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
Visual Culture and Teenage Girls: Unraveling “Cultural” Threads Tied to “Self” and “Other”
Get PDFVisual culture is prevalent in almost every aspect of our lives. We take photos with our cell phones, read magazines brimming with full color images, visit art museums, download streaming video, watch MTV, and scan street signs to find our favorite fast food restaurant. One hundred years ago, except for visiting art museums and reading magazines, these activities were nonexistent. As the twentieth century progressed, visual culture has increasingly been disseminated through new technological developments. In the sixties, Marshall McLuhan forecasted the impact of media upon our changing world. The medium or process, of our time-electronic technology-is reshaping and restructuring patterns of social interdependence and every aspect of our personal life (1967, p.9). As the transmission of visual culture continues to reshape our personal as well as our communal identities (Freedman & Stuhr, 2004), it is important to acknowledge and understand visual culture\u27s role in our lives. Recognizing the resulting shift and change brought about by the proliferation of imagery in our world, Tavin (2003), described visual culture as a present-day condition where images playa more central role in the construction of consciousness and the creation of knowledge than in the past (p. 204)
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
DEVELOPING IMAGINATIVE SPACES FOR CREATIVITY IN LEARNING: A QUALITATIVE STUDY IN EDUCATOR'S NARRATIVES
No full textThis qualitative narrative inquiry explores how four educators look at past, present, and future experiences with creativity in constructing their own space for student creativity. The goal is to see how participants use experience and creativity in teaching.
This study begins with self-narrative of the researcher. I explore both positive and negative experiences in a series of vignettes, from childhood stories as a student and adulthood stories of becoming a teacher. In wondering how my perceptions of my own creativity were shaped by and continue to be shaped in classroom interactions, led me to wanting to explore other teachers’ experiences around creativity. Three pre-service teachers were chosen, at a moment in time where they are each imagining their own classroom based on experiences as students and as student teachers. In looking at these three teachers and my own stories, the goal is to illuminate characteristics and idiosyncrasies within imaginative spaces found in the telling of our narratives as opposed to merely comparing four people’s stories.
In the literature review I frame learning as multi-directional growth, linking the aspects of postmodernist and constructivist frameworks of knowledge where learning is seen as a continuous shifting and synthesis of information as opposed to an absorption of factual universal truths. Knowledge then is personal and culturally constructed from ones context and the ability to decipher and synthesize new information within that construction is invaluable. Imagination will be proposed, as a shared space for inviting students to experiential inquiry, where encouraging their own creative interpretation of their learning is the goal.
My qualitative methodology is a mixture of narrative and art, stemming from dual interviews from each of the three participants. Art is used not as accessory to the research but as a way of thinking through the research. With Dewey’s (1997) continuity of experience in mind, the narratives are constructed along Clandinin and Connelly’s (2000) dimensions of looking backwards, forward, inward and outward. This allows for meaning making in stories by connecting them to the past and future and incorporating the emotions, motivations, situations, and people by which they occurred. Creativity can be as important to teaching as it is to learning.Curriculum and Instruction, Department o
Watercolor in Context: Exploring Social Justice Issues Through Art
No full textBackground: Research denotes that many of America’s educational inequities are rooted in issues of gender, social class, and race. Due to demographic changes in the nation’s school population, pre-service educators are likely to teach diverse student populations and may feel unprepared for addressing these inequities in their classrooms. Although art methods courses for pre-service generalists are an oft-overlooked aspect of both postsecondary art education and elementary education teacher preparation, these courses offer a prime opportunity to explore art as a mode of meaning making. Purpose: The purpose of this study is threefold; (a) investigating the researcher’s identity construction as a social justice teacher educator; (b) examining the researcher’s teaching; and (c) exploring course assignments responding to the challenge of stereotypes during a social justice unit, in an art methods course taught by the researcher. This study addresses the gap in art education literature, regarding social justice issues incorporated into art methods courses. Methods: Narrative inquiry’s three dimensional space approach i.e., experiences of time, personal/social, and place was utilized to restory the researcher’s reflective journal and archival data of pre-service teachers’ written reflections and art work. Using qualitative data analysis procedures, three months of instructor journaling and 47 student reflections were restoryed, analyzed and coded. Results: Three salient themes denoting doctoral liminality and novice teacher educator positionality emerged from the researcher’s reflective journal: uncertainty, breakthrough and growth. Moreover, de-identified pre-service teacher written texts and art works based on social justice topics, demonstrated improved awareness regarding class and racial assumptions. Lastly, from the final course reflections, categories of future pedagogy, art as communication, self-awareness, and eye opening emerged. Conclusion: This inquiry suggests that social justice can be a viable component of art methods courses; enhancing self-awareness, but requiring risk-taking on the part both the instructor and students.Curriculum and Instruction, Department o
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
Perspectives from Educators Regarding the Integration of Art and Science in the Classroom
No full textArt and science have had a dynamic relationship over the centuries. With the progression of art and science through the course of human history, connections between the two fields are inevitable, as seen in the works of Leonardo da Vinci (late fifteenth-early sixteenth centuries) or Andy Goldsworthy (late twentieth century-present). Despite periods of misunderstanding and separation, art and science collaborations have occurred throughout history and modernity. This qualitative case study intends to highlight, through literature and research, these collaborations and the benefits for education. In addition, findings from this study will be generated to develop ideas for an emergent curriculum called Artistic and Scientific Knowledge (ASK), which is a collaboration of art and science teaching and learning in the classroom. The purpose of this study is to bring teachers’ perspectives to the forefront, and to encourage art and science teachers to collaborate.
After further literature review, the rationale for an ethnographic research methodology and other related research is discussed. Using this methodology, a pilot study was previously conducted in which I investigated the perspectives of two art teachers regarding the idea of ASK teaching and learning. This dissertation study expands on my early pilot study and includes a group of three art teachers (two of them from the pilot study) and three science teachers. I continue using the ethnographic research methodology, and conduct interviews with my participants. The interview questions involve the integration of art and science in the classroom, and aim to determine the feasibility of an ASK curriculum in the high school setting. Subsequent to the interviews, I analyze the data and include my own perspective, as an art teacher and researcher. Several themes that emerged from this analysis are: teachers felt 1) both art and science have concepts/aspects that are difficult to understand; 2) a curiosity and interest in learning more about certain aspects of each other’s subjects; 3) commonalities between art and science are: creativity, discovery, problem solving, thought process, and use of visuals; 4) in favor of integration, with a need for guidance on how to do and apply it – logistical issues; 5) in favor of incorporating the other subject’s concepts into their lessons, with a willingness to learn more; 6) students would benefit from learning art and science concepts together; 7) an ASK curriculum is feasible in the high school setting; and 8) in favor of collaborating with one another to further develop this type of curriculum. Drawing from these findings, I articulate ideas of the proposed ASK curriculum, as well as possible future collaborations with other art and science teachers.
This study is significant to teachers, administrators, and curriculum designers within all levels of art education and science education. More often than not, art education is seen as less necessary than core subjects, such as math and science, for student success in the real world. Through research, analysis, and interpretation of art and science collaborations, both in schools and in the real world, I discuss the positive implications that art has had on science teaching and learning and vice versa. Successful results of art and science education collaborations are encouraging to teachers, administrators, and curriculum designers who are reinventing or redesigning curricula to fit twenty-first century thinkers.Curriculum and Instruction, Department o
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