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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
Ανάπτυξη στρατηγικών κατανόησης γραπτού λόγου στη διδασκαλία της αγγλικής γλώσσας στην πρωτοβάθμια εκπαίδευση
No full textThe present study focuses on the development of the reading comprehension skill, which is regarded as an active and strategic process during which readers deploy a number of reading strategies in order to construct meaning from English as a foreign language (EFL) texts. In this context, this study aimed to investigate the effectiveness of implementing metacognitive multiple-strategy instruction -consisting of predicting text content, using semantic maps prior to text reading, skimming, scanning, and contextual guessing- on elementary EFL learners’ reading performance. In particular, the sample consisted of 135, 11 to 12 year old, Greek-speaking EFL learners. The study, quasi experimental in design, involved an experimental group that received a three-month strategy instruction and a control group that received no such training but participated in pretest, posttest, and follow-up measurements. The instructional approach adopted in this study was Direct Explanation; the strategy instruction can be characterized as cognitive, simultaneously, emphasizing the development of students’ metacognitive awareness of reading comprehension with the goal of enhancing their reading achievement and rendering them strategic and independent readers. Another aim of the study was to explore the maintenance of comprehension gains after treatment withdrawal. In addition, the study intended to examine the relationship between students’ reading ability level and reading performance as well as the relationship between gender and reading performance after implementing strategy instruction. Before embarking on strategy instruction, teacher interviews and classroom observations were conducted in order to investigate whether the EFL teachers of the classes that constituted the sample of this study instructed students to use reading strategies to derive text meaning. According to the results of the study, the specific EFL teachers were not involved in teaching students how to use reading strategies to construct text meaning. The results also indicated that the EFL students who received strategy training improved their performance in both the posttest and follow-up measurements in relation to the students in the control group. However, the interaction between students’ reading ability level and reading performance after strategy instruction was not found to be statistically significant, as it was revealed that all students of the experimental group regardless of their reading ability level reaped great benefits from the treatment. Similarly, the interaction between gender and reading performance was not statistically significant, which requires further research. Overall, these findings suggest that EFL learners, in particular, young elementary students, should be explicitly taught to use reading strategies, while interacting with written texts, in order to become active, efficient, and independent readers both inside and outside the classroom.Η παρούσα έρευνα εστιάζει στην ανάπτυξη της κατανόησης του γραπτού λόγου, η οποία συνιστά μία από τις τέσσερις βασικές δεξιότητες του λόγου στην Αγγλική γλώσσα και μάλιστα εκλαμβάνεται ως ενεργητική δεξιότητα, καθώς ο αναγνώστης στην προσπάθειά του να κατανοήσει το νόημα ενός αγγλικού κειμένου βρίσκεται σε συνεχή αλληλεπίδραση με αυτό, χρησιμοποιώντας διάφορες στρατηγικές κατανόησης γραπτού λόγου. Μέσα σε αυτό το πλαίσιο, η συγκεκριμένη έρευνα αποσκοπούσε στη διερεύνηση της αποτελεσματικότητας της διδασκαλίας ορισμένων στρατηγικών κατανόησης γραπτού λόγου στη βελτίωση της ικανότητας των μαθητών/τριών να κατανοούν και να εντοπίζουν τις απαιτούμενες κάθε φορά πληροφορίες των γραπτών κειμένων στην Αγγλική γλώσσα. Οι στρατηγικές οι οποίες διδάχθηκαν στους μαθητές/τριες ήταν η πρόβλεψη περιεχομένου των κειμένων βάσει τίτλων, υποτίτλων, και εικόνων, η χρήση σημασιολογικού χάρτη προ της ανάγνωσης του κειμένου, η διαγώνια ανάγνωση και το μάντεμα της σημασίας άγνωστων αγγλικών λέξεων από τα συμφραζόμενα. Το δείγμα της έρευνας αποτέλεσαν 135 Έλληνες μαθητές Δημοτικού, ηλικίας 11 έως 12 ετών, οι οποίοι διδάσκονταν την Αγγλική ως ξένη γλώσσα. Η έρευνα περιελάμβανε μια πειραματική ομάδα, στην οποία διεξήχθη η διδασκαλία των στρατηγικών κατανόησης γραπτού λόγου για περίπου τρεις μήνες, και μια ομάδα ελέγχου, η οποία διδάχθηκε την κανονική ύλη με τον πιο “παραδοσιακό” τρόπο. Ωστόσο, όλα τα άτομα συμμετείχαν στις ίδιες δοκιμασίες ελέγχου κατανόησης του γραπτού λόγου, οι οποίες δόθηκαν πριν (pretest) και μετά την παρέμβαση (posttest), καθώς και τρεις μήνες μετά την ολοκλήρωση της παρέμβασης (follow-up study), προκειμένου να διαπιστωθεί η διατήρηση των αποτελεσμάτων της παρέμβασης, το οποίο αποτέλεσε έναν πρόσθετο στόχο αυτής της έρευνας. Η διδακτική προσέγγιση που υιοθετήθηκε ήταν η Άμεση Επεξήγηση και η παρέμβαση ήταν γνωστικού τύπου με ταυτόχρονη ενσωμάτωση μεταγνωστικών στοιχείων, προκειμένου να ενισχυθεί η κατανόηση κειμένων και να γίνουν οι μαθητές/τριες αποτελεσματικοί και ανεξάρτητοι αναγνώστες. Επιπροσθέτως, εξετάστηκε το ενδεχόμενο επίδρασης του επιπέδου της αναγνωστικής ικανότητας στην επίδοση των μαθητών/τριών, καθώς και ο ρόλος του παράγοντα του φύλου στη διαμόρφωση των τελικών αποτελεσμάτων. Πριν από την έναρξη της διδακτικής παρέμβασης πραγματοποιήθηκε αρχική συστηματική παρατήρηση στις τάξεις που αποτέλεσαν το δείγμα της έρευνας αλλά και διεξήχθη ημι-δομημένη συνέντευξη με τις δασκάλες της Αγγλικής γλώσσας των αντίστοιχων τμημάτων, προκειμένου να διαπιστωθεί αν οι μαθητές/τριες διδάσκονται στρατηγικές κατανόησης γραπτού λόγου. Σύμφωνα με τα αποτελέσματα της έρευνας, οι μαθητές/τριες της ΣΤ' τάξης του Δημοτικού Σχολείου δε διδάσκονταν συστηματικά την εφαρμογή στρατηγικών κατανόησης γραπτού λόγου κατά την ενασχόληση τους με γραπτά κείμενα στην Αγγλική γλώσσα. Επιπροσθέτως, τα ευρήματα της έρευνας έδειξαν ότι οι μαθητές της πειραματικής ομάδας βελτίωσαν σημαντικά την επίδοση τους στις δοκιμασίες που χορηγήθηκαν μετά τη διδακτική παρέμβαση σε σχέση με τους μαθητές της ομάδας ελέγχου, αλλά και διατήρησαν τα αποτελέσματα της παρέμβασης τρεις μήνες μετά το πέρας αυτής. Ωστόσο, η αλληλεπίδραση ανάμεσα στους παράγοντες του επιπέδου αναγνωστικής κατανόησης και επίδοσης των μαθητών/τριών δε βρέθηκε να είναι στατικώς σημαντική, καθώς διαπιστώθηκε ότι όλοι οι μαθητές, ανεξάρτητα από το επίπεδο της αναγνωστικής τους ικανότητας, βελτίωσαν σημαντικά την ικανότητα κατανόησης και εντοπισμού των απαιτούμενων κάθε φορά πληροφοριών των γραπτών κειμένων στην Αγγλική γλώσσα.. Παράλληλα, η συσχέτιση φύλου και επίδοσης βρέθηκε μη στατικώς σημαντική, εύρημα που χρήζει περαιτέρω διερεύνησης. Τα πορίσματα αυτής της έρευνας καταδεικνύουν τη συμβολή των στρατηγικών στην ενίσχυση της κατανόησης κειμένων στην Αγγλική γλώσσα και αναδεικνύουν την αναγκαιότητα της συστηματικής διδασκαλίας τους, ιδιαίτερα σε μαθητές/τριες Δημοτικού σχολείου, με σκοπό την ενεργητική εμπλοκή τους στη διαδικασία κατανόησης των απαιτούμενων κάθε φορά πληροφοριών και την εξέλιξή τους σε ικανούς, αποτελεσματικούς και ανεξάρτητους από τη σχολική τάξη αναγνώστες
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
Elementary EFL Teachers’ Familiarity with Reading Strategies
No full textAbstractThe present study investigated EFL teachers’ familiarity with reading strategies. It aimed, particularly, at gaining an insight into whether they instruct students in using strategies in their attempt to derive meaning when interacting with written texts in EFL. The sample of the research consisted of 10 instructors, who work at public elementary schools. Data were collected through semi-structured interviews and were analyzed through content analysis. The results of this study indicated that most of the teachers were not involved in teaching students how to use reading strategies to approach and comprehend written texts in EFL, which contributes to autonomous learning, as they were not familiar with the concept of reading strategies. However, further research on this issue is required in order to verify and extend the results of the current study
Reading Strategies Versus Reading Skills: Two Faces of the Same Coin
No full textAbstractThis paper is an attempt to shed light on the definitions of strategies and skills, pinpoint differences and suggest a possible way to reconcile these two terms in the teaching and learning process, especially concerning the teaching of reading comprehension, as there is confusion about how they are conceptualized and deployed throughout literature. More often than not, researchers and educators use these terms interchangeably referring to the same process; while sometimes they make a distinction between them regarding the former as deliberate, conscious actions, which are used to achieve a goal, and the latter as automatic, unconscious abilities
EFL Teacher Verbal Aggressiveness and Student Intrinsic Motivation and Social-Affective Strategy Use: Investigating Possible Relations
No full textThe study examined the relations among perceived English as Foreign Language (EFL) teachers’ verbal aggressiveness and students’ intrinsic motivation and social-affective strategy use. The sample consisted of 148 Greek-speaking undergraduate students (aged 18-23 years old) attending EFL courses. Three types of questionnaires, an adapted version of the Verbal Aggressiveness Questionnaire, the Intrinsic Motivation Inventory, and the Strategy Inventory Language Learning were used to collect data. The results supported the internal consistency of the instruments. Correlational analysis indicated that perceived EFL teachers’ verbal aggressiveness was positively correlated with students’ pressure/tension (r=.78) and negatively related to enjoyment/interest (r=-.93), competence (r=-.88), effort/importance (r=-.64), affective (r=-.92) and social strategy use (r=-.94). Based on the results of the present study, it can be alleged that the teacher behavior can exert great influence on student feelings, attitude to the lesson, strategy use and, consequently, the language learning process. The findings and implications of the contribution of teacher behaviour to the EFL student language learning as well as future research suggestions are further discussed
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