1,720,980 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
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
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Development and Initial Validation of a Measure to Assess Accessibility and Inclusion Factors Related to Tier 1 in Schoolwide Positive Behavioral Interventions and Supports
No full textBackground: Schoolwide positive behavioral interventions and supports (PBIS) is an evidence-based framework for implementing a continuum of behavior support practices in schools to improve student outcomes. Research suggests that students with extensive support needs (ESN) may not have access to the complete continuum of behavioral supports within their schools or be included in the implementation of PBIS. Research also suggests that some special education teachers and other educators who work with students with ESN may be uninformed about PBIS initiatives or excluded from implementation and evaluation processes in their schools. Investigators have examined PBIS evaluation tools and found the measures contained exceptions to providing support and instruction to all students and staff, such that students with ESN and educators associated with these learners could be omitted when the tools were administered to evaluate implementation fidelity. Purpose: The purpose of this study was to develop and initially validate a new add-on scale for the Tiered Fidelity Inventory (TFI; version 3.0). The new add-on scale, titled the Tiered Fidelity Inventory-Accessibility & Inclusion Rating (TFI-AIR), was designed to measure the extent to which implementation of Tier 1 in PBIS is accessible for and inclusive of students with ESN. Method: This study was conducted in two phases. In Phase 1 we assessed the content validity of the TFI-AIR. In Phase 2 we pretested the TFI-AIR in schools and assessed the measure’s usability according to Tier 1 team members. Results: Results from Phase 1 indicated that the content of the TFI-AIR was valid for assessing fidelity related to students with ESN. Results from Phase 2 showed that all Tier 1 team members rated the TFI-AIR as an efficient and effective measure that teams should administer at least once or annually as part of their regular practice. Conclusion: Although future research is needed before disseminating the TFI-AIR, this study provides initial evidence that the content of the TFI-AIR is valid for assessing accessibility and inclusion factors related to Tier 1 implementation for students with ESN, and there may be demand for such a measure from implementation teams interested in developing their PBIS systems to be more equitable and inclusive for students who have been historically marginalized or underserved in schools
Predictive and Concurrent Validity of the Tiered Fidelity Inventory (TFI)
Full text linkThis study evaluated the predictive and concurrent validity of the Tiered Fidelity Inventory (TFI). Structural equation modeling was applied to test the associations between the TFI and student outcomes. First, a total of 1,691 schools with TFI Tier 1 in 2016-17 and school-wide discipline outcomes in 2015-16 and 2016-17 were targeted, finding a negative association between TFI Tier 1 and differences between African American and non-African American students in major office discipline referrals (ODR) per 100 students per day in elementary schools. A sensitivity test with schools with TFI Tier 1, 2, and 3 was conducted, showing a negative association between TFI Tier 1 and the square root of major ODR rates in elementary schools.
Second, TFI Tier 1 was positively related to the proportions of students meeting or exceeding state-wide standards in reading from 1,361 schools with TFI Tier 1 and academic outcomes in 2014-15 and 2015-16. Also, the association between TFI Tier 1 and academic outcomes was found to be stronger when schools implemented SWPBIS for 6 or more years. A sensitivity test with schools with TFI Tier 1, 2, and 3 indicated positive associations between TFI Tier 1 and the proportions of students meeting or exceeding state-wide standards in both subjects.
Third, TFI Tier2 was positively associated with the logit of proportions of students with CICO daily points from 570 schools with TFI Tier 2 in 2016-17 and CICO outcomes in 2015-16 and 2016-17. Fourth, correlations between the Evaluation subscale of TFI Tier 1 or 2 and relevant measures in 2016-17 were tested from 2,379 schools. TFI Tier 1 Evaluation was positively correlated with counts of TFI administrations, number of fidelity measures, and counts of viewing SWIS Reports. These correlations were significant except for ODRs by staff. Also, TFI Tier 2 Evaluation was significantly positively correlated with years of SWPBIS implementation, years of CICO-SWIS implementation, and counts of viewing CICO Reports except student period, and negatively with counts of viewing student single period.
These findings were discussed by comparing them with previous research findings, suggesting implications for future research and practice, and addressing research limitations
Examining the Effects of Systems Barriers and Implementation Strategies on School-wide Positive Behavioral Interventions and Supports Tier 1 Implementation Fidelity Over Time
Full text linkIt is common for evidence-based practices in schools to be implemented and discontinued before practitioners reach adequate implementing fidelity or achieved meaning educational outcomes. A number of systems barriers have been found to inhibit the successful implementation of evidence-based practices in service organizations. There are also a number of implementation strategies (e.g., Training, Coaching) found to facilitate the successful transfer of evidence-based practices into these service organizations. However, the extent to which these systems barriers and implementation strategies affect the fidelity that evidence-based practices are implemented in educational strategies is understudied. The purpose of this longitudinal study was to examine the associations between Administrator Turnover, implementation strategies, and Tier 1 Implementation Fidelity using a sample of 563 schools implementing School-Wide Positive Behavioral Interventions and Supports (SWPBIS). In addition, this study also examined whether implementation strategies buffer the negative influences of Administrator Turnover on Tier 1 implementation over time. Results of this study indicated that implementation strategies were significantly and positively related to Tier 1 implementation fidelity; however, Administrator Turnover was not found to be significantly associated with SWPBIS Tier 1 Implementation Fidelity. Implication of these findings, limitations, and suggestions for future research are discussed
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