5,336 research outputs found
B.C. Johnson - Portrait
No full textJohnson, B.C.; Taining School for Christian Workers Presidenthttps://digitalarchives.apu.edu/presidential-portrait/1025/thumbnail.jp
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
Dispelling the Myths Behind First-author Citation Counts
No full textWe 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
Relationship between the WISC-R and the Woodcock-Johnson achievement battery, the B.C. QUIET, and teacher rankings
No full textThe purpose of this present study was threefold: to examine the relationship between the WISC-R (using U.S. and Holmes' B.C. norms) and standardized achievement measures for a local B.C. sample; to draw correlations between standardized measures of achievement and teacher rankings of achievement; and, to investigate the concurrent validity of a B.C. normed and designed achievement test with an achievement test designed for an American audience.
The rationale behind the study was to determine if the current use of U.S. norms on the WISC-R for making placement, diagnostic, and programming decisions is appropriate for a local British Columbia sample. Previous research has indicated that Canadian children perform differently on the WISC-R than their American counterparts, and that British Columbian students attain higher WISC-R means with less variance than the U.S. WISC-R standardization population.
A sample of 33 students (19 females and 14 males) aged between 11 years 3 months 0 days and 11 years 8 months 30 days was drawn from seven grade six classrooms in the Richmond School District. Each student was administered the WISC-R, the Woodcock-Johnson Psycho-Educational Battery: Tests of Achievement, and the B.C. QUIET. Teacher rankings of students' achievement were also gathered. Pearson's correlation coefficient was used to calculate the relationship between I.Q. scores and standardized achievement tests. Correlations between teacher rankings and standardized achievement measures were calculated using Spearman's rho for ranked data. The concurrent validity of the B.C. QUIET compared with the Woodcock-Johnson Psycho-Educational Battery: Tests of Achievement was determined using Pearson's correlation coefficient.
Results indicate that the WISC-R is a useful predictor of school achievement for the sample using either U.S. or Holmes' B.C. norms. Placement decisions, however, should be based on local norms.
Correlations between teachers' rankings and achievement test results did not attain significance in most cases. Correlations appeared to vary more across teachers than subject areas.
Finally, the concurrent validity of the B.C. QUIET with the Woodcock-Johnson Psycho-Educational Battery: Tests of Achievement, was established as satisfactory.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat
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