1,720,960 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
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
Teacher beliefs about factors that influence motivation among adolescents with learning disabilities
No full textGrounded in situated expectancy-value theory (SEVT), this study explored teacher beliefs about factors shaping task motivation among students with learning disabilities (LD). Analysis of individual interview and group discussions (using directed content and flexible coding approaches) indicated that middle school teachers saw the cultural milieu, beliefs of key socializers, student aptitudes & characteristics, and prior experiences as influencing students with LDs’ expectancy of, and value for, success. Teachers believed that, over time, their students with LD had frequently found themselves in situations that promoted low expectancy and value for present-day academic success. These findings highlight the potential usefulness of SEVT as a tool for taking a longer-term view of reasons students with LD are (or are not) motivated to engage in academic tasks
Sustained feelings of success and agency: Keys to literacy motivation among adolescents with learning disabilities
No full text“He understands how I work and how I function”: Math teacher actions that promote autonomy among students with LDs and/or EBDs
No full textGuided by Self-Determination Theory, we conducted a case study of a high school math teacher nominated by students with disabilities as one who enhanced their learning. Using a combination of interviews and classroom observations, we explored the specific strategies that the teacher used to promote perceived autonomy among students with learning disabilities (LDs) and emotional-behavioral disorders (EBDs). The literature offers extensive evidence for the benefits of autonomy-supportive teacher practice, but much of the work was conducted without explicit inclusion of students with LDs and/or EBDs. Our analyses demonstrated that many of the practices captured in this research also worked to support the psychological needs of students with LDs and/or EBDs who participated in this study. Additionally, our case study teacher engaged in two additional strategies that are not currently represented in that body of evidence. As such, we discuss implications for practice and future directions for research
The Relationship Between Motivation, Self-Perception and Literacy among Adolescents with Learning Disabilities
Get PDFThesis advisor: C. Patrick ProctorDuring adolescence, students engage in identity-formation processes that impact motivation to learn, as well as education and career choices moving forward. Adolescents with learning disabilities (LD) face particular challenges in developing a positive identity as a learner: feelings of decreased academic competence (Gans, Kenny, & Ghany, 2003; Terras, Thompson, & Minnis, 2009), increased school dropout rates (Deshler, 2005), and decreased feelings of global self-worth (Boetsch, Green, & Pennington, 1996) as compared to non-LD peers. Literacy is an area of particular concern. Given the importance placed on literacy skills in our society, it is unsurprising that difficulties in literacy learning impact the beliefs that students with LD develop about themselves (Burden, 2008). This study presents the results of an investigation into a group of students’ identity beliefs with regard to motivation, literacy and LD; how those beliefs were related to one another; and how those beliefs both shaped, and were shaped by, literacy experiences, using data collected during the 2014-2015 school year at one of the seven schools participating in the National Center on the Use of Emerging Technologies to Improve Literacy Achievement for Students with Disabilities in Middle School (CET; CAST, Inc, 2015; PIs: David Rose and Ted Hasselbring). Data gathered for the 11 participants included a literacy motivation battery; classroom observations; student interviews; and teacher interviews, informed by the Reading Engagement Index (REI; Wigfield et al., 2008). Both directed content analysis (Hsieh & Shannon, 2005) and thematic analysis (Braun & Clarke, 2006) were used to analyze the data. Developing a greater awareness of the role of motivation in the literacy practices of adolescents with LD will enable educators to better understand the conditions under which these students read and write most willingly. This knowledge can be incorporated into school-based curricula, interventions, and professional development, such that these students have reason both to value the learning challenges placed before them, and to expect to succeed at meeting those challenges
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