1,720,956 research outputs found
An Assessment of Alternative Learning System-Accreditation and Equivalency (ALS-A&E) Curriculum for Secondary Clientele
No full textThis study assessed the Alternative Learning System-Accreditation and Equivalency (ALS-A&E) Writing curriculum for secondary clientele with the end goal of developing an enhanced session guide. It was focused on how it is taught, the clientele’s ability to write an academic composition and the implementers’ and clientele’s concerns in its implementation. Two program implementers and 48 clientele were purposively chosen as respondents. Data were obtained from the compositions written by the respondents which were expressed in Waray and English languages, questionnaire, and Focus Group Discussion (FGD). Subsequently, data gathered were analyzed accordingly following the six-step techniques for a case study outlined by Yin (2014). Results revealed that the curriculum is conventionally facilitated. Also, the clientele can easily write a composition in Waray but find it challenging using the English language. Learning associated factors aggravated by insufficient logistics support and cognitive demands are among those echoed by the respondents’ as their core concerns pertinent to the curriculum implementation. Accounting things holistically, there is a need to re-engineer the existing instructional delivery practices for this curriculum
SCAFFOLDING WRITING SKILL IN THE K-12 CURRICULUM
Full text linkThis study aimed to assess the sixth grade teachers instructional scaffolding practices in writing as a macro language skill with the end view of developing a contextualized Detailed Lesson Plan (DLP). Using the descriptive qualitative research design, data were generated using open-ended survey questionnaire, and a focus group discussion. Results showed that the K-12 curricular contents for elementary writing were rather challenging to teach that is further aggravated by limited learning resources. Remediation Reinforcement Enrichment (RRE), Explicit Teaching (ET), Little Teacher Strategy, Group Work Technique and Detailed Lesson Plans (DLPs) are mainly utilized as primary scaffolds with the aid of visuals, graphic organizers, and technology-based learning tools. Though commendable, their scaffolding practices however still fell short in actualizing instructional scaffolding holistically. Thus, the need to further the elementary teachers’ knowledge on this dimension through professional advancement and similar activities
READING COMPREHENSION LEVEL AND STUDY SKILLS COMPETENCE OF THE ALTERNATIVE LEARNING SYSTEM (ALS) CLIENTELE
Full text linkThis study aimed to assess the reading comprehension level and study skills competencies of the Alternative Learning System-Accreditation and Equivalency (ALS-A&E) clientele. It utilized the descriptive-quantitative research design. Data were obtained from various adopted reading passages. Of the four reading dimensions, the clientele registered a good performance in the literal level but poorly performed in the inferential, evaluative, and creative dimensions. As to their study skills competencies, outlining and semantic mapping were their top concerns but they were nevertheless good in locating thesis statement and very good in book parts familiarization. Considering these findings, it is the imperative for the ALS implementers to revisit their pedagogic practices relative to the teaching of reading as a macro language skill especially on the areas were their clientele need instructional related interventions
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
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
Exploring the lived experiences of the persons deprived of liberty enrolled in alternative learning system
Full text linkThe Philippines government adheres to a system of Education for all (EFA). Thus, it created the alternative learning system (ALS) as an alternative system of education to reach out Filipinos who were unable to complete the prescribed basic education cycle for various reasons. This study explored the lived experiences of the persons deprived of liberty (PDLs) as enrollees of the ALS behind bars program. It utilized the trancendental phenomenology as its design and employed eight purposively chosen participants through inclusion criterion. Data was gathered through focus group discussion and analyzed using Stevick-Colaizzi-Keen framework. Three themes emerged following the statement of problem: lived experiences of the PDLs as enrollees of the ALS Behind Bars program, meaning of the PDLs’ attendance to the program, and their recommendations to further improve the delivery of the existing and prospective ALS programs intended for the PDLs. Taking things holistically, the current program is positively perceived by the PDLs. Thus, the need for the government to sustain the program to ensure the holistic transformation of the PDLs enrolled in the program through this alternative learning delivery, which, in turn, is direly needed as they eventually join the mainstream society
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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