1,720,963 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
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
PROMASE : analysis of a evaluation experience in the school system of Amparo
No full textOrientador: Maria Márcia Sigrist MalavasiDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de EducaçãoResumo: O intuito da presente pesquisa foi acompanhar a experiência de avaliação do PROMASE (Programa Municipal de Avaliação do Sistema de Ensino), implementado na cidade de Amparo em 2006, verificando as práticas adotadas pela Secretaria de Educação a partir desses dados, assim como os impactos ocasionados nas unidades escolares. Trata-se de uma pesquisa qualitativa que, para tanto, utilizou os seguintes procedimentos: levantamento bibliográfico sobre avaliação; entrevista semi-estruturada com a Secretária de Educação; análise dos relatórios do PROMASE; seleção de quatro escolas, observando-as semanalmente; análise do Projeto Político-Pedagógico das Unidades Escolares (U.E.s); entrevista semi-estruturada com as gestoras das U.E.s; questionário e entrevista semi-estruturada com as docentes acompanhadas de cada escola. Evidenciou-se que no primeiro ano de implementação do Programa, o desempenho da rede nas primeiras avaliações mostrou-se baixo, com esse diagnóstico foram realizados investimentos como: produção de material de orientação para as disciplinas de Língua Portuguesa e Matemática; reestruturação curricular; apoio as crianças com defasagem de aprendizagem; qualificação dos docentes. Com a pesquisa, observou-se que: em duas das quatro escolas acompanhadas, a gestão, após a implementação do PROMASE, passou a realizar avaliações internas para acompanhar o rendimento dos alunos; Prova Brasil e SARESP são instrumentos utilizados pelas docentes das quatro escolas na composição de suas provas/atividades; algumas docentes afirmam que passaram a organizar os conteúdos de maneira diferenciada e a utilizar testes nas diversas disciplinas depois que o PROMASE foi instituído.Abstract: This paper follows the experience of evaluation PROMASE (Municipal Program of School Evaluation), implemented in the city of Amparo in 2006, verifying the impact of the program's data on the practices used by the Education Secretary and its effect on the schools that took part in the program. Being a qualitative research, the following procedures were used: bibliographical survey about evaluation; semi- structured interviews with the Secretary of Education; analysis of the PROMASE's reports; selection of four schools, visited and observed on a weekly basis; analysis of the school's pedagogical project; semi structured interview with the school's managers; questionnaires and semi structured interviews with the teachers of the observed classes. The evaluated school's performance during the first year of the program didn't reach the expected standards, and this diagnostic led to investments such as the production of orienting material for the Mathematics and Portuguese Language classes, reformulation of the school's curriculum, support for the children with learning disabilities and qualification programs for the teachers. The research showed that in two of the four schools, the management, after the PROMASE implementation, started to use internal evaluation to follow the progress of the students; the Prova Brazil (Brazil Test) and SARESP are now used by the teachers in the four schools on their classes and planned activities; some of the teachers affirm that they started to organize their classes in a different way, making use of tests similar to the PROMASE after its implementation.MestradoEnsino e Práticas CulturaisMestre em Educaçã
Perceptions and uses of large-scale external evaluation in the context of participatory institutional assessment in Municipal Education Network of Campinas
Get PDFOrientador: Maria Marcia Sigrist MalavasiTese (doutorado) - Universidade Estadual de Campinas, Faculdade de EducaçãoResumo: Objetiva-se descrever e analisar as percepções e os usos dos resultados das avaliações externas em larga escala pelas escolas da Rede Municipal de Ensino de Campinas (RMEC) e compreender suas relações com a política de Avaliação Institucional Participativa (AIP) quanto às aproximações e/ou distanciamentos dos princípios da responsabilização participativa. Os objetivos específicos versam sobre a descrição e análise: i - das concepções dos atores escolares quanto às avaliações externas; ii - da utilização dos resultados das avaliações externas pelas escolas da RMEC; iii - da relação entre as Comissões Próprias de Avaliação (CPAs) e a utilização das avaliações externas; iv - da relação entre a política de AIP e os usos dos resultados das avaliações externas quanto às aproximações e aos distanciamentos dos princípios da responsabilização participativa. Além do estudo das produções pertinentes às avaliações externas e sobre a AIP na RMEC, foram entrevistados os membros da Assessoria de AIP e uma integrante do Núcleo de Avaliação. Construiu-se uma métrica sobre as percepções e usos dos resultados das avaliações externas pelas escolas da RMEC (itens na escala Likert destinados aos Orientadores Pedagógicos - OPs e docentes das turmas avaliadas pela Prova e Provinha Brasil) que, posteriormente, foi qualificada a partir dos dados obtidos no acompanhamento de quatros escolas e nas entrevistas realizadas com professores e OPs. No olhar de alguns sujeitos, as avaliações externas: contribuem com as reflexões acerca do trabalho desenvolvido; relacionam-se à composição de um ensino unificado; estão distantes da realidade escolar; seus resultados não são suficientes para expressar a qualidade escolar, embora tragam indícios; os estudantes precisam se acostumar com as questões de múltipla escolha; etc. Em duas escolas acompanhas, cujos processos de avaliação institucional apresentavam-se fragilizados, as avaliações externas foram mencionadas, principalmente, nas discussões realizadas nos TDCs. No PPP de ambas, foram apontadas como importantes no replanejamento das ações pedagógicas, sem articulação com fatores que incidem sobre o contexto escolar. Nas demais, as avaliações externas foram discutidas, também, na CPA. Em uma, houve preocupação com os resultados e o olhar voltado às práticas pedagógicas. Na outra, as discussões foram pontuais e decorreram de ações de outras instâncias da Secretaria Municipal de Educação (SME). Nos PPPs, as avaliações externas foram refletidas segundo elementos externos e internos à instituição. Nas quatro escolas, houve relatos de práticas relacionadas às avaliações externas, entretanto, em todas observa-se variedade de atividades. Para os entrevistados, ocorre uma mescla (propostas diversificadas intercaladas às questões de múltipla escolha). Conclui-se que a discussão das avaliações externas na CPA - tempo e espaço de autoavaliação institucional - é uma aprendizagem a ser construída. A pluralidade de vozes nesse debate aproxima-se da responsabilização participativa e pode trazer à superfície as tensões do cotidiano, proporcionando a (des)construção de concepções/ações. Discutir as avaliações externas, nessa perspectiva, significa compreender o contexto e o que compete aos atores implicados, com visibilidade das responsabilidades da comunidade escolar e do poder público, de modo que ambos possam ser igualmente acompanhadosAbstract: The objective is to describe and analyse the perceptions and uses of the results of large-scale external evaluations by the schools of the Municipal Education Network of Campinas (RMEC) and understand their relationship with the Participatory Institutional Assessment (AIP) policy as to the approximation or distancing of the principles of the participatory accountability. The specific objectives relate to the description and analysis: i - the conceptions of the school actors as to external evaluation; ii - the use of the external evaluation results by the RMEC schools; iii - the relationship between the Assessment Committees (CPA) and the use of external evaluation; iv - the relationship between the AIP policies and the use of the results of external evaluation as to approximation or distancing of the principles of the participatory accountability. Beyond the study of relevant productions of external evaluation and about the AIP on RMEC, members of the AIP Advisory and a member of the Assessment Core were interviewed. A metric was constructed about the perceptions and uses of the results of the external evaluations by the RMEC schools (items of the Likert scale destined to the Pedagogical Counselors - OPs and teachers of the classes evaluated by Prova and Provinha Brasil) that, afterwards, was qualified based on data obtained by monitoring four schools and in the interviews held with teachers and OPs. From some of these subject's point of view, the external evaluation: contribute to the reflections of the work developed; relate to the composition of a unified teaching; are distant from the school's reality; their results are not enough to express the quality of the school, even though they provide some indications; the students need to get used to multiple choice questions; etc. In two of the schools monitored, which the institutional assessment processes were weakened, the external evaluations were mentioned mainly on the discussions held by the TDCs. On both PPP, it was showed as important on the replanning of pedagogical actions, without the articulation with factors that affect on the school context. On the others, the external evaluations were also discussed on the CPA. In one, there was concerning with the results and the look pointed to the pedagogical practices. In another one, the discussions were punctual and elapsed from actions of other instances of the Municipal Education Department (SME). On the PPPs, the external evaluations were reflected based on external and internal institution's elements. In all four schools there were reports of practices related to external evaluations, however, in all of them it was observed a variety of activities. To the interviewees, there is a mix (diversified propositions interleaved with the multiple-choice questions). In conclusion, the discussion of external evaluation on CPA - time and space of the institutional self-evaluation - is a knowledge to the constructed. The plurality of voices in this debate approaches the participatory accountability and can bring to the surface the day to day tensions, allowing the (de)construction of conceptions/actions. To discuss the external evaluation in this perspective means to understand the context and what regards the actors implied, with the visibility of the responsibilities of the school community and public power, in a way that both can be monitoredDoutoradoEducaçãoDoutora em Educaçã
AS REPERCUSSÕES DAS AVALIAÇÕES EXTERNAS EM LARGA ESCALA NA ORGANIZAÇÃO DO TRABALHO PEDAGÓGICO:: UMA POSSIBILIDADE DE DISCUSSÃO A PARTIR DO ESTÁGIO SUPERVISIONADO
Get PDFThis article aims to analyze the presence of large-scale external evaluations in the organization of the pedagogical work of schools accompanied by mathematics undergraduates from Federal Institute of Education, Science and Technology of São Paulo, campus of Braganca Paulista, during the development of supervised internship, contemplating the reflections they built from theoretical studies that guided this process. For this purpose, considering the technique of content analysis, 19 reports built in the 2nd semester of 2019 by the undergraduates of the Licentiate Degree in Mathematics of that course were analyzed. It was observed that, during the internships, the undergraduates are faced with the repercussions of external evaluations on the organization of the pedagogical work. Such repercussions permeate the moments of Collective Pedagogical Work Classes (ATPC), Class Councils, Parent-Teacher Meetings and planning of activities for students. The analysis of the reports shows that future teachers reflected on these repercussions on school management, on the pedagogical practices of teachers and on the training process of students. It is argued that teacher training courses devote time and space to analyzing the relationship between assessment and organization of pedagogical work, in order to foster the (de)construction of concepts and practices related to the logic of training and curriculum stricture, arising from of large-scale external evaluations.Este artigo tem por objetivo analisar a presença das avaliações externas em larga escala na organização do trabalho pedagógico das escolas acompanhadas pelos licenciandos em matemática do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo, campus Bragança Paulista, durante o desenvolvimento do estágio supervisionado, contemplando as reflexões que eles construíram a partir dos estudos teóricos que orientaram esse processo. Para tanto, foram analisados, considerando a técnica de análise de conteúdo, 19 relatórios construídos, no 2º semestre de 2019, pelos licenciandos do curso de Licenciatura em Matemática do referido curso. Foi observado que, durante a realização dos estágios, os licenciandos se deparam com as repercussões das avaliações externas na organização do trabalho pedagógico. Tais repercussões perpassam os momentos as Aulas de Trabalho Pedagógico Coletivo (ATPC), Conselhos de Classe, Reuniões de Pais e Mestres e planejamento de atividades para os estudantes. A análise dos relatórios demonstra que os futuros docentes refletiram sobre essas repercussões na gestão das escolas, nas práticas pedagógicas dos docentes e no processo formativo dos estudantes. Defende-se que os cursos de formação de professores dediquem tempo e espaço para análise das relações entre avaliação e organização do trabalho pedagógico, de modo a fomentar a (des)construção de concepções e práticas relacionadas à lógica do treinamento e do estritamento curricular, advinda das avaliações externas em larga escala
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