1,720,974 research outputs found
Elever i årskurs 3 läser och samtalar om texter: En interventionsstudie
No full textSvenska elevers läsförståelse har försämrats avsevärt. Sverige ligger nu under OECD genomsnittet. Samtidigt visar studier att elevers läsförståelse kan ökas om de får strukturerad undervisning .
I denna interventionsstudie deltar 64 elever från årskurs 3. Syftet med studien var att utvärdera två modeller för läsförståelse, Reciprocal Teaching och Questioning the Author (QtA). Eleverna har fått träna fyra gånger per vecka under åtta veckor. Sammanlagt blev det 32 samtal. Hälften av eleverna har fått träna efter en strategiorienterad undervisningsmetodik, Reciprocal Teaching (RT), medan den andra hälften har fått träna efter en innehållsorienterad undervisningsmetodik, Questioning the Author (QtA). Alla elever deltog i alla 32 samtalen där de fick läsa berättande texter.
Eleverna testades före och efter interventionen. Resultaten visade på en signifikant ökning i läsförståelse vare sig eleverna hade tränat efter strategiorienterad undervisning eller innehållsorienterad undervisning. Även elevernas läshastighet av sammanhängande text ökade i båda betingelserna, men den ökade mest för de elever som fått träna efter QtA .
Key words: strategiinriktad undervisningsmetodik, innehållsinriktad</jats:p
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
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
Have they pinched it from another newspaper?
No full textThis article presents an intervention study where two conditions of reading instruction are compared. In a base condition four teachers—two in the experimental groups and two in the control groups—and their students in grade 5 discuss newspaper texts during a regular lesson. The majority of the students were poor comprehenders. In the intervention condition, the teachers in the experimental groups used a model of structured text talk, Questioning the Author (QtA), after repeatedly having participated in seminars led by the investigators where the model was practised. During the regular lessons the four teachers mostly asked questions to check if the students know the meaning of difficult words. The students made few inferences and reflections. During the QtA lessons the teachers’ question types had undergone a change. There was a dramatical increase in the number of inference- and half-open questions and the students made numerous inferences, reflections and initiated own questions. This was not the case in the control groups
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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