1,720,955 research outputs found
Towards a Scholarship of School-Based Teaching and Learning That Embraces Hope, Change, and Social Justice in a South African University
No full textIn this commentary, the author presents an argument for embracing a critical southern paradigm and framework for a Scholarship of Teaching and Learning (SoTL) that advances decoloniality, social justice, and conscientisation. The kind of scholarship that is argued for in this paper proposes a SoTL that goes beyond the recognition of classrooms as sites of inquiry and teaching, but a SoTL that is generative, context responsive, carries moral and pedagogical imperatives, and can influence institutional and societal change. This commentary draws on the experiences of a Dean of Faculty through self-reflexive qualitative impressions. She frames her personal experience of implementing a School-Based Learning placement approach within a theoretical discussion of agency, conscientisation, and transformative learning
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
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
Reflecting on BEd students’ experiences of unfamiliar school contexts during school-based learning: A proposition for transformative learning
Get PDFAbstractAs critical teacher educators we advocate for the transformational potential of School-Based Learning (SBL) in order to generate theoretical support, practical and emancipatory outcomes. This paper offers an illustrative case of how implementation of an SBL programme via changing school-based practice teaching contexts can foster emancipatory and lifelong learning outcomes within a university context that is becoming ever more focused on student throughput, rather than on the quality of their learning. Changing practice teaching contexts so as to accommodate appropriate SBL experiences for student teachers can offer them an excellent opportunity to develop transformative autonomy as public intellectuals and as agents of change: yet anxiety about unfamiliar placements often prevents them from making the most of potential learning experiences. In this paper we explain how student teachers were able to narrow the gap between their teaching practice experience and societal concerns which impact on children’s teaching and learning. We generated data via “world café conversations” where final year B.Ed. student teachers described their experiences of operating within an unfamiliar schooling context. The findings suggest that changing the SBL context can enable rich learning experiences for student teachers through fostering positive relationships, building trust, creating a supportive environment, and encouraging collaboration, communication and the development of classroom teaching competencies such as accommodating learning opportunities for learners with learning barriers. Student teachers reported that they not only developed classroom skills, knowledge, confidence and a deeper appreciation of learning opportunities through changing practice teaching contexts, but that they also gained a new understanding of what teacher transformative learning involves. Keywords: School-Based Learning; critical pedagogy; social justice; transformative learning
Professional Ethics and Teaching for Change in the 21st-Century African Schools: The Roles of Teachers’ Professional Development and Curriculum Evaluation
No full textTeaching is an ancient, but respected and ethical profession that has metamorphosed over time, as it struggles to compete with other professions, due to economic and technological changes and advancements. If the objectives and the expected standard of the profession are to be attained, especially in this 21st century, concerted efforts need to focus on enhancing and sustaining teachers' professional ethics, which have been given diverse definitions in the literature. This paper is a review of and a reflection on (i) What defines Teachers’ professional ethics in Africa? (ii) What changes have the 21st century brought into the teaching profession in Africa? (iii) What is the role of professional development programmes on teachers’ professional ethics and teaching in Africa? (iv) What is the role of curriculum evaluation on teachers’ professional ethics and teaching in Africa? Underpinned by the Moral Development Theory, the study utilised a qualitative systematic literature review methodology. Findings indicate that African law systems, cultural norms, and educational settings define teachers' professional ethics in Africa; the 21st century has brought a drastic change to the teaching profession in Africa as it has led to various teaching innovations, new pedagogical demands, changes in the education structure, and technological improvements; professional development programmes enhance teachers' ethical awareness, reasoning, and decision-making; curriculum evaluation impacts teacher development, accountability, instructional methods, professional ethics, and students’ learning outcomes. The paper concludes that for African schools to be up to date with the demands of the 21st century, ethics of the teaching profession and teaching should be pursued and positively transformed through teachers’ professional development and curriculum evaluation. Suggestions for teacher education and curriculum development are highlighted
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
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