1,721,033 research outputs found
Chervel (André). - La culture scolaire.
No full textForay Philippe. Chervel (André). - La culture scolaire.. In: Revue française de pédagogie, volume 128, 1999. L'alternance : pour une approche complexe. pp. 131-132
Chervel (André). - La culture scolaire.
No full textForay Philippe. Chervel (André). - La culture scolaire.. In: Revue française de pédagogie, volume 128, 1999. L'alternance : pour une approche complexe. pp. 131-132
Johsua (Samuel). - L'école entre crise et refondation.
No full textForay Philippe. Johsua (Samuel). - L'école entre crise et refondation. . In: Revue française de pédagogie, volume 132, 2000. Evaluation, suivi pédagogique et portfolio. pp. 169-172
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
Autorität in der Schule. Überlegungen zu ihrer Systematik im Lichte der französischen Erziehungsphilosophie
Full text linkDer Beitrag präsentiert einige zentrale theoretische Überlegungen, die im französischen erziehungsphilosophischen Diskurs zum Thema Autorität in der Schule vorgebracht worden sind. Es werden vier für den schulischen Zusammenhang bedeutsame Autoritätskonzepte diskutiert und verglichen: a) die pädagogische Autorität, verstanden als Möglichkeit, die Schüler zum Arbeiten in der Schulklasse zu veranlassen, b) die disziplinierende Autorität, verstanden als Macht, Grenzen zu setzen, c) die Status- oder Amtsautorität, die aus dem Zusammenspiel der Kompetenzen und Verantwortlichkeiten besteht, die der Rolle der Lehrperson gesellschaftlich zugeschrieben wird, und d) die unpersönliche Autorität der Kultur, welche von der älteren an die jüngere Generation weiter gegeben wird. Die Untersuchung ignoriert die Infragestellungen der Autorität in der zweiten Hälfte des 20. Jahrhunderts nicht, sondern nimmt sie vielmehr zum Anlass, um zwischen kontingenten Momenten des Rekurses auf Autorität und den Möglichkeiten und Notwendigkeiten, das Autoritätskonzept an den modernen Individualismus anzupassen, zu unterscheiden, und auch um der Frage nachzugehen, inwiefern Autorität nicht einfach eine Konstante der pädagogischen Praxis darstellt. (DIPF/Orig.)The author presents some of the crucial theoretical considerations brought forth in the French educational-philosophical discourse on the subject of authority in school. He discusses and compares four concepts of authority that are pertinent to the school context: a) pedagogical authority, conceived of as a possibility to get the students to work in the classroom, b) disciplinary authority, seen as the power to set limits, c) status-related or official authority, which is based on the combination of competences and responsibilities attributed to the role of the teacher by society, and d) the impersonal authority of culture passed on by the older to the younger generation. The study does by no means ignore the questioning of authority during the second half of the 20th century, rather, it uses this phenomenon to differentiate between contingent moments of recourse to authority and the possibilities and necessities of adapting the concept of authority to modern individualism; furthermore, the author asks in how far authority has simply always been a constant in the pedagogical practice. (DIPF/Orig.
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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