1,720,971 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
Sloyd Education with Newly Arrived Students – Multimodal Interaction and Communication in the Sloyd Classroom
Full text linkThis thesis aims to identify and describe sloyd teachers and newly arrived students’ multimodal interaction and communication, and how this is expressed in sloyd teaching and the learning environment of the sloyd classroom. The study uses an ethnographic methodology and the empirical material is analysed at a micro and macro level, and a handheld camera is used to document sloyd teaching with newly arrived students at two elementary schools in Years 8–9, during one semester. Through video documentation, it is possible to capture the complexity of the sloyd teaching and learning environment. The thesis consists of four articles.
The thesis uses a sociocultural and multimodal theoretical framework, and another premise in the thesis is the use of the theory of community of practice. The theoretical approaches implies focus on participation, interaction, and communication in sloyd teaching where newly arrived students and teachers do not share the same verbal language. Thus, other resources are used for meaning-making. The findings show that sloyd teaching and the learning environment of the sloyd classroom offer newly arrived students rich multimodal possibilites for multimodal communication and interaction in a situated context. The learning environment in sloyd classrooms enables social encounters and participation for newly arrived students, which the students seem to seek and take initiative to. Further, the results show how the sloyd subject content and subject-specific concepts are complex and abstract, however, there is a potential in sloyd teaching with newly arrived students when the students sloyd projects can be set in concrete learning situations. Sloyd teachers and newly arrived students use a variety of multimodal resources to make meaning. When newly arrived students and sloyd teachers do not share the same verbal language, multimodal interaction and communication become central to make meaning. Demonstrating one’s skills multimodally can also create confidence in one’s abilities and the ability to show one’s knowledge beyond words. Finally, it is shown that knowledge of the Swedish language is not decisive for newly arrived students’ participation in sloyd teaching
Nyanlända elever i slöjdklassrummets lärmiljö
Full text linkThis article explores the learning environment that newly arrived students encounter in sloyd classrooms in Sweden. The empirical material was collected through a handheld camera, at two schools with newly arrived students, in school Years 8–9, in the educational subject sloyd. The findings show that newly arrived students’ encounters with the rich learning environment of the sloyd classroom contribute to rich social interaction and communication during lessons. Further, the results show how interior and furnishing in sloyd classrooms enable newly arrived students to cooperate and support each other. The article also highlights that the sloyd classroom offers resources that can be used as teaching materials in sloyd teaching.Artikeln belyser och beskriver den lärmiljö som nyanlända elever möter i slöjdklassrum i svensk grundskolekontext. Det empiriska materialet har samlats in genom videodokumentation på två skolor med nyanlända elever, i år 8–9 i slöjdundervisning. Resultatet visar att nyanlända elever möter en rik lärmiljö i slöjdklassrum som bidrar till social interaktion, delaktighet och multimodal kommunikation och interaktion i undervisning. Vidare visas hur interiör och möblering i slöjdklassrum möjliggör samarbete mellan elever och att slöjdklassrummets lärmiljö erbjuder resurser som kan användas som läromedel i undervisningen
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
Nyanlända elever i slöjdklassrummets lärmiljö
No full textThis article explores the learning environment that newly arrived students encounter in sloyd classrooms in Sweden. The empirical material was collected through a handheld camera, at two schools with newly arrived students, in school Years 8–9, in the educational subject sloyd. The findings show that newly arrived students’ encounters with the rich learning environment of the sloyd classroom contribute to rich social interaction and communication during lessons. Further, the results show how interior and furnishing in sloyd classrooms enable newly arrived students to cooperate and support each other. The article also highlights that the sloyd classroom offers resources that can be used as teaching materials in sloyd teaching.Artikeln belyser och beskriver den lärmiljö som nyanlända elever möter i slöjdklassrum i svensk grundskolekontext. Det empiriska materialet har samlats in genom videodokumentation på två skolor med nyanlända elever, i år 8–9 i slöjdundervisning. Resultatet visar att nyanlända elever möter en rik lärmiljö i slöjdklassrum som bidrar till social interaktion, delaktighet och multimodal kommunikation och interaktion i undervisning. Vidare visas hur interiör och möblering i slöjdklassrum möjliggör samarbete mellan elever och att slöjdklassrummets lärmiljö erbjuder resurser som kan användas som läromedel i undervisningen
Nyanlända elevers möten med multimodala resurser i slöjdundervisning
No full textFör nyanlända elever är det en utmaning att hamna i en ny skolkontext och i ett nytt verbalspråkligt sammanhang, eleverna ställs inför en dubbel uppgift. Utöver det, möter nyanlända elever även en skolkultur med ett till stora delar ensidigt fokus på skriven text och talat språk. Kursplanen i slöjd skriver fram att formge och framställa föremål är ett sätt att tänka och uttrycka sig. Elever uttrycker sig genom de föremål de skapar, det verbala språket är därmed inte det primära i en kontext där multimodala resurser är möjliga. I arbetet med slöjdföremål använder elever olika resurser på flera vis, multimodalt, till exempel genom redskap, verktyg och material. Men det saknas forskning kring nyanlända elevers lärande i slöjdundervisning. Intresset för nyanlända elevers möten med multimodala resurser väcktes än mer efter min magisteruppsats som handlade om elevers interaktion i slöjden. Ett av resultaten från studien visade på föremålets betydelse för elevernas interaktion mellan varandra, de skapade kontakter genom sina slöjdföremål. De möttes genom gester, skratt, leenden, att peka på och genom att prova varandras slöjdföremål. Studien visade också på slöjdämnets multimodala resurser för nyanlända elever där det verbala språket inte var avgörande. Som doktorand vill jag nu fortsätta att forska om nyanlända elevers användning av multimodala resurser i slöjdundervisning. I min presentation vill jag lyfta och diskutera hur nyanlända elever använder multimodala resurser i slöjdklassrum
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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