1,720,962 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
Cognitive dissonance among college students when religiosity is challenged by secular world views
No full textCollege years are important transition years for adult learners. It is a time when students are expected to broaden their minds and deepen their understanding of both general and specific topics. It is also a time when students are introduced to diverse theories and ideologies, often for the first time. One challenge first-year students often face upon entering college is the apparent conflict between new philosophies and theories and more traditional religious views. Confusion, anxiety, and frustration can result from such conflict, leading students to a state of cognitive dissonance (Festinger, 1985). Past research has shown that many college students who have their religious beliefs challenged eventually abandon their faith (Caplovitz and Sherrow, 1977; Hunter, 1983). More recent studies have found that college students may not necessarily abandon, but rather reevaluate their religious beliefs (Bryant, Choi, and Yasuno, 2003; Lee, 2002). Their religious beliefs become less formal, more personal, and they begin to show more tolerance towards others beliefs. However, the transformations taking place among college students during these formative years have not previously been evaluated through qualitative research (Maryl & Oeur, 2009).
This dissertation reports the lived experiences of college students who are members of The Church of Jesus Christ of Latter-Day Saints (LDS) attending a public university in the northwestern United States. Using a qualitative case study, it presents a rich description of students who were confronted with worldviews that contradicted their religious beliefs. It describes the variety of ways in which these college students' beliefs were challenged, how they chose to manage the inner tensions that followed, and how such experiences transformed their faith. Additionally, this dissertation offers recommendations, in the form of a White paper, to stake holder in relation to better preparing future students for having the religious beliefs challenged during college.Thesis (Ph.Ed., Leadership and Counseling) -- University of Idaho, December 201
UNDERGRADUATES AND RELIGIOSITY: INFORMING COLLEGE PREPARATION FOR HIGH SCHOOL RELIGIOUS EDUCATION PROGRAMS
No full textThe college experience is a challenging transitional time when students assume adult roles and responsibilities, face new social and academic pressures, and enter a foreign and demanding environment. Diverse sectors of society are attempting to mediate this experience. This independent qualitative case study, in conjunction with a collaborative meta synthesis of three case studies on aspects of religious practices of college student and graduates in higher education, sheds light on the premise that religiosity may ease some of the challenges faced by college students during this challenging transitional period. This dissertation reports on three articles examining religiosity in the university environment.
This Professional Practices Doctoral (PPD) Dissertation in Practice (DiP) is designed to enhance curriculum and training, and deepen the discussion regarding student religiosity during the college years. This DiP consists of three parts, (a) in independent inquiry (chapter 2) that describes the experiences of highly religious college students regarding the challenges of college life and the role of religiosity, (b) a collaborative team-based qualitative meta-synthesis (chapter 3) of three research projects sharing a similar theme, and (c) a white paper (chapter 4) presenting the findings and implications for practice from both the individual and group research projects.
The independent inquiry reports on eight undergraduate students enrolled in two Intermountain West universities. They reported academic, social and familial challenges which, at times, were amplified by religiosity. They also reported behavioral expectations and community support from their religiosity, which helped them manage particular challenges. The collaborative meta-synthesis described the contextual nuances and lived experiences of LDS college students and academic professionals and sought to understand how college life influenced their religious choices. Findings revealed that students and academic professionals experienced varying levels of tension between religiosity and academia; however, the participants were supported by the sense of community their religion provided. Examples of religious living and thinking from church members provided support in times of stress and challenge. The white paper is intended for those in the industry of religious education--stakeholders of the professional practice--and presents implications for curriculum development and training.Thesis (Ph.Ed., Leadership and Counseling)--University of Idaho, June 201
AGENCY, COMMUNITY, LEARNING-RISKS, AND ADULT LEARNERS
No full textThis dissertation in practice consists of three manuscripts; two research articles and a white paper. They were generated as a result of two educational research projects examining adult learning, agency, belonging to communities, and taking learning-risks. The research projects were conducted by examining the lived-experiences of two groups; (a) public school teachers and (b) Junior and Senior undergraduates taking a software development course. The participants' willingness to take learning-risks, what agentic community learning experiences they preferred, and how they reacted when concurrently experiencing agency and belonging to a community were examined.
Implications for practice found included a suggestion for gaining a deep understanding of each adult learner's fluency in the course topics and professionalism through teacher-student interaction and continual feedback and assessment. Another implication found was the educational importance to adult learners of being able to simultaneously experience the seemingly conflicting concepts of agency and belonging to a community. These findings are reflected in the suggestions for change found in the white paper.Thesis (Ph.Ed., Leadership and Counseling)--University of Idaho, May 201
FAITH IN HIGHER EDUCATION: THE INFLUENCE OF RELIGIOSITY ON PROFESSIONAL EDUCATORS
No full textThis companion dissertation integrated team-based research designed to improve the professional environment of religious educators by influencing curriculum development, enhancing faculty and staff training, and adding insight and understanding into the literature concerning religiosity and higher education. This three article-based dissertation contains an individual research project, a group research project and a white paper.
Research conducted over the past thirty years repeatedly indicates that the educational achievement for members of the Mormon (LDS) religious tradition is positively correlated with religiosity. This dissertation explored the many possible factors involved in the relationship between educational attainment and religiosity for college-educated members of this particular faith. The research aimed to answer the following question: Why do college-educated Mormons manifest the highest levels of religiosity within their faith? Based on data gathered from interviews of those living the phenomenon (highly religious members with a college education), it was observed that church participation, influential religious mentors, and an expanded epistemology were important factors in the preservation and amplification of religious beliefs and practices for these highly religious educators.
These college-educated believers were not without challenges. Women participants particularly identified challenges within the faith regarding gender stereotypes that challenged their non-traditional interpretations of religious expression related to motherhood and family. Rationally describing and defending religious positions left other participants with a cerebral faith and a skeptical disposition that in their views weakened devotional aspects of religiosity.
The group research project was a collaborative co-authored effort that presented a more theoretical examination of the education-religiosity phenomenon. The purpose of the group study was to further explore the education-religiosity phenomenon in Mormonism (Albrecht & Heaton, 1984; Heaton et al., 2004; Hill, 2011; Merrill et al., 2003; Smith, 2011; Stott, 1983) using principles of qualitative meta-synthesis to evaluate data previously collected in our three qualitative studies. Although students and professors reported experiences concerning moral and intellectual challenges to their faith in the university setting, the sense of community provided these participants with support, strength, and examples of religious living and thinking.
The white paper (chapter 4) provides implications for practice based on the individual and group research. It was written for religious educators and offers professional practice recommendations for curriculum development and teaching pedagogy.Thesis (Ph.Ed., Leadership and Counseling)--University of Idaho, June 201
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
The Impact of Agency, Risk Taking, Collaboration, and Relationships in the Classroom and their Implications for Professional Development
No full textThe following Dissertation in Practice (DiP) consists of three parts: (a) a single qualitative case study which examined professional development opportunities in a small, rural school district in Southeastern Idaho, (b) a secondary qualitative analysis (SQA) which examined adult learners' expectations of agency (Bandura, 2001), and learning as part of a community when experiencing Professional Development (PD) courses, and (c) a white paper intended for stakeholders to consider plausible policy or procedural changes informed by the findings of these inquiries.
The case study, an individual study, examined both the teaching and professional development experiences of six K-12 educators to determine the teaching methods they deemed effective, and whether such methods were currently being utilized in district PD. It was found that the majority of participants modeled the following higher-order teaching strategies within their classrooms: (a) creating agentic learning environments, (b) advocating for informed risk taking, (c) offering frequent opportunities for collaboration, and (d) establishing meaningful relationships between teacher and student, allowing the teacher to assess student needs and progress.
The SQA, a collaborative study, examined data from the case study in conjunction with data collected by a fellow researcher investigating the experiences of undergraduates regarding agentic course design. Both studies shared the themes of agency, risk taking, and collaboration and the roles they play in adult learning.
Implications for practice from the individual study included suggestions for districts to model higher-order teaching skills in PD by incorporating agency, informed risk taking, collaboration, and relationship building, thus enabling teachers to provide students with similar opportunities for higher-order learning. Implications for practice from the collaborative study included guidelines to inform the creation of a well-designed PD course, focusing on principles such as agentic learning and community building. When put into practice, these elements encompass a high-quality PD experience for learners. These findings are reflected in the suggestions for change found in the white paper.Thesis (Ph.Ed., Leadership and Counseling)--University of Idaho, June 201
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
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
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