1,721,165 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
Regional policy implementation in the Italian Education System
No full textThe chapter deals with a case study concerning the introduction of new governance structures in the field of education at the regional level in Italy. In essence, it analyses the implementation process of a new policy-making institution, established by a local authority in order to cope with the increasing need for integration and coordination among the actors of the reformed education system. The new institution replaced an older, more centralized governance structure in a local educational arena. The aim is to show to what extent the new policy-making body is an effective tool for the governing of the local educational arena and how it reshaped the arena itself. Structuration theory is used as a theoretical framework in order to focus both on the unintended consequences of the implementation process, the re-structuring of the local system and the role of policy entrepreneurs in terms of strategic conduct
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
Analisi multispettrali su un dipinto di Pietro Lianori
No full textvengono descritte indagini multispettrali su un dipinto conservato presso il museo dei frati minori cappuccini di Bologna che permettono di evidenziare la pittura originale sotto numerose ridipinture
Discourses, policies and practices of 'intercultural education': contradictions in the Italian still-racist school system
No full textDuring the last 20 years Italy has been interested by significant immigration processes. Thus, the Italian educational system has only recently faced the challenges of multicultural education. The increasing presence of immigrant students has pushed policy-makers to readdress some issues about schooling.
The prevailing perspective seems to be that of ‘intercultural education’ where ‘difference is assumed both as the identitarian paradigm of school as institution, and as an occasion to open new educational spaces’ (Ministry of Education, 2007). This has inspired national policies and programs focusing on Italian language teaching, reception activities, extra-curricular laboratories, parents training activites and teachers professional development.
The paper addresses the gap between the values and the purposes implied by such apparently progressive policies, the aims embedded in the institutionalised practices of schooling and the contradictory requirements posed by the borrowing of neoliberal-inspired policies from other countries.
The works starts with the main thesis of Critical Race Theory (Gillborn, 2008), that of institutional racism, focusing on the discriminatory effects of the taken-for-grantedness in everyday practices of schooling.
Drawing on the findings of a research carried on in three primary and low-secondary schools, it shows how the apparently progressive discourses of intercultural education are subjugated by the dominant educational discourses inscribed in the modalities of the three system-messages: curriculum, pedagogy and evaluation (Bernstein, 1971).
In order to spread light on this discursive contradiction, we have tried to combine Critical Race Theory with a foucauldian approach centred on the power/knowledge regimes that shape the objects and the subjects of school life.
The data were collected through documentary analysis of policy documents, schools’ curriculum planning, observations in classrooms, in-depth interviews with headteachers and teachers. The materials have been analyzed through a coding and sub-coding process, using the software NVivo 8.
The paper highlights how teachers face unsolvable dilemmas, created by the clash between those progressive but weak discourses of interculturalism and the strongest selective and discriminatory messages implied by the ‘ordinary’ practices of schooling.
The work shows how the ordinary practices of schooling are inspired by a set of discourses driving the systems in a selective and discriminatory direction. It is argued that the promotion of a more inclusive, democratic and non-racist education passes through a fundamental revision of the underpinnings of national curriculum, accountability processes and pedagogical backgrounds
Governance, School Networks and Democratic Discourse. Issues of Equity and Diversity
Full text linkSince 1997 the Italian educational system has seen the creation of new policies and significant changes in the design of actors’ roles, within the framework of a weakly implemented decentralisation. This scenario is investigated through an analysis of conflicting discourses (bureaucratism, professionalism, managerialism and the democratic-critical) that are shaping the “trans-formation” of these actors. Discourses are, in fact, used as heuristic devices in order to examine real people and institutions acting out their renewed roles. The aim of the paper is to outline the struggle between the four discourses in educational policy in Italy. The paper deals with a case study regarding the implementation of policies of governance fostering the institutionalization of school networks in rich- and poor-partnership areas (and then creating diversity) in Italy. Our findings show how difficult is learning practices and contexts inspired by the democratic-critical discourse as well as to make diversity consistent with equity
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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