1,720,989 research outputs found
Effectively digitizing communication with Turnitin for improved writing in a multilingual classroom
Full text linkThis research aims to establish the effect of computer technology, specifically referring to the use of Turnitin, on writing in a South African multilingual language class. By employing a qualitative case study, the researchers observed the development of writing skills of 19 learners in an Afrikaans First Additional Language (FAL) class, utilising the internet and harnessing the use of blogs to collect data. Electronic interviews with learners and focus group discussions in a specially created chat room with other FAL teachers in the school were conducted to collect data. The conceptual framework incorporated the Technological Pedagogical Content Knowledge (TPACK) framework and Vygotsky’s zone of proximal development (1978). This adapted framework was employed as the lens to evaluate the efficacy of computer technology on writing. Findings indicate that the innovative application of Turnitin, a tool that provides a similarity index, to provide written corrective feedback (WCF), started an iterative cycle of review and contribution which lead to self-directed learning through spontaneous written collaboration amongst learners. Teaching was enhanced, learners felt more organised which resulted in more confidence, and learners’ individual needs were met. Instant access to the grammar rules via Turnitin’s quick mark comment led to the integration of the grammar rules and writing which is optimal for successful Afrikaans FAL writing.http://www.ajol.info/index.php/jlthb201
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
Female representation in Junior primary English textbooks in Namibia
Full text linkThesis (PhD)--University of Pretoria, 2022.This study is aimed at critically examining the representation of females in junior primary English textbooks in Namibia. The study gauged how females are represented in these textbooks, as well as why they are represented in particular ways. This was done by analysing 12 English textbooks used for the teaching of English first language at junior primary level in Namibia. Texts and visual images in these textbooks were the units of analysis. The study adopted a qualitative approach and was guided by a critical paradigm. For the theoretical framework, six feminist theories formed a bricolage: liberal, socialist, radical, Marxist, black and African feminisms. These feminist theories were employed as theoretical lenses for interpreting the data. In addition, critical discourse analysis and thematic analysis were used to interrogate the data. The study concluded that in the sample studied, females were underrepresented, subordinated, stereotyped, oppressed and segregated, as well as being omitted in different ways. Further more, patriarchy was evident in the oppression and subordination of females. The findings reveal that females were involved in stereotypical parental, domestic and occupational roles, as well as in games and activities and were presented almost exclusively as wives and mothers. The responsibility for taking care of the family and children was solely depicted as resting on females. Literature reveals that such responsibilities prevent females from actively participating in careers and the means of production. Although females were slightly overrepresented in the images their presence remained in stereotypical roles. In the texts, on the other hand, there was an underrepresentation of females, who were either silenced or ignored. Females were further depicted as being victims or weaklings without agency. This contribution adds to the vast literature on the portrayal of females in textbooks and in the present circumstances, the knowledge contributed by the study is contextual in nature. Neither textbooks nor female representation seen through a critical lens have been investigated in Namibia thus far and, as a result, this study might have opened a new research chapter in a country where more literature in the field of textbook analysis is imperative.
Key words: feminism; critical discourse analysis; thematic analysis; visual images; patriarchy; subordination; oppression; society.University of PretoriaDistance EducationPhDUnrestricte
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
Opportunities to learn in isiNdebele textbooks
Full text linkDissertation (MEd (Humanities Education))--University of Pretoria, 2024.The purpose of this research was to evaluate the opportunities to learn provided by the Grade 9 isiNdebele Home Language textbooks used in KwaMhlanga South West Circuit, where I have been teaching for the past eight years. Since the area is multilingual and most learners are exposed to a variety of languages while struggling with isiNdebele as their first language, an empirical investigation using a qualitative approach was conducted to investigate the quality of textbooks, specifically Via-Afrika and Nasi-Ke Isikhethu. This study employed Vygotsky's (1987) social constructivism theory as its theoretical framework. The two textbooks were evaluated using the textbook evaluation criteria from Afshin, Mehrjoofard, and Salemi (2011). These evaluations were compared to the CAPS document in order to determine whether the textbooks met the curriculum requirements. The study verifies that there are differences between these two textbooks regarding CAPS document compliance as well as other factors such as the use of visuals, learning objectives, authenticity, and exercises and activities related to language learning. The literature review refers to the significance of the historical context of the South African language policy, language policies in education, the South African National Curriculum and Assessment Policy Statement (CAPS), the role of textbooks in teaching and learning, and cognitive levels of questioning. To analyse the data collected for this study, qualitative content analysis was used. The findings reveal that both textbooks focus on questions at a higher level and ignore the mark allocation for given questions. Via-Afrika has allocated marks only on the formative assessment. Via-Afrika contains more visuals than Nasi-Ke Isikhethu and the representations are not always relevant to the subject matter or suitable for the educational setting. In terms of real-life learning examples, Via-Afrika is designed in a way that helps learners apply their learning to their daily lives. Some of the skills necessary for language learning, such as reading and viewing, have not been successfully demonstrated by Nasi-Ke Isikhethu. Via-Afrika successfully demonstrates skills by, for instance, beginning with an in-depth description of the writing process, explaining each genre, and showing examples so learners can observe the conventions and format of that genre.Humanities EducationMEd (Humanities Education)UnrestrictedFaculty of EducationSDG-04: Quality Educatio
'Us' and 'them' : an investigation of cultural stereotyping in a Flemish mother tongue language textbook series, Markant
Full text linkHandboeke het ’n prominente plek binne die debat rondom internasionale opvoedkundige hervorming. Hierdie artikel gaan van die veronderstelling uit dat handboeke heersende sosiale hiërargieë reflekteer. Die mate waarin kulturele stereotipering van die ‘ander’ in ’n Vlaamse handboekreeks manifesteer, is die doel van hierdie ondersoek. Die kontekstualisering en die literatuurstudie belig onlangse veranderende diversiteitsperspektiewe ten opsigte van handboek-verteenwoordiging in Vlaandere. ’n Kritiese diskoersanalise-strategie gekombineer met ’n tematiese analise is aangewend om die visuele materiaal in ’n kontemporêre en gewilde reeks, Markant, te ondersoek. Die bevindinge word as indikators van die kritiese tematiese analise aangebied.Over the past few decades the issue of textbooks and their relevance to society has dominated the international educational reform debate. This article aims to determine the extent to which a Flemish language textbook series fosters cultural stereotyping of the ‘other’. It explains the development of diversity perspectives pertaining to textbook representation in recent years in Flanders. Huckin’s critical discourse analysis strategy, combined with the thematic analysis of Braun and Clarke are used to investigate the visual material. The findings are presented as indicators derived from the critical thematic analysis.http://www.ufs.ac.za/ActaAcademicagv201
‘Ons’ en ‘hulle’: ’n ondersoek na kultuurstereotipering in ’n Vlaamse moedertaal-taalhandboek reeks, Markant
No full textEnglish: Over the past few decades the issue of textbooks and their relevance to society has dominated the international educational reform debate. This article aims to determine the extent to which a Flemish language textbook series fosters cultural stereotyping of the ‘other’. It explains the development of diversity perspectives pertaining to textbook representation in recent years in Flanders. Huckin’s critical discourse analysis strategy, combined with the thematic analysis of Braun and Clarke are used to investigate the visual material. The findings are presented as indicators derived from the critical thematic analysis.Afrikaans: Handboeke het ’n prominente plek binne die debat rondom internasionale opvoedkundige hervorming. Hierdie artikel gaan van die veronderstelling uit dat handboeke heersende sosiale hiërargieë reflekteer. Die mate waarin kulturele stereotipering van die ‘ander’ in ’n Vlaamse handboekreeks manifesteer, is die doel van hierdie ondersoek. Die kontekstualisering en die literatuurstudie belig onlangse veranderende diversiteitsperspektiewe ten opsigte van handboek-verteenwoordiging in Vlaandere. ’n Kritiese diskoersanalise-strategie gekombineer met ’n tematiese analise is aangewend om die visuele materiaal in ’n kontemporêre en gewilde reeks, Markant, te ondersoek. Die bevindinge word as indikators van die kritiese tematiese analise aangebied.Publisher's versio
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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