1,720,965 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
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
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
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
Faces of change: exploring post-primary students’ motivations and perceptions of teaching as a choice of career from diverse racial, ethnic or cultural backgrounds
Full text linkClassrooms in Ireland are characterised by racial and ethnic diversity, yet teachers are drawn from the dominant ethnic majority (Smyth et al., 2009). Empirical research has mainly focused on the factors that have influenced the career choices of student teachers and teachers.
However, as emphasised by Watt et al. (2012), it is equally important to consider why students choose not to teach. This research study explores 5th year post-primary students’ motivations and perceptions concerning teaching as a choice of career from diverse racial, ethnic or cultural
backgrounds. An explanatory sequential mixed-methods research (MMR) approach was employed in this study (quanàQUAL).
The Factors Influencing Teaching Choice (FIT-Choice) scale (Watt & Richardson, 2007) was adapted in the design of the Motivational Assessment Instrument. This study involved a questionnaire survey and focus-group interviews within four post-primary schools in one
geographical area in South Dublin County. Questionnaire surveys (N=155) were utilised to identify students’ socio-demographic backgrounds and their motivations and perceptions concerning teaching as a choice of career. Later, focus group interviews (N=23) further
explored the hybridised identity of post-primary students and their perceptions of becoming a teacher.
This doctoral research study involved post-primary students from ethnically or culturally diverse backgrounds, where 61% of participants indicated an ethnicity other than White Irish. Participants were born in eighteen different countries and a total of thirty-nine distinct nationalities were recorded in the study, including twenty-two dual Irish nationalities.
This MMR study revealed that 63% of students reported their disinterest in becoming a teacher and 53% would not consider a career in teaching. This thesis study suggests that students from minority-ethnic backgrounds are less motivated than students from White Irish backgrounds to choose teaching as a career for the following five primary reasons: (1) the influence of family members; (2) encouragement from others to consider alternative careers; (3) teacher salary and the ‘hard work’ associated with teaching; (4) the level of Irish requirement for primary ITE and (5) the notable ‘diversity gap’ (Boland & Keane, 2012) within the teaching profession
The professional development needs of appointed middle leaders in education and training board, post-primary schools.
Full text linkProfessional Development is an intrinsic element to ensure that teachers are
effective. It supports teachers to effectively evolve and adapt in their classroom
practice to respond to change; in society, curricula and student needs. However,
achieving high quality PD which simultaneously meets the needs of the teacher and
the school community is a complex matter and one which has been described as a
“wicked problem” (Louis et al., 1999, p.56).
When teachers assume an appointed, middle leader role, they have the potential to
influence both policy and practice and are central to the implementation of new
practices. This role requires an additional skillset to that needed by a classroom
teacher. However, many teachers do not receive appropriate training or guidance
(Irvine and Brundrett, 2016). Pressures from the top and the bottom of the school
system make the role of ML a challenging one (Irvine and Brundrett, 2016) and
specific development and support is required to ensure MLs are to reach their
potential (Fleming, 2012).
A thematic literature review of relevant peer-reviewed literature from the past ten
years and seminal work in the field of middle leaders and teachers’ PD was
undertaken for this study.
This pragmatic research involved exploratory sequential Quantitative > qualitative
elements. The Quantitative research was informed by a set of five semi-structured
interviews that were used as an instrument development for the online surveys. It
was envisaged that the use of both methods would increase the validity of the
research and provide a deeper understanding of AP1 post holders PD needs. The
focus however was clear; the quantitative data from the web interviews was
paramount. The findings were subsequently presented to 10 post holders to verify
them and to gain further insight.
The development of MLs can be supported by five elements: career selfmanagement, principal support, provision of leadership programmes, supportive
school culture and clearly defined roles (Gurr and Drysdale, 2013). These needs are
reflected in the findings and subsequent recommendations of this study
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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