1,721,089 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
Teachers' interpretations of a proposal on "motion and force" in secondary school. Transformations of didactic intentions.
No full textThis qualitative research study, within the EU STTIS Project, investigates how teachers in different countries interpret the
description/instructions of a proposal for secondary schools called “Motion and Force” (M+F), which addresses: kinematics,
introduction to force and to force and motion, friction. A small sample of Italian (6), Spanish (3) and French (3) teachers have
been interviewed about a document (“M+F Instructions” MFI) that presents didactic intentions, rationale, activities, and
comments.
The study uncovered some gaps between teachers’ interpretations and the designers’ didactic intentions, together with
similarities/differences amongst the groups. The Italian teachers’ interest is focused on kinematics, that of the Spanish and
French teachers on the force area. Friction is globally overlooked. The path “From Real Phenomena to Ideal Cases/Models”,
one of (M+F)’s main features, is valued but only for the “observation of real phenomena” part; focus on observation of
regularities and modelling is lacking. Real-time experimentation is valued by the Italian teachers, more as a motivating than
as a cognitive tool, while the French teachers seem quite critical towards the use of real-time apparatuses. These differences
may well derive from specific curricula situations in EU countries and in the different degrees of familiarity with real-time
apparatuses.
These results indicate criteria and yield specific suggestions for improving the design/implementation of teacher training
programs and materials
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
RESEARCH-BASED TEACHER TRAINING ABOUT REAL-TIME APPROACHES: SOME GUIDELINES AND MATERIALS
No full textA teacher training proposal about approaches based on Real-Time Experiments and Images (RTEI) in
physics education is described. RTEI is an innovation still uncommon in class practice; despite the many
potential advantages, RTEI naturalisation is still proving a slow process. To favour take-up, guidelines and
materials are proposed to trainees in the form of a two-session workshop (6-8 hours each). These focus on:
major impact areas of RTEI approaches; the trends in teachers' transformations when adopting this
innovation; planning of class activity; teaching how to read/interpret images of real-time graphs; use of these
images in physics education. The guiding principle is that, as is the case with awareness of students'
learning difficulties, analysis of teachers’ typical transformation trends favours take-up of the innovation
through recognition of similarities/differences with individual trainees’ situations, and accelerates the
naturalisation of RTEI
RESEARCH-BASED TEACHER TRAINING ABOUT REAL-TIME APPROACHES: SOME GUIDELINES AND MATERIALS
No full textA teacher training proposal about approaches based on Real-Time Experiments and Images (RTEI) in
physics education is described. RTEI is an innovation still uncommon in class practice; despite the many
potential advantages, RTEI naturalisation is still proving a slow process. To favour take-up, guidelines and
materials are proposed to trainees in the form of a two-session workshop (6-8 hours each). These focus on:
major impact areas of RTEI approaches; the trends in teachers' transformations when adopting this
innovation; planning of class activity; teaching how to read/interpret images of real-time graphs; use of these
images in physics education. The guiding principle is that, as is the case with awareness of students'
learning difficulties, analysis of teachers’ typical transformation trends favours take-up of the innovation
through recognition of similarities/differences with individual trainees’ situations, and accelerates the
naturalisation of RTEI
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