1,720,958 research outputs found
A collaborative framework for enhancing sustainable learning for learners with disruptive behaviour in a rural school context.
Full text linkDoctoral Degree. University of KwaZulu-Natal, Durban.This study investigated how a collaborative framework could be utilised to enhance sustainable learning among learners with disruptive behaviour in a rural school context in Zimbabwe. The literature confirms that a collaborative framework has the potential
to emancipate and empower teachers, parents, other stakeholders interested in education and all learners, including those with disruptive behaviour. Working within the critical emancipatory research paradigm, the study involved participants from a
rural school context. An eclectic approach that combined the theory of Ubuntu and the concept of critical consciousness was employed to understand disruptive behaviour as a socially constructed challenge in a natural setting. While Ubuntu highlights
collaboration, interconnectedness and interdependency among people, critical consciousness aims to promote critical thinking, emancipation and empowerment, and address inequality, oppression, domination, suppression and alienation. Participatory
action research design, provided a platform for the participants to critically engage in meaning-making discourses about the lives and circumstances of learners with disruptive behaviour in a rural school context. Purposive selection was utilised to
select participants and the data was generated by means of focus group discussions, document analysis and reflective journals. The data were analysed following three levels of using critical discourse analysis. The study’s findings revealed that there was
limited collaboration to deal with disruptive learner behaviour in this rural school context. The participants noted that such behaviour has mainly negative consequences for learners, teachers, parents and the broader community and that it needs to be addressed in order to enhance sustainable learning. The challenges that hinder collaborative practices, strategies to mitigate them and preventative measures that could be adopted to prevent disruptive behaviour were identified. Finally, the participants agreed that a collaborative framework should be utilised to address this issue and that monitoring and evaluation should be conducted at all levels of the framework. Based on these findings the study proposes a collaborative framework to enhance sustainable learning for learners with disruptive behaviour in a rural school context
Parent-teacher partnerships to enhance education for sustainable development: Early childhood development education learning centres in Zimbabwe
Full text linkEducation is one of the fundamental tools to achieve the global Sustainable Development Goals and Goal number 4 advocates for quality education for all. It is important for all children to have a sound educational foundation. This study focuses on the second target of Sustainable Development Goal 4, which advocates for early childhood development and universal pre-primary education. The main research question for this study has been: how can partnerships between parents and teachers be used to enhance education for sustainable development in rural early childhood development centres? The study was conducted in two different primary schools which are in Bulilima district of Matabeleland South province in Zimbabwe. The study was framed on Epstein’s parental engagement as the theoretical framework. A participatory action research design was deemed suitable for this qualitative study because it allowed participants to have equal opportunities to express their views in their natural settings. Data were generated by means of discussion meetings and reflections. The principles of Fairclough’s (1992) critical discourse analysis were employed for data analysis. The findings highlighted the importance of teacher-parent partnerships at early childhood development centres in promoting sustainable learning outcomes and children’s well-being. Furthermore, it was found that such partnerships promote alignment between the school culture and communities’ needs and enhance communication and decision making as well as providing the basis for change in the parents’ perception regarding early childhood development education. It is thus concluded that teachers and parents should work together at this level of education. 
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
A collaborative approach to enhance quality education in Foundation Phase inclusive classes in South Africa
No full textTeachers in South African schools have the mandate to work together with parents to implement the inclusive education policy. However, schools and families continue to work as separate entities, and this negatively affects the support provided to learners experiencing barriers to learning. Insufficient collaboration between teachers and parents has hampered the ability to support learners who experience barriers to learning. Barriers to learning must be identified, and learners must receive collective support as early as in the Foundation Phase so that barriers do not continue to affect learners’ learning. Notably, there is minimal support for such learners in disadvantaged schools due to limited collaboration among support stakeholders. This study investigated how a collaborative approach can be useful to enhance effectiveness in teaching Foundation Phase inclusive classes. The study was underpinned by Ubuntu theory. Purposive sampling was used to select participants, and qualitative research methodology based on an interpretive paradigm was used. Focus group interviews, involving the recording of the discussion, were used to generate data. The findings of the thematic analysis revealed the importance of collaboration among teachers, parents, and other stakeholders to achieve and enhance effective inclusive teaching in the Foundation Phase. We conclude that locally available assets that reside in parents within the school environment should be used to promote inclusive teaching and learning
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
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