1,720,989 research outputs found
From the Inside Looking In?
No full textItem is not available in this repository.Caryll Jack - ORCID: 0000-0002-1720-2931
https://orcid.org/0000-0002-1720-2931Autistic and/or ADHD student primary teachers face increased barriers to successful completion of professional qualification degree programmes than their neurotypical peers. Encouraging acceptance, recognising strengths, and facilitating an increase in inclusive practice for Autistic/ADHD student teachers to thrive are necessary to reduce barriers to entering that profession, increase qualification success, and improve retention pre and post qualification. The aim of this chapter is to examine the author’s reflections as a late-diagnosed neurodivergent former primary teacher about lived experiences shared with and by current Autistic/ADHD student primary teachers.Direct participant quotes from ongoing research bridge the existential gap between the author’s ‘now’ lecturer/aware self and ‘then’ student/teacher unaware self.Together, their collective voices raise questions about inclusive practice in initial teacher education placement processes in Scotland; consider advocacy and representation; and reflect upon the iterative nature of identity in educational contexts encountered.inpressinpres
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Thriving Over Surviving:The Importance of Creating Affirming Environments for Neurodivergent Learners
No full textIncreasing numbers of learners within the education system are neurodivergent with many encountering situations that impact their education, often in negative and exclusionary ways. This chapter highlights the importance of building understanding relationships with neurodivergent learners so that they can be authentic. The first section considers the importance of developing a neurodiversity affirming culture and identifies approaches to create and support this. Links are made to Universal Design for Learning and the importance of rejecting and moving beyond deficit discourses and practice whilst prioritising the development of a culture in which all learners can be and feel authentic, without pressure to conform to societal and educational norms. The aim of this being to support meaningful and positive experiences of education for neurodivergent learners. The second section identifies areas in which adaptations may be useful for neurodivergent learners based on common neurodivergent traits and shares practical examples of support from education
Variations on the Author
Get PDF“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
Application and Practices for Empowering Neurodivergent Learners
No full textDescription:
Empowering neurodivergent learners requires a shift from standardized education toward inclusive practices that recognize and support diversity. Effective applications and practices offer multiple means of engagement, representation, and expression to accommodate varying learning styles. Assistive technologies play a key role in enhancing access and participation. Personalized learning plans, sensory-friendly environments, and trauma-informed teaching strategies create supportive spaces where neurodivergent individuals can thrive. These practices also foster self-advocacy, encourage autonomy, and involve learners in decisions about their education. By prioritizing flexibility, empathy, and collaboration, educators and institutions can create pathways that accommodate neurodivergence.
Applications and Practices for Empowering Neurodivergent Learners explores the integration of inclusive learning strategies to accommodate neurodivergent learners in education. It examines applications and practices for effective learning, accessibility, and personalized education. This book covers topics such as digital technology, personalized learning, and pedagogy, and is a useful resource for educators, sociologists, academicians, researchers, and scientists.
Coverage:
The many academic areas covered in this publication include, but are not limited to:
Administration and Leadership
Digital Technology
Diversity, Equity, and Inclusion
Executive Functions
Higher Education
Inclusive Education
K-12 Education
Learning Environments
Lifelong Learning
Neurodivergence
Pedagogy
Personalized Learnin
Neurodivergent Education and Lifelong Learning
No full textDescription:
Neurodivergent education and lifelong learning represent a transformative approach to understanding and supporting individual thinking, learning, and engagement. As neurodiversity awareness increases, traditional educational models fail to meet the needs of all learners. Embracing neurodivergent perspectives calls for inclusive, flexible, and personalized educational strategies that extend beyond childhood into adulthood. Lifelong learning becomes a tool for personal and professional development, and a critical path for neurodivergent individuals to thrive, contribute to society, and pursue personal fulfillment.
Neurodivergent Education and Lifelong Learning explores the application of inclusive education practices for accessible learning. It examines the lived experiences of neurodivergent individuals to foster a humanized approach to intersectionality and advocacy in educational contexts. This book covers topics such as mental health, childhood development, and higher education, and is a useful resource for educators, sociologists, academicians, researchers, and scientists.
Coverage:
The many academic areas covered in this publication include, but are not limited to:
Childhood Development
Digital Technology
Diversity, Equity, and Inclusion
Higher Education
Inclusive Education
Intersectionality
Learning Disabilities
Lifelong Learning
Mental Health
Neurodivergence
Student Experiences
Trauma-Informed Educatio
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe 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
Unmasking Neurodivergence: A Conversation About Lived Experience of ADHD and Masking
No full textIn this chapter, two academics who grapple with the challenges of ADHD delve into their personal experiences and the often-unspoken struggles of living as neurodivergent individuals in a demanding academic environment. They explore the concept of “masking”—the act of concealing their ADHD traits to fit societal expectations and avoid judgment. Through candid anecdotes and relatable reflections, they aim to shed light on the emotional labour that comes with pretending to be someone they are not. Drawing from their own journeys, they discuss the complexities of balancing academic responsibilities while managing the symptoms of ADHD, such as difficulty focusing, impulsivity, and time management challenges. They share strategies that have helped them navigate these hurdles, offering insights into how they find excitement in their work despite their struggles
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe 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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