1,720,971 research outputs found
Teacher\u27s perceptions and strategies for promoting cognitive flexibility in primary-level students
Get PDFSpoznavna prožnost omogoča učencem prilagajanje nalogam in reševanje problemov, njen razvoj pa je tesno povezan z razvojem možganov in podporo okolja. V magistrskem delu smo preučili učiteljeve zaznave in strategije spodbujanja spoznavne prožnosti učencev na razredni stopnji. Raziskava, ki je vključevala 190 učiteljev razrednega pouka, je pokazala, da učitelji na prehodu najbolje poznajo izraz "spoznavna prožnost", medtem ko so izkušeni učitelji s tem izrazom seznanjeni v manjši meri. Razlike v poznavanju se niso pokazale kot značilne. Značilne razlike med učenci so se pokazale na področju težav pri prekinitvi dejavnosti in preusmeritvi, pri čemer učitelji opažajo več težav pri mlajših učencih (1., 2. in 3. razred). Izkušeni učitelji pogosteje kot učitelji začetniki poročajo o uporabi strategij, kot sta omogočanje dodatnega časa za naloge ter skupno analiziranje uspešnosti naloge in možnosti za izboljšave. Prav tako učitelji višjih razredov značilno pogosteje uporabljajo strategije za spodbujanje spoznavne prožnosti, kot je vpeljevanje sodobnih pristopov poučevanja. Učitelji začetniki pogosteje poročajo o težavah pri vzpostavljanju odnosa z novimi učenci ali sodelavci, medtem ko učitelji na prehodu pogosteje zaznavajo težave, povezane z vedenji učencev ali sodelavcev, ki odstopajo od pričakovanj. V raziskavi nismo potrdili statistično značilnih razlik v spoznavni prožnosti glede na spol učiteljev.Cognitive flexibility enables students to adapt to tasks and solve problems, and its development is closely linked to brain maturation and supportive environmental factors. This master\u27s thesis explored teachers\u27 perceptions and strategies for promoting cognitive flexibility in primary school students. The study, which included 190 primary school teachers, revealed that mid-career teachers were the most familiar with the term "cognitive flexibility", while experienced teachers were less familiar with it. Differences in familiarity were not statistically significant. Statistically significant differences among students were found in challenges related to task interruption and shifting attention, with younger students (grades 1-3) exhibiting more difficulties, as observed by teachers. Compared to beginning teachers, experienced teachers more frequently reported using strategies such as allowing additional time to complete tasks and collaboratively analyzing performance and opportunities for improvement. Teachers of higher grade levels also significantly more often implemented strategies for promoting cognitive flexibility, such as introducing modern teaching approaches. Beginning teachers more frequently reported difficulties in establishing relationships with new students or colleagues, whereas mid-career teachers more often identified challenges related to behaviors that deviate from expectations. No statistically significant gender differences were found in teachers\u27 self-perceived cognitive flexibility
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
The association between emotional intelligence and academic achievement of students in the second educational cycle of basic eduaction
Get PDFČustvena inteligentnost je pomemben dejavnik uspešnosti na različnih področjih otrokovega življenja, tudi učnih dosežkov. Zaradi manka raziskav v slovenskem okolju smo preučili povezanost med čustveno inteligentnostjo in učno uspešnostjo pri učencih ter analizirali razlike glede na spol in razred učencev. V raziskavi je sodelovalo 160 učencev drugega izobraževalnega obdobja, iz dveh podravskih osnovnih šol. Učno uspešnost učencev smo pridobili s poročanjem učencev o njihovih zaključnih ocenah, medtem ko smo podatke o čustveni inteligentnosti pridobili s pomočjo kratke oblike samoocenjevalnega vprašalnika TEIQue-SF (angl. Trait Emotional Intelligence Questionnaire-Short Form). Rezultati so pokazali, da se raven splošne čustvene inteligentnosti in dosežki na njenih štirih podlestvicah statistično značilno ne razlikujejo glede na spol in razred. Učenke so v primerjavi z učenci dosegale statistično značilno višjo učno uspešnost, medtem ko razlike med učenci 4., 5. in 6. razreda niso bile statistično značilne. Vse štiri komponente čustvene inteligentnosti (tj. psihološko blagostanje, samonadzor, čustvovanje in sociabilnost) so se med seboj značilno in visoko pozitivno povezovale. Samonadzor in čustvovanje sta bila šibko do zmerno in značilno pozitivno povezana z učno uspešnostjo, med tem, ko so se pozitivne povezave med psihološkim blagostanjem, sociabilnostjo in učno uspešnostjo kazale kot zanemarljive in niso bile statistično značilne.Emotional intelligence is an important factor in success in many areas of a child\u27s life, including academic achievement. Due to the lack of research in Slovenia, the relationship between emotional intelligence and academic achievement in school children was examined and the differences by gender and grade analysed. The study involved 160 pupils in the second educational cycle, from two primary schools in the Podravje region. Pupils\u27 academic achievement was obtained by pupils reporting their final grades, while data on emotional intelligence were obtained using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) of the self-assessment questionnaire. The results showed that the level of general emotional intelligence and achievements on its four subrankings did not differ statistically significantly by gender and grade. Female pupils had statistically significantly higher academic achievement compared to male pupils, while the differences among pupils in 4th, 5th and 6th grade were not statistically significant. All four components of emotional intelligence (i.e. psychological well-being, self-control, emotionality and sociability) were characteristically and highly positively correlated with each other. Self-control and emotionality were only slightly to moderately and significantly positively related to academic achievement, while the positive associations among psychological well-being, sociability and academic achievement were unremarkable and not statistically significant
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
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
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
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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