1,721,025 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
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
English teachers and the Asia Literacy Priority: Is it really a priority?
Full text linkThe recently developed Australian Curriculum consists of eight Learning Areas, seven General Capabilities and three Cross Curricular Priorities. Negotiating all three dimensions is challenging for learning area and discipline specialists particularly when no system level accountability exists for two of the three cross curriculum priorities. Asia and Australia’s engagement with Asia, one of the non-assessed Cross-Curricular Priorities, is expected to be delivered by teachers in all learning areas. However, in an environment where the numbers of students studying Asian languages is in decline, it is often through the compulsory subject of English that students are exposed to Asian peoples and cultures.
This study highlights how policy is enacted. It reveals how Asia Literacy becomes a personal choice for English teachers and considers the complex issues impacting both its adoption and assessment in secondary school settings. It also exposes how the intersection of Asia literacies and the key element ‘intercultural understanding’ within the General Capabilities is reinforced. The findings examine text choice and consider how teachers access professional development without the impetus of cogent policy.
Findings also reveal where the new curriculum and associated documentation can be conflicting regarding the provision of parameters and expectations about the enactment of Asia Literacy. In this atmosphere of educational uncertainty and within an already packed syllabus, the voices of four high school English teachers provide insight into their lived experience of negotiating Asia Literacy in culturally diverse classrooms.
The research clarifies how the broader educational sector can support teachers including reinforcing the need for Asia Literacy to be prioritised in a wider range of regulatory and professional documentation. In these ways, the stated aim of using policy to create a more prosperous nation that engages in building strong relationships with Asia can be better realised
Integrating ethics into mathematics education: A philosophical auto/ethnographic inquiry into Indonesian mathematics education
Full text linkUnity in diversity is the foundation principle of my country. For me this is the simplest yet clearest description of Indonesia. There is no Indonesia without diversity, and no Indonesia without unity. Differences that are implicit in diversity can be a reason for conflict or for the origin of harmony, depending on how we relate and respond to the other. My anxiety about potential conflict and my dream for a harmonious life in relation to the diversity of my country raises a question in my mind: what is my role as a mathematics educator to make that dream come true? This thought about my relation with the other and my ability to respond to the existence of the other brings forward a concern for ethics. Ethical responsibility may become the answer to both my anxiety and my dream, which then raises another question: how can I integrate ethics into mathematics education? This thesis is a story about my journey in pursuing an answer to these anxiety/dream questions.
Trying to understand the meaning of the ancient term ‘ethics’ is like a journey in a deep dark jungle; filled with uncertainty, anything might happen. On this journey confusion, anxiety and loneliness frequently made me exhausted. However, when I reflected on these experiences I found that a light was illuminating my way. Adopting a multi-paradigmatic research approach, I shifted from one epistemology to another in appropriate ways. By means of critical self-reflection within a philosophical auto/ethnography I tried to construct a coherent understanding of the issues. I found the importance of listening when seeking understanding in differences, which allowed me to conceive of an integrative ethics perspective, with critical inclusivity as the quality standard. Drawing on a critical narrative inquiry method this thesis represents the story of my transformative learning experience
Alumni perspectives of elite education: Was it worth it?
Full text linkThis project sought to establish whether elite alumni’s school experiences positively affected their post-school lives and what wider patterns or themes about elite education could be found. The study was guided by Bourdieu’s concepts of cultural and social capital, used to understand the benefits, limitations and opportunities afforded by attending elite private schools. In-depth interviews were conducted with eight participants, three male and five female, then audio transcripts were coded in Nvivo. Preliminary results showed the long-term value of social capital first acquired at school differed by gender. Some participants credited their elite schooling with steering them away from drug-taking and poor decisions about sexual behaviour, and towards university; they felt this would have been reversed had they attended a public school. The benefits of social capital that were found could easily be acquired at non-elite schools. Also, when compared with their parents, participants were either at about the same or of a slightly higher socio-economic status. Given these limited long-term benefits of elite schooling it could be timely to reconsider the utility of continued government subsidisation of private schools
Visual light hypersensitivity, classroom digital media and inclusive pedagogy: Untangling the maze
Full text linkVisual light hyper-sensitivity (VLH) is a sensory state in which light causes an abnormal reaction leading to intermittent or consistent discomfort, nausea, migraine and even seizure. Technological development has encouraged digital media-rich classrooms, altering the way in which visual information is accessed by students from traditional light reflective tools to light emitting devices. The possibility exists that this increase in light exposure within our classrooms is an invisible dis-abling mechanism for many students, decreasing cognitive ability and increasing discomfort. Using the perspective of Vygotsky’s theory of defectology, a model is presented that describes a unique group of students with VLH and the role of accommodations to support their active participation in learning.
A transformative paradigm incorporating a mixed method approach is utilised to examine policy and practices related to the frequency of digital classroom usage and the accommodations made for students with VLH within schools. A systematic review of academic literature, Australian education documents, manufacture and broadcast guidelines regarding digital media use for students with VLH identified a gap in policy and lack of awareness in practice but also highlighted six common parameters as reasonable adjustments for the classroom. The quantitative component used data from online surveys of 95 current students and 47 parents to calculate the total digital media used for educational purposes (minutes/day), digital devices used, and subject area usage of digital media. The qualitative component triangulated data from interviews with three groups of invested participants: six past students, five parents and five teachers to explore trends in digital media use and commonly used accommodations for students with VLH.
The study found that many students spend at least half of their class time using light emitting digital media devices. The technological advances and changes in the material culture of our classrooms is having a direct impact on students with VLH. This is further complicated by the incorporation of online assessment within our schools. The researcher calls for transformative change in digital classrooms by adopting design guidelines for usage and accommodation practices that enable, rather than dis-able, active participation of students with VLH
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