1,721,080 research outputs found
Un manuel sur la technologie éducative
No full textÀ propos de Foundations of educational technology. Integrative approaches and interdisciplinary perspectives par J. Michael Spector, New York, Routledge, 2012.International audienc
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
Early Numerical Competence and Number Line Task Performance in Kindergarteners
No full textThis work aims to evaluate the relationship between early numerical competence in kindergarteners and their numerical representations as measured by the number line task (NLT). Thirty-four 5-year-old children participated in the study. Children’s early performance on symbolic and non-symbolic numerical tasks was considered to determine which was a better predictor of NLT performance. Children completed an early number competence standardized test comprising symbolic semantic tasks (Arabic digit comparison and Arabic digit linear order), lexical tasks (numbers recognition and numbers reading), and non-symbolic semantic tasks (dots comparison and picture linear order), and the NLT 0–100. The relationship between early number competence (both symbolic and non-symbolic) and performance on the NLT was analyzed using a regression model in which the predictors were identified through a forward selection based on the use of the index BIC (Bayesian Information Criterion). Results show that symbolic number knowledge tasks (Arabic linear digits order and Arabic digits comparison) are the best predictors of performance on the NLT. This suggests that knowledge of the semantics of Arabic digits is more important than non-symbolic quantity knowledge in predicting number line task accuracy among young children. This finding brings additional evidence to the debate on the relationship between non-symbolic numeral knowledge and symbolic number processing
Impact of Early Numeracy Training on Kindergarteners from Middle-Income Families
No full textThe aim of this work was to evaluate the effectiveness of a supplemental early numeracy skills training program for typically developing middle-income pre-school and kindergarten children (age 4-5) enrolled in a standard educational program. Three conditions were compared: cooperative learning training; individual learning training; and no training (control group). Results showed that the scores of all groups increased significantly between pre-test and post-test, but no significant differences were found between the children exposed to additional training and the control group. This finding suggests that an intervention may not be more effective than good standard schooling with such young children, and that there is a need for further investigation in this area. In a follow-up analysis, the hypothesis that the effectiveness of an early math intervention is more apparent in low-ability children was tested. For children with low early math ability, performance in terms of early numerical competence before and after the intervention was compared to a control group of equally low early math ability kindergarteners. Results showed a significant difference between pre- and post-test in both the experimental and control groups, but the training group showed higher achievement with respect to the control group. This finding suggests that it may be important to carry out interventions on children with low-ability in early math competence, even in a middle-income social context
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
Digital systems for open access to formal and informal learning
Full text linkToday, digital systems and technologies for open access to formal and informal learning have attracted the attention of all major stakeholders in education. These developments have led to new research challenges which are discussed in this volume. This book under the general title Digital Systems for Open Access to Formal and Informal Learning captures current state of the art in both Theory and Practice (Part I) and Methods and Technologies (Part II). The volume consists of 20 chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2012 Conference as well as scholars from around the world who were invited to contribute in the particular topics of this book
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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