1,720,962 research outputs found
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
Parental engagement with schools and students in Nigeria
Get PDFFELIX PETER UMEANAThe issue of parental involvement in children's education is of great importance to policy and decision makers about educational practices. I investigated the influence of parental involvement on the academic performance of secondary school students in Lagos state and Oyo state, Ibadan, Nigeria. The research method used was qualitative field methods, including open-ended, semi-structured face \u2013to-face, responsive interviews for students, teachers, principals, and parents, focus-group interviews, and observations of family interactions. A questionnaire was also used, but in a limited way in my data presentation, because of the insufficient number of responses I received from the participants.The findings in the data presentation of my research project show that the parents who were interviewed and compared to each other were involved in parenting, followed by communication, and then by assisting learning at home. Both the home and the school have a great responsibility to help the adolescent develop a stable character that will yield positive educational outcomes. My literature studies show that a separated home has a negative psychological effect on the emotional stability and intellectual development of the child; and this affects the academic performance of the child. The outcome of my study also reveals that the importance of community and family participation to academic achievement cannot be over emphasized.Two important facts that support parental engagement within the national characteristics of Nigeria are as follow: first, most parents are primarily interested in activities that involve their children, and they also want to be helpful in classroom activities; still others are more interested in school programs and practices. Second, in the African setting, and in Nigeria precisely, extended family structure is a very strong component of parenting.The literature review on the importance of studying parental involvement in the Nigerian context highlights that stress, being a part of our everyday life, thus affects the learning process in Nigeria. This is because the educational environment in which Nigerian students study is highly stressful due to the incessant strikes in the educational system. This means that the socio-cultural contexts of the learning environment in which students grow up and their psychological development are contributing factors that determine student success or failure, both at home and at school. In addition, consistent with past literature, my study affirms that parents' own experiences also affect parents' school involvement, both at home and at school.These findings suggest the need for the Ministry of Education to organize constant conferences for stakeholders (principals and representatives of Parents-Teachers Association (PTA) in schools, in order to understand areas where parents can be involved in school management to their mutual advantage.The results of the study contribute to a better understanding of useful practices that can support educational achievement in Nigeria, and that might be supportive of educational achievement in other countries of Africa, such as Kenya, Ghana, Malawi, Tanzania, and Zambia. As a project in the Nigerian cultural context, the study contributes to a better understanding of scholarship in a creative and scholarly manner. Keywords: Parental involvement, school, home, homework, and educational barriers.Thesis (Ph. D.)--Michigan State University. K-12 Educational Administration, 2017Includes bibliographical reference
Equality, relations, and affect in pedagogy : insights from Ranci\ue8re, Latour, and non-representational theories
Get PDFThis conceptual project theorizes a new approach to pedagogy: pedagogy after the assumption of equality. Included in my reasoning for experimenting with such a theorization is the belief that pedagogy is necessarily relational. Therefore, our assumptions about pedagogy are always imbued with ethical ramifications. This project suggests the ethical value of assuming equality as a starting point in pedagogy in that it acknowledges the relationality at stake in pedagogy; extends who and/or what participates in pedagogical relations; and illustrates how pedagogy includes non-representational relations. Non-emancipatory, non-modern, and non-representational styles of relations in pedagogy make non-pedagogy or non-pedagogical approaches to education possible. Non-pedagogy is theorized in ways commensurate with non-representational theory. It is not to say that representations do not exist, but that there is more going on than is conventionally considered and that \u201cmore than\u201d or going beyond conventional pedagogical assumptions needs attending to. Moreover, non-pedagogy, as, theorized here, has never been in need of emancipation. Non-pedagogy has never been modern. Non-pedagogy has never been \u2013 and may never be - representable.Thesis (Ph. D.)--Michigan State University. Curriculum, Instruction, and Teacher Education - Doctor of Philosophy, 2015Includes bibliographical references (pages 175-186
Who speaks for deer? : including nonhumans in deliberative democracy through multispecies communicative democracy and democratic education
No full textHumans face a wide range of environmental issues, many of which are characterized by scientific uncertainty and values disagreement. One promising approach to solving these issues is deliberative democracy, a model of democratic decision making in which all those affected by a decision share their positions on it with one another and work toward a consensus. However, scholars and practitioners of deliberative democracy have largely overlooked nonhuman animals, ecosystems, and other nonhuman stakeholders affected by environmental issues and decisions about them. This dissertation uses the perspectives of environmental sociology, education, and policy to look closely at how deliberative democracy can include nonhuman stakeholders and what happens when it does. First, it theorizes multispecies communicative democracy (MCD), a theory of deliberative democracy that includes nonhuman stakeholders through direct participation and proxy representation, and applies the theory to the environmental issue of deer-human conflict. Second, it analyzes the social and educational factors influencing US American adults' support for MCD, as well as adults' own explanations of their support. Third, it uses action research to develop, implement, and analyze an MCD curriculum at a nature center. In closing, it highlights the implications of MCD for environmental sociology, policy, and education.Thesis (Ph. D.)--Michigan State University. Sociology, 2019Includes bibliographical reference
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