice has been examined empirically only in the last six years. Up to now there are still some lacks of research which can be identified. The presented cumulative Ph.D. Study is a first step to close these research gaps. The main objective of this work is to analyze the competence structure of prospective preschool teachers taking into account their dispositions and situation specific skills. This entails two more goals, firstly, the development of a videobased assessment to measure situation specific skills, and, secondly, the review of the prognostic and differential validity of the two achievement tests to measure professional knowledge, developed within the KomMa-project. In the empirical part of the paper it is shown that it is possible to develop such a videobased assessment. In a quantitative empirical study first evidence for the prognostic and differential validity of the KomMa achievement tests is given. Concerning the main objective of this Ph.D. project, the professional competence of prospective preschool teachers in the field of mathematics is examined. As expected, it is shown that competence is a multidimensional construct. Especially the mathematics pedagogical content knowledge and the application-oriented beliefs of the prospective preschool teachers are predictive for their perception of situations and planning of actions. Following the current state of research this P.hD. project provides further evidence that professional competence of prospective preschool teachers in the field of mathematics is a specific form of mathematics education, which thus also requires appropriate training and further education opportunities
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
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