1,720,989 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
The effects of community of inquiry, learning presence, and mentor presence on learning outcomes : a revised community of inquiry model for K-12 online learners
Full text link"Amid an explosive increase in K-12 online education in the United States, the quality of online learning has become a primary concern for researchers, educators, and policymakers. Two theoretical frameworks, Community of Inquiry (CoI) and self-regulated learning (SRL) have provided especially insightful explanations of how students learn in online settings. The present dissertation proposes a revised CoI framework that incorporates learning presence (i.e., self-efficacy and SRL strategies) and mentor presence and connects to learning outcomes in K-12 online setting from a sample of 696 high-school level online learners. The study yields four key findings: First, in contrast to Shea and Bidjerano's (2010) model, this study found a significant relationship between teaching presence and SRL, and a non-significant relationship between teaching presence and self-efficacy. Second, because learning under the supervision of a mentor is a unique feature of K-12 online learning, this study found that mentor presence significantly predicted students' use of self-regulated learning strategies. Third, when using the revised framework to predict learning outcomes (i.e., satisfaction, perceived progress, final grade), it was found that the hypothesized model containing CoI and SRL can be related to learning outcomes, thus answering previous scholars' calls for a realistic integration of learning presence and learning outcomes into the CoI framework. And fourth, based on a comparison of two groups of students with different primary online learning locations (i.e., at-home vs. at-school), the study found that at-school students showed significantly less feelings of isolation, higher ability in generating curiosity once the online learning starts, higher perceptions on mentor's practice as a problem solver, and higher goal-setting and help-seeking strategies than those whose primary online learning location is at home. In short, this study is among the first to shed light on the relationships among CoI, self-efficacy, SRL, and learning outcomes in a K-12 online-learning context. Its findings establish the capacity of the proposed theoretical framework to identify important components in K-12 online learning while striking a delicate balance between extensiveness and parsimony. This study also extends our understanding of the mechanisms of online learning among K-12 students, and thus has considerable practical implications for online educators as well as future researchers. Specific recommendations for future research projects are also provided."--Pages ii-iii.(Ph. D.)--Michigan State University. Educational Psychology and Educational Technology, 2018Includes bibliographical references (pages 108-119
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
Parent-adolescent communication in Korean immigrant families : relationships among communication quantity, quality, and challenges and adolescent's emotional and academic outcomes
No full textDespite the increased number of studies on Asian immigrant families, no prior studies have exclusively investigated all of the three aspects of communication (e.g., communication quantity, quality, and challenges) in relation to Asian American adolescents' academic and emotional outcomes. Likewise, despite their growing number in America, Korean immigrants have been underrepresented in the Asian immigrant family literature. Therefore, this study not only provided detailed descriptive of the three aspects of communication in the contexts of Korean immigrant families, but also investigated the relationships among these aspects in relation to adolescents' academic and emotional outcomes. 112 Korean American adolescents participated in an online survey. A series of regressions and path analyses found that communication quantity had positive relationships with communication quality. On the contrary, parent\u2013adolescent conflicts over academics had negative relationship with communication quality. Mother-adolescent communication quality, more specifically, open communication was positively correlated with adolescents' emotional outcome. Yet, communication quantity, quality, and challenges were not associated with adolescents' academic outcome. The findings from this study extend our understanding about the mechanism of parent-adolescent communication in Korean immigrant families and suggest implications for parents, adolescents, and practitioners.Thesis (Ph. D.)--Michigan State University. Educational Psychology and Educational Technology, 2017Includes bibliographical references (pages 102-113
Teachers' experience, attitudes, self-efficacy and perceived barriers to the use of digital game-based learning : a survey study through the lens of a typology of educational digital games
No full textIn this study 116 pre-service, internship year, and in-service teachers in a large Midwestern university in the USA responded to a survey asking about their current experience, attitudes, self-efficacy, and perceived challenges and barriers to the implementation of digital game-based learning (DGBL) in the classroom. The 33-item survey instrument distinguished four genres of educational digital games: Edutainment games and educational applications, serious games, simulation and multiplayer online games, and educational game design tools. And the design of these four genres of games was associated with four contemporary learning theories/teaching philosophies, behaviorism, cognitive constructivism, social constructivism, and constructionism. Findings show that a majority of teachers were light game players whose gaming activities were mobile-centric. These teachers were overall affirmative about the likelihood of integrating games for instruction and they favored the use of Edutainment games and educational applications based on pre-existing familiarity, comfortableness and ease of use. Findings also showed that there is a mismatch between teachers\u2019 teaching philosophy and their preferred game genre for instruction. Confirmatory factor analysis was conducted to extrapolate a set of five barriers that impede with teachers\u2019 use of games. The five barriers were mismatch between DGBL and standardized curriculum, administrative and parental negative perceptions, lack of technology support and preparation in teacher preparation and professional support, short class periods, and low quality of educational digital games. A typology is proposed as an analytic framework for studying teachers\u2019 fundamental understanding of educational digital games and for guiding teachers to utilize informed pedagogical practices incorporating DGBL in the classroom. Future research on using games for education needs to investigate how teachers\u2019 philosophy of teaching could potentially impact their choices of games and affect effective implementation of DGBL.Thesis (Ph. D.)--Michigan State University. Educational Psychology and Educational Technology, 2015Includes bibliographical references (pages 135-142
Reconceptualizing Teacher Adaptability : The Teacher Adaptive-Cognition Theory
No full textThesis (Ph.D.)--Michigan State University. Educational Psychology and Educational Technology - Doctor of Philosophy, 2024The capacity of educators to dynamically adjust their thought processes and behaviors in response to the diverse needs and characteristics of students in an unfolding teaching situation is widely acknowledged as a cornerstone of effective teaching. While teachers\u2019 instructional adaptations have been documented and studied from various angles, the field lacks a robust theoretical framework that precisely distinguishes yet cohesively integrates teachers\u2019 cognitive processes and capabilities of adaptive teaching. Addressing this gap, this dissertation presents the Teacher Adaptive-Cognition Theory (TACT), an innovative theoretical framework that aims at providing a comprehensive and much-needed perspective on the cognitive complexity inherent in adaptive teaching. Formulated through a critical and extensive review of adaptive cognition within and beyond the field of teaching, the TACT model distinguishes among behavioral performance of adaptation, cognitive performance of adaptation, and cognitive readiness for adaptation. It posits that analyses of the cognitive processes and capabilities of adaptive teaching should be systematically contextualized within each other. Furthermore, the dissertation delves into the implications of the TACT model for both research and practical application within and beyond the realm of teacher adaptability. By providing this detailed, integrative framework, this dissertation aims to enhance the conceptual clarity needed to guide research in the study of the crucial skill of teacher adaptability in particular and adaptive expertise in general, as well as to foster the development of such skill.Description based on online resource. Title from PDF t.p. (Michigan State University Fedora Repository, viewed ).Includes bibliographical references
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