1,721,228 research outputs found
Leach, John Richard, 13872
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/398714Surname: LEACH. Given Name(s) or Initials: JOHN RICHARD. Military Service Number or Last Known Location: 13872. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 49009.215983
Item: [2016.0049.31007] "Leach, John Richard, 13872
Mr. Gypson
No full textTwo broadsides advertising ascents by Richard Gypson in Wisbech and Sleaford, on Aug. 12, 1841 and Oct. 28, 1841, respectively.For more information about this item, visit https://archivesspace.mit.edu/repositories/2/digital_objects/33
Research and practice in science education: a response to Traianou & Hammersley
No full textA reader of Traianou and Hammersley's article (in this issue), which discusses at some length the work we undertook in the Evidence-based Practice in Science Education (EPSE) Research Network, might attribute to us views that are rather different from those which we in fact hold, and which we have sought to present in our own accounts of this work. We highlight several points on which their interpretation of our work and views differs markedly from ours. The aim of the EPSE Network was to explore the practical implications of 'evidence-based practice' in the context of a mainstream curriculum subject such as science, not to advocate any particular interpretation of that term. We would encourage readers interested in the relationship between research and practice in the teaching of specific subjects to base their view of our work, and the perspectives underpinning it, on our own account
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
Improving subject teaching: lessons from research in science education
No full textIn many countries, questions are being raised about the quality and value of educational research, and whether educational practice can ever draw upon research evidence as productively as in fields such as medicine. This book explores the relationship between research and practice in education, using the case of science education as an example. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research – and at the extent to which the use of current practices, or the adoption of new ones, are, or could be supported by research evidence – and so be said to be evidence-based. The issues considered are not specific to science, but apply to the teaching and learning of any curriculum subject.The book draws on the findings of four inter-related research studies, carried out by the Evidence-based Practice in Science Education (EPSE) Research Network. It considers:
• how research might be used to establish greater consensus about curriculum
• how research can inform the design of assessment tools and teaching interventions
• the impact of new teaching approaches on teachers’ practices and students’ learning
• the extent to which evidence can show that an educational practice ‘works’ The book is unique in exploring the issues raised by the current debate about educational research within the context of the teaching and learning of a specific curriculum subject. Rather than looking at how research might inform educational practices in the abstract, it looks at how research can lead to improvement in the teaching of specific pieces of knowledge, or specific skills, that we value. The issues it explores are therefore of direct interest and relevance to educational practitioners and policy-makers
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
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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