1,720,977 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
Leading change in education through a community engaged approach to teaching and learning
No full textThe (In)Coherence of Canadian Education Policy Regimes with the United Nations' Refugee Education Strategy
No full textThis thesis by article contains three chapters. The first chapter provides an overview of recent developments in global refugee education policy to situate Refugee Education 2030, the United Nations High Commissioner for Refugees’ current international refugee education strategy, within global policy initiatives. It then reviews the literature on refugee education policy that informed the development of a methodology of vertical policy coherence analysis with Refugee Education 2030 to answer the research questions of the thesis. Finally, it addresses my researcher positionality and journey leading to the thesis. The second chapter contains the manuscript for an article. The purpose of the article is to analyze the vertical coherence of Canadian policy regimes towards the primary and secondary education of refugee children and youth with Refugee Education 2030. The article presents a theoretical framework for policy coherence analysis that combines policy coherence theory, policy attributes theory, and policy behaviour theory, as well as a tri-phasic methodology for vertical policy coherence analysis with an international framework designed to be adapted to different contexts to guide the development of country-specific education policies. The theoretical framework and methodology are applied to determine the categories of needs underpinning Enabling Activities of a Strategic Objective of Refugee Education 2030, to assess these needs as presented by refugee children and youth in Canada, and to analyze the coherence of Canadian education policy responses to these needs with Refugee Education 2030. The findings indicate that there are five categories of needs inherent in the Enabling Activities of the selected Strategic Objective, specifically access to education, accelerated education, language education, mental health and psychosocial support, and special education; that all of these categories of needs are present in refugee claimant and/or refugee children and youth in all of Canada’s educational jurisdictions; and that there are significant gaps in policy responses to these needs. Taken together, the findings permitted a discussion on priorities for the revision and development of refugee education policy across Canadian jurisdictions to ensure greater coherence with Refugee Education 2030. The third chapter summarizes the findings of the contextualized analysis of the vertical coherence of Canadian refugee education policy regimes with Refugee Education 2030. Additional findings that could not be incorporated in the article due to the manuscript submission guidelines Schutte iv of the intended journal of publication are then presented and discussed. The thesis concludes with reflections on my research journey
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
Saudi Arabian Women in Medical Education: A Mixed Method Exploration of Emergent Digital Leadership
No full textBackground: Saudi Arabian women’s leadership in medical education is evolving. As in Western contexts, the number of women in formal leadership positions in Saudi medical education is increasing. However, given the unique cultural context, Saudi women health professionals may have less influence in their organizations than their counterparts in the West. Novel digital approaches may offer women a form of leadership by which their influence might be increased. Using the Mededlam.com “LAM” digital initiative, an online digital community dedicated to helping medical professionals in their leadership, teaching, and research roles by disseminating digital content that tackle different topics in medical education, this study explores the emergence of women’s leadership through their participation in an online professional community.
Objectives: 1) Establish a common understanding of leadership in a digital context amongst women who are members of the LAM community. 2) Investigate why they have turned to the LAM digital initiative to exercise influence in their profession; and, 3) Explore women’s opinions regarding their online interactions on LAM, including how those opinions have influenced their leadership identities and professional influence/development.
Methods: To explore the emergence of women’s leadership in a digital context, a sequential explanatory mixed method approach was adopted. In phase one, a questionnaire was developed based on literature review findings. The questionnaire was disseminated through the LAM website and affiliated social media pages. Seventy-nine women took part in the quantitative phase and data were analyzed using descriptive statistics. Women who expressed willingness to participate in phase two were invited through email to take part. In phase two, 15 semi-structured interviews were conducted. Qualitative data were analysed using framework analysis.
Results: In the first phase, respondents agreed or strongly agreed with definitions provided for leadership in a digital context. Respondents were reluctant to define their use of digital tools as a bid for influence in medical education. In the second phase, qualitative data revealed that women perceived digital tools as novel method of influence for women. However, they identified several issues that deter them from utilizing such tools, including fear of appearing unprofessional and a lack of knowledge on how to influence people online.
Conclusion: The potential of digital media as a tool to exercise influence and leadership for women in their profession is promising. For Saudi Arabian women health professionals in medical education, media such as LAM can provide a complementary forum to their real-world leadership and can extend their influence beyond their work environments
Understanding Mental Health Policy Implementation Through Lived Experience of Professors in the Context of Graduate Student Supervision
No full textOver the past decade, Canadian university administrations have been grappling with establishing their role in providing mental health support to students on their campuses. This article describes a case study that applies sense-making theory and a life story methodology to professors’ lived experiences to understand how their knowledge and beliefs impact their perception of their role in supporting graduate student mental health. Schemas developed from four professors’ life stories provide insight into the impact that lived experience as a graduate student has on how professors’ make sense of their role. Two types of professor experiences emerged: a positive supervisor experience that the supervisor seeks to replicate, or the negative experience that the supervisor tries to repair through distancing themselves from the practices of their own graduate supervisor. In the absence of consistent and clear training on supervision and professor’s role in supporting graduate student mental health, the life stories of these four professors signal that lived experience of being a graduate student guides subsequent practice as a supervisor
Framing the Social Imaginary of Citizenship: Ontario’s Canadian and World Studies 9 & 10 Curriculum Policy Document in Retrospect and Prospect
No full textIn Ontario, as in many other provincial, state, and national jurisdictions, the government has come to play a significant role in shaping the curriculum taught in public schools. The curriculum, in this sense, is a matter of public policy. In educational research, however, there is a surprising lack of literature analyzing the curriculum as policy. This thesis engages with this gap in the literature through a multifaceted analysis of four successive versions of Ontario’s key curriculum policy document on the education of public secondary students as citizens. In analyzing this document, my emphasis is on how it frames citizenship, which I understand here as the desired relationship between the individual, the society, and the state. Methodologically, this thesis is a hybrid of deductive and inductive analytic approaches. The deductive element consists of an analysis of theoretical literature to develop a typology of the dimensions of citizenship—political, public, juridical, economic, and cultural. The inductive element consists of qualitative analyses of both the four versions of the curriculum policy document and a selection of interviews with teacher candidates who taught courses from this document. My findings reveal a gradual shift in the framing of citizenship in the curriculum over a twenty-year period, with active participation in local or national public life becoming eclipsed in favour of an individualized emphasis on economic participation and juridical responsibilities. While the teacher candidates interviewed reveal a willingness to creatively reinterpret the curriculum, they also describe how they are constrained by a network of other policies that effectively discourage active forms of citizenship. In conclusion, I suggest that future revisions of the curriculum policy document should place greater emphasis on active forms of citizenship in order to bring greater balance to citizenship education policy in Ontario
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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