1,720,955 research outputs found
Engagement Levels During Implementation of Co-Teaching Models
Get PDFStudent engagement in the classroom is a priority for educators and policy makers because disengaged students are more likely to perform poorly in school. Students with disabilities, particularly those with high-incidence disabilities, are a subset of that population of potentially disengaged and definitely poor-performing students. When attending school, they are served increasingly in inclusive, co-taught settings, allowing for inquiry into engagement practices in these instructional arrangements. One purpose of this study was document levels of student engagement for six commonly described co-teaching models implemented in a teacher education course for both special education and general education preservice teacher candidates and inservice special education teachers. A single subject alternating treatments design was implemented to address the following research question: What are the levels, variability, and trends of total (active and passive) engagement for six co-teaching models described in the professional literature? A second overall purpose of the study was to ascertain participant preferences and perceptions of co-teaching models after implementing and/or observing implementation. Three research questions were addressed descriptively and qualitatively: (a) what do participants view as benefits/strengths of co-teaching? (b) what do participants view as weaknesses of co-teaching? and (c) what model(s) do participants prefer? A third overall purpose was to ascertain if there were statistically significant and meaningful differences in gain scores across co-teaching models for content taught using the models during the teacher education course. Repeated measures analysis of variance procedures were used to test for differences in gain scores for each model individually as well as for models that incorporated large group (team teaching, one teach/one assist, one teach/one observe) or small group (station teaching, parallel teaching, alternative teaching) implementation formats. Overall findings indicated that, first, engagement levels of students were higher in co-teaching models that reduced the teacher to student ratio. That is, station teaching, parallel teaching, and alternative teaching formats collectively, produced higher levels of engagement than the combination of one teach/one assist, one teach/one observe, and teaming. Second, station teaching and teaming were the most preferred models of the participants surveyed. Common themes in the identification of strengths and benefits included co-teaching increasing the amount of individual attention, allowing for a variety of teaching methods, and allowing for collaboration between teachers. Noise level and unequal distribution of tasks were the common themes identified as weaknesses of co-teaching. Finally, measurement of participant gain scores across repeated co-teaching model implementations indicated that statistically significant and small in magnitude differences were noted across models. That is, in evaluating pre/post gain scores on content tests for individual models, there was a difference between station teaching and the remaining co-teaching models, with the difference dependent upon what time the students were tested. Moreover, results suggested that there was a difference between co-teaching models that utilized small or large group, with students receiving instruction in small groups showing stronger gains than those taught in larger groups, again with these differences dependent upon the time students were tested. Research limitations are presented as are implications for co-teaching practice and teacher education
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
Will You Read Me a Story?
No full textThis presentation will address the importance of early literacy experiences in a child’sdevelopment. We will explore what culturally competent educators do to help allchildren identify as readers while also considering the types of reading experiences weshould be creating to ensure that all children read well and develop a love of reading
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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