1,720,960 research outputs found
From methods to methodology
No full textDrawing from narrative theory, reflexive inquiry, and critical pedagogy, the intent of this article is to position narrative as perspective and process that, together, help construct theoretically new ways of conceptualizing and practising learning. My aim, then, is to present narrative as a methodology that brings together theory and practice in a space where readers might reflexively examine the experiences that inform their own educational perspectives. The centrality of lived experience is pervasive and recurring. Specific questions include: "What does a critically framed reflexive narrative methodology uniquely contribute to understanding teaching and learning?" and "How does remembering self in teaching and learning moments construct educational perspectives through narrative?"
S'appuyant sur la théorie du récit, de l'enquête réflexive et la pédagogie critique, le but de cet article est de positionner le récit comme une perspective et un processus qui, ensemble, contribuent à la construction théorique de nouvelles façons de conceptualiser et de pratiquer l'apprentissage. Mon intention est donc de présenter le récit comme une méthodologie réunissant la théorie et la pratique dans un espace où les lecteurs peuvent examiner consciencieusement les expériences qui influencent leurs propres perspectives éducatives. La centralité de l'expérience vécue est omniprésente et récurrente. Des questions spécifiques incluent: «Comment une méthodologie de narration réflexive encadrée de façon critique peut contribuerde façon unique à la compréhension de l'enseignement et del'apprentissage?" et "Comment le souvenir de soi-même lors de nosmoments d'enseignements et d'apprentissages peut aider à construire des perspectives éducatives par le récit?
Of mockingbirds and butterflies: A narrative inquiry with adult learners in a Cavendish Farms classroom
No full textMany learners experience feelings of disconnection from their schooling. The literature examining this disengagement tends to focus on necessary curriculum change, suggested system change, and the importance of making the studies meaningful to students. It seems to me, though, that there is little written that discusses with the learners why they have given up on formal schooling. Employing a narrative methodology within a practitioner-research framework, my inquiry examines the stories 4 learners who disengaged from school and have negotiated paths of reconnection. My goal in giving voice to these stories was to enter into a dialogue, both with the learners and the theory, which would help me understand academic disengagement and potential ways to re-engage. In addition to the theory surrounding the methodology and framework, the study considers the theory of voice and the role of literacy in our schooling practises. Finally, those schooling practises are examined as they function in a non-traditional learning centre attended by all 4 participants.Source: Masters Abstracts International, Volume: 44-03, page: 1095
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 Role of Counter Narratives in the Renegotiation of Identity
Full text linkTeacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning and their participation in these experiences. What happens, though, when these beliefs and assumptions are challenged in such a way that identity is in crisis? Drawing from the literature of personal identity theory, I situate identity as a narrative construct to examine the role of counter narratives in the [re]negotiation of identity
A Process of Becoming: In Favour of a Reflexive Narrative Approach
Full text linkAs both researcher and practitioner, or in service educator, I often resist situating myself within one discrete tradition. For this reason, I turn to narrative as an approach to understanding. I believe employing narrative allows me to draw from a cross-section of scholarly work including reflexive inquiry, critical analysis, and autoethnography. Often qualified as a method or a tool of inquiry, the narrative approach is rarely examined for its epistemological underpinnings. Thus, A Process of Becoming refers to both the promotion of a methodological approach to knowing in social science and to the medium through which practitioners can become better acquainted with themselves
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
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