1,720,954 research outputs found
Learning to Become Language Policy Actors: A Qualitative Longitudinal Study of Bilingual Special Educators in Synchronous-Service Teacher Preparation
Full text linkSynchronous-service preparation (SSP), a form of teacher education that places beginning teachers immediately in roles as teachers of record, has provided a heavily relied upon policy mechanism to address the pressing problem of US teacher shortages. Given that shortages tend to be concentrated in certificate areas targeting students labeled English Learners and students with disabilities, there is a growing number of educators certified through SSP working in highly specialized roles. These teachers are meant to provide legally mandated language and Special Education services, yet the impact of SSP on teacher learning has gone relatively unexamined.
This dissertation study explores the interlocking relationship between education policy and SSP teacher learning in the context of Bilingual Special Education. Using queer theory and a critical, sociocultural policy framework, I leverage a qualitative longitudinal research design informed by anti-oppressive methodology to journey alongside a cohort of Latinx bilingual special educators in SSP. This study specifically reports on teachers’ learning as SSP graduates by asking: 1) How do teachers make sense of their experiences becoming teachers through SSP?; and 2) What are the questions and uncertainties that teachers hold about their practice four years later?
Findings illustrate how teachers used SSP to gain access to the profession while maintaining commitments to communities with whom they shared deep social ties. Teachers expressed uncertainty around their responsibilities as bilingual special educators in local school contexts, an ambiguity they felt to be under-supported within and beyond SSP. Teachers were also navigating a policy context in which they were learning to adapt district-mandated curricula for bilingual students and students with disabilities.
My dissertation findings hold implications for studying teacher learning longitudinally and examining teacher preparation in relation to education policy. The project offers an example of how teacher education research can account for what policy does to teachers beyond formal boundaries of preservice teacher preparation. Importantly, the study also centers the perspectives of Latinx Teachers of Color and advocates for a policy stance that prioritizes the desires of these teachers alongside attempts to address shortages.</p
Learning to Become Language Policy Actors: A Qualitative Longitudinal Study of Bilingual Special Educators in Synchronous-Service Teacher Preparation
Full text linkSynchronous-service preparation (SSP), a form of teacher education that places beginning teachers immediately in roles as teachers of record, has provided a heavily relied upon policy mechanism to address the pressing problem of US teacher shortages. Given that shortages tend to be concentrated in certificate areas targeting students labeled English Learners and students with disabilities, there is a growing number of educators certified through SSP working in highly specialized roles. These teachers are meant to provide legally mandated language and Special Education services, yet the impact of SSP on teacher learning has gone relatively unexamined.
This dissertation study explores the interlocking relationship between education policy and SSP teacher learning in the context of Bilingual Special Education. Using queer theory and a critical, sociocultural policy framework, I leverage a qualitative longitudinal research design informed by anti-oppressive methodology to journey alongside a cohort of Latinx bilingual special educators in SSP. This study specifically reports on teachers’ learning as SSP graduates by asking: 1) How do teachers make sense of their experiences becoming teachers through SSP?; and 2) What are the questions and uncertainties that teachers hold about their practice four years later?
Findings illustrate how teachers used SSP to gain access to the profession while maintaining commitments to communities with whom they shared deep social ties. Teachers expressed uncertainty around their responsibilities as bilingual special educators in local school contexts, an ambiguity they felt to be under-supported within and beyond SSP. Teachers were also navigating a policy context in which they were learning to adapt district-mandated curricula for bilingual students and students with disabilities.
My dissertation findings hold implications for studying teacher learning longitudinally and examining teacher preparation in relation to education policy. The project offers an example of how teacher education research can account for what policy does to teachers beyond formal boundaries of preservice teacher preparation. Importantly, the study also centers the perspectives of Latinx Teachers of Color and advocates for a policy stance that prioritizes the desires of these teachers alongside attempts to address shortages.</p
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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