1,720,986 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
Inklusive Bildung für alle: Entwicklung eines Instruments zur Messung der Einstellungen von Lehrkräften
Full text linkIn recent years, the term inclusive education has played an unprecedented role in research and policies across the globe. It is relatively accepted to differentiate between a narrow and a broad understanding of inclusive education. On the one hand, the more narrow understanding focuses on the placement and the catering for specific students, such as those with identified special educational needs and/or disabilities (SEND). On the other hand, a more broad understanding of inclusive education incorporates views on the diversity of all students and supportive learning environments for all. In order to foster inclusive education for all, the literature suggests that it would be of vital importance to gain empirical data about the teachers attitudes towards inclusive education for all. Yet, recent review studies have uncovered that particularly empirical studies tend to utilise a view on students with SEND and that there seems to be a lack of attitude measurement instruments that operationalise a broader understanding of inclusive education for all.Accordingly, the present study attempted to make a unique contribution to the field of inclusive education in that it reviewed a substantial number of studies and developed a new, sound and robust instrument to measure different facets of the teachers attitudes towards inclusive education for all students. Teacher samples were drawn in Australia (n=146) and in Germany (n=238), and the data analysis revealed four dimensions of the teachers attitudes; namely, the vision, the differentiation, the general practices, and the supports as they pertain to inclusive education for all. The validity of the measurement was established and the final version seemed to be ready to use in further studies that attempt to utilise inclusive education for all, rather than for some
Inclusive education for all: development of an instrument to measure the teachers' attitudes
No full textEmpirical thesis."Justus Liebig University Giessen, Germany ; Macquarie University Sydney, Australia" -- at head of title.Bibliography: pages 201-220.Chapter 1. Introduction -- Chapter 2. Literature review -- Chapter 3. Methodology -- Chapter 4. Results-- Chapter 5. Discussion -- References -- Appendices.In recent years, the term inclusive education has played an unprecedented role in research and policies across the globe. It is relatively accepted to differentiate between a narrow and a broad understanding of inclusive education. On the one hand, the more narrow understanding focuses on the placement and the catering for specific students, such as those with identified special educational needs and/or disabilities (SEND). On the other hand, a more broad understanding of inclusive education incorporates views on the diversity of all students and supportive learning environments for all.In order to foster inclusive education for all, the literature suggests that it would be of vital importance to gain empirical data about the teachers’ attitudes towards inclusive education for all. Yet, recent review studies have uncovered that particularly empirical studies tend to utilise a view on students with SEND and that there seems to be a lack of attitude measurement instruments that operationalise a broader understanding of inclusive education for all.Accordingly, the present study attempted to make a unique contribution to the field of inclusive education in that it reviewed a substantial number of studies and developed a new, sound and robust instrument to measure different facets of the teachers’ attitudes towards inclusive education for all students. Teacher samples were drawn in Australia (n=146) and in Germany (n=238), and the data analysis revealed four dimensions of the teachers’ attitudes; namely, the vision, the differentiation, the general practices, and the supports as they pertain to inclusive education for all. The validity of the measurement was established and the final version seemed to be ready to use in further studies that attempt to utilise inclusive education for all, rather than for some.Mode of access: World wide web1 online resource (xi, 250 pages) diagrams, table
Forschungsfeld Lehrkräfte an Ganztagsschulen" : eine Übersicht aus Perspektive der Bildungsforschung
Full text linkVariations 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
Institution or profession? Collaboration at a primary all-day school. A social network analysis
Full text linkVon Ganztagsschulen wird erwartet, durch eine veränderte Lernkultur besser zur individuellen Förderung von Kindern und Jugendlichen beizutragen. Die Kooperation mit außerschulischen Partnern und eine multiprofessionelle Kooperation aller pädagogisch Tätigen soll dies unterstützen. Im vorliegenden Beitrag wird mittels Netzwerkanalyse das pädagogische Kooperationsnetzwerk und die multiprofessionelle Kooperation an einem Ganztagsgrundschulstandort untersucht (n = 41 Individuen). Knapp 40% aller Verbindungen im Kooperationsnetzwerk erweisen sich als inter-institutionell und/oder multiprofessionell. Zudem wird die Komplexität des Zusammenspiels der institutionellen Anbindung und der Professions-Zugehörigkeit herausgearbeitet. (DIPF/Orig.)All-day schools (Ganztagsschulen) in Germany are suposed to support students\u27 learning through multi-professional and cross institutional collaboration. Although there is a profound state of research, previous studies do not fully embrace the relational character of collaboration. The present study applies social network analysis to gain insights into the collaboration of staff (n=41 individuals) at a primary all-day school. About 40 percent of the connections between the individuals were crossing the boundaries of the profession and/or institution. The complexities of multi-professional and cross institutional collaboration are examined. (DIPF/Orig.
Program implementation and effectiveness of extracurricular activities. An investigation of different student perceptions in two German all-day schools
Full text linkDuring the past decade, many schools in Germany have added extracurricular time to their regular curricular classes. This raises questions about the successful implementation of extracurricular programs and what makes them effective. The aim of this study is to illuminate the connection between these two questions. The theoretical and conceptual framework suggests that individual perception is a core concept that links both issues. Based on multi-method data from the Study on the Development of All-day Schools (StEG), the individual perceptions of two different activities will be investigated. One activity is perceived by the students as just an "extra" curricular activity (an extension of regular classes), whereas the other activity is seen as a real new "extracurricular" opportunity. The results emphasise the importance of viewing student perceptions in a qualitative manner. (DIPF/Orig.
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
- …
