1,720,954 research outputs found
Assessing engagement with construction-based, structured-play activities designed for the teaching and learning of the language of metacognition in a primary Pupil Referral Unit
Get PDFBackground and purpose: I conducted a case study at a primary pupil-referral-unit (PRU), exploring the use of construction-based, structured-play activities for the teaching and learning of the language of metacognition (LoM). Metacognition is important for developing independent learners and, in the context of a PRU, for both assisting students in obtaining academic outcomes similar to their mainstream counterparts and facilitating reintegration into mainstream settings.
Aims: Engagement is a necessary pre-requisite for teaching and learning to occur, and in this report, I explore primary-PRU students’ engagement with the activities to determine if the activities are sufficiently engaging such that they can unfold in a manner consistent with their design.
Study design or methodology: Three students at a primary PRU in the South-East of England participated in eight sessions of two construction-based, structured-play activities; both activities included ‘metacognition resources’ of my own design, which were intended to introduce students to the LoM. To explore engagement with these activities, context-specific indicators were obtained from observation of video and audio data, and a ‘Leuven-inspired’ scale of engagement, ranging from 1 (very low) to 5 (very high) was constructed and used to monitor engagement throughout the sessions.
Findings: Considering the context and the archetypal PRU student, the activities were generally engaging. I found students to be sufficiently engaged such that the activities could unfold in a manner consistent with their design. The build process was, however, generally more engaging than the ‘metacognition elements’ of the activities.
Implications for practice: The findings suggest that construction-based, structured play and the metacognition resources offer a viable means to engage students with metacognition. Such activities may provide a way to help students in PRUs develop independency in learning, facilitate their reintegration into mainstream settings, and improve their academic outcomes
Scientific personal epistemology of students aged 11-12: A case study
No full textThe intention of the study was to explore the scientific personal epistemology (SPE) of students aged 11-12. A student's SPE is how they conceive the nature of knowledge and knowing in science. Personal epistemology, Nature of Science (NOS) and Scientific Inquiry (SI) research informed methodology and analysis. The case-study employed a battery of instruments, including concept cartoons, closed-form and open-form questionnaires, and inductive and deductive coding of responses. Consistent with previous findings, students entering secondary school have a nebulous and unstable conception of the discipline of science, and a rudimentary and inconsistent SPE. Developing more sophisticated SPEs is essential in science education, and educators should be sensitive to students' likely rudimentary conceptions at and before age 12. As students have the potential to hold more sophisticated epistemologies after appropriate intervention, both primary and secondary science educators should encourage explicit engagement with personal epistemology, NOS and SI in the classroom.
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
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
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe 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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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