1,720,998 research outputs found
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
A CASE STUDY OF COMMUNICATIONS BETWEEN SCHOOL ADMINISTRATORS AND TEACHERS IN AN URBAN MIDDLE SCHOOL
Get PDFThesis (Ed.D.) - Indiana University, Department of Instructional Systems Technology/School of Education, 2020The purpose of this study was to explore the communication information, methods, and effectiveness between school administrators and teachers at a single middle school. Understanding communication is vitally important because every function taken by school administrators or teachers involves some form of direct or indirect communication. This researched focused on the following three questions: (1) What is communicated by school administrators?, (2) How is information communicated by the school administrators?, and (3) What do teachers and school administrators perceive as effective or not effective? A descriptive case study was done to understand how a single school manages their internal communication and how effective both teachers and administrators believe it to be. The research methods included interviews with the principal and an assistant principal and a survey of the teachers. The four emerging themes included the principal’s reliance on his video newsletter, teacher separation within the building, the use of email, and the lack of formal feedback. This context was important to present because it helped contextualize what issues the school faced, how this influenced the communication plan, and what was valued by the staff. Recommendations include creating a communication plan, creating a specific crisis communication plan, formalizing a feedback mechanism, and recognition of teachers as partners in educations
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
EXPERIENCES AND THEIR ATTRIBUTES THAT GAVE STEM PROFESSIONALS SELF-EFFICACY TO CONSIDER NAVAL STEM CAREERS
No full textThesis (Ed.D.) - Indiana University, Department of Instructional Systems Technology/School of Education, 2024Due to the reliance on STEM professionals to fulfill the Navy’s mission of protecting our country’s interest at sea, developing the pipeline of STEM talent is an area of critical importance to the United States Navy. However, there is concern that the current trend of students obtaining STEM degrees will not meet the demand for STEM professionals. To broach this gap the Department of Defense and the U.S. Navy have instituted several STEM experiences designed to grow the talent pipeline. Using parallel mixed methods, this study explores the experiences and their attributes that contributed to the self-efficacy of STEM professionals in considering U.S. Naval STEM careers. Utilizing Social Cognitive Career Theory (SCCT) and Bandura’s sources of self-efficacy, this research investigated the influential experiences of current Naval STEM professionals.
This study identifies STEM experiences such as in-school, out-of-school experiences, both formal and informal and support systems that foster self-efficacy. There were key themes for implementing effective STEM experiences: the importance of real-world problems; exploring a wide range of topics important to students; the importance of encouragement and inclusivity; the importance of academic support; career chosen on positive attributes; intrinsic interest; and financial opportunities. The study concludes with three recommendations to the Naval STEM Coordination Office: revisit naval STEM catalog and add more real-world problems; formalized mentor training; and connect with affinity groups. The findings aim to inform the development of effective STEM programs to motivate students towards STEM careers, addressing the Navy’s need for a skilled STEM workforce
A CLINICAL PRACTICE-BASED APPROACH IN ALTERNATIVE TEACHER EDUCATION
Get PDFThesis (Ed.D.) – Indiana University, Department of Instructional Systems Technology, 2021Alternative teacher education programs prepare teacher candidates to offset the K-12 nationwide teacher shortage. However, many alternative teacher candidates work as first-time K-12 teachers while simultaneously pursuing an initial teaching license. Many in-service alternative teacher candidates struggle because they are expected to be effective K-12 teachers before they have been trained or earned a professional teaching license. Clinical practice in teacher education directly aligns teacher training with learning in professional settings. Clinical practice-based teacher education may be an instructional approach that helps in-service alternative teacher candidates quickly develop effective instructional practices to strengthen K-12 student learning. This case study examined using a clinical practice-based approach to train in-service alternative teacher candidates enrolled in an alternative teacher education program. The purpose of this qualitative case study was to investigate how alternative teacher education courses intentionally aligned with a clinical practice-based approach influenced the development of the in-service alternative teacher candidates’ instructional practice. The study identified five characteristics of a clinical practice-based approach to meet the unique needs of in-service alternative teacher candidates. The characteristics of clinical practice-based approach in alternative teacher education are (1) intentional course design considerations, (2) purposeful engagement in core teaching practices, (3) encouragement of reflective thinking and instructional reasoning, (4) inspiring a conscious focus on K-6 students’ perspective, and (5) emotional engagement and investment. The results of this study provide a framework that can inform the design and implementation of clinical practice to support in-service alternative teacher candidates that work as first-time, full-time classroom teachers while enrolled in an alternative teacher education program
STRATEGIES FOR RECRUITING AND RETAINING FEMALE STUDENTS IN SECONDARY COMPUTER SCIENCE
Get PDFThesis (Ph.D.) - Indiana University, School of Education, 2019There is an increased push for integrating computer science (CS) into K-12 classrooms across the U.S. However, there are also significant CS equity issues in K-12, higher education, and the workforce. This study explored the gender gap in CS and efforts to broaden female participation in computing. I employed an ethnographic case study design to explore a school where female participation was higher than the state average. In order to explore what may have contributed to these higher female participation numbers, I spent three months conducting observations, interviews, personal reflections, and collecting student reflection data.
Based on the data generated during the study, I found three levels of impact that appeared to be beneficial for broadening participation: practices that supported teachers; practices that supported students; and practices that supported the overall CS culture. For teachers, receiving support from administration by having the opportunity to coteach, and receiving recruitment support from counselors both appeared to be beneficial. For students, receiving personalized learning experiences, developing a growth mindset, engaging in problem-solving and creative experiences, and participating in afterschool clubs all appeared to be beneficial for broadening participation. Finally, for the CS culture, incorporating female role-models and designing a more welcoming classroom space appeared to be beneficial for broadening participation. Overall, gender-based stereotypes did not appear to be present in the FVHS CS community, potentially as a result of these strategies.
However, while gender-based stereotypes did not emerge, nerd-genius stereotypes were common. Teachers tended to focus on the nerd side of nerd-genius stereotypes, while students tended to focus on the genius side. Despite this focus on nerd-genius stereotypes, students also commonly held the perception that a computer scientist could be any type of person, suggesting that for this specific context, stereotypes may be moving in a positive direction. Overall, teachers and schools that are interested in broadening participation might consider including the strategies that were seen here as being potentially beneficial for broadening female participation
ELEMENTS OF PROFESSIONAL DEVELOPMENT THAT IMPACT TECHNOLOGY INTEGRATION IN THE CLASSROOM
Get PDFThesis (Ed.D.) - Indiana University, Department of Instructional Systems Technology/School of Education, 2023Technology in the hands of students has the potential to enhance teaching and learning. Teachers need to be provided with professional development experiences to learn best practices to integrate technology. Based on research, successful elements of impactful PD include a technology coach to provide PD and support integration in the classroom.
The research study examined the technology professional development experiences of K- 12 teachers that support technology integration. Based on input from the technology coaches, all teachers are not provided consistent opportunities to learn about technology tools and enhance instruction. Students are not provided consistent experiences with technology to impact their learning. The teacher technology professional development model should reflect elements that support successful integration.
The study design used for the research was a mixed-methods case study. Data regarding professional development experiences were provided by teachers and technology coaches through online questionnaires. A sample of teachers and technology coaches participated in interviews to further investigate professional development activities that support technology use. The qualitative and quantitative data provided insight into the professional development experiences and the role of the technology coach.
The results identified elements of teacher professional development and the role of a technology coach that impact technology-rich instructional practices. The teacher data revealed three themes, including teachers’ perceptions of technology and use with students, the qualities of impactful PD content, and PD formats supported by the technology coach. The technology coach data identified three themes, the perceptions of teacher and student technology use, features of PD content offered to teachers, and impactful PD formats supported by the technology coach. Based on the study, technology PD has the potential to impact technology integration in the classroom.
Implications from the study include implementing the elements of impactful PD and constructs of coaching when planning technology PD for teachers. Important elements of the technology coach include building relationships, personalizing instruction, collaborating with the teachers, focusing on classroom content, and ongoing training. Other considerations include the best time to provide PD and support the teachers. If provided with impactful professional development opportunities, teachers may be more inclined to integrate technology in the classroom
INVESTIGATING THE COURSE DESIGN COMPETENCIES OF PHYSICIAN ASSISTANT FACULTY MEMBERS: AN INSTRUMENTAL CASE STUDY
No full textThesis (Ed.D.) - Indiana University, Department of Learning, Design, and Adult Education/School of Education, 2025.This study was motivated by the central phenomenon of an education program being highly successful despite having few faculty members formally trained in education and limited instructional design support. This study narrowed in on how the faculty members design their courses. To frame this investigation, I relied on the broad terms used in the ADDIE instructional design model. I conducted interviews and think-aloud protocols with eight faculty participants. The data was coded using key phrases from the ADDIE design model along with other codes that emerged from the data. I conducted member-checking interviews to ensure I captured the participant’s responses correctly. I found the faculty at Sullivan University’s Physician Assistant program are busy professionals who expertly leverage resources to develop their courses. One of the reasons the program has been so successful is the level of support provided by national PA Education Organizations and the participant’s willingness to rely on each other for support. I conclude the study with several suggestions. I challenge other professions to use the support provided to PA programs as a benchmark for the support they provide to their training programs or schools. I also suggest that the ADDIE model is an effective way to investigate faculty members’ learning design prac- tice and a practical framework for supporting ongoing professional development
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