1,720,957 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
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
Motivation as negotiated participation in a collaborative classroom: A sociocultural perspective
Get PDFThis research examined the development of motivation conceptualised as negotiated participation in specific instructional practices, providing opportunities for student leadership in the classroom. The study was conducted at two primary schools by the classroom teacher, who was also the researcher. The instructional aim was to build collaborative learning communities where democratic values were espoused and debated to promote holistic discourses that supported student learning. In Chapters 6-9 the findings are reported as case studies of focal groups of students, which are in the form of publications.
A sociocultural view of learning (e.g. Rogoff, 1992, 1995; Vygotsky, 1978) is at the heart of recent conceptualisations of motivation and framed the current research. Thus, motivation is conceptualised as emerging from the social context and is manifested through both collaborative and individual action. This view of motivation as a socially and culturally situated concept, is further developed in the current research. Motivation is conceptualised as negotiated participation, learning is conceptualised as developing mature participation and not separated from motivation, and emotion is conceptualised as integral to learning and motivation. Conceptualising learning as working within affective zones of proximal development (ZPD) (Goldstein, 1999; Vygotsky, 1978) highlights the role of emotions in learning and motivation. It is argued in this dissertation that foregrounding affective elements of students’ learning in the classroom is critical to developing mature participation. This underpins students’ motivation to learn. Qualitative research methodology was adopted because the focus was to describe and understand the world of the participants. By situating the researcher, with all their values and assumptions in the world of the students, the teacher/researcher developed understandings of the students’ motivation as they participated in the classroom instructional practices (Denzin & Lincoln, 2000). The data collection tools were chosen to access the participants’ views and actions. Such tools included classroom observation, sociometric surveys and reflective accounts of the children, their parents and the teacher/researcher. The teacher/researcher used photographs of classroom activities during interviews to stimulate students’ recall of the classroom practices. Documents related to school policies and classroom instructional practices provided additional contextual data to situate the research.
To elaborate processes of motivational development, Rogoff’s (1995) personal, interpersonal and community psychological planes were used to analyse the data. Motivation, at the Community Plane, is described as developing ways for participation, where the teacher’s role is crucial to creating collaborative learning communities. At the Interpersonal Plane, interactions create possibilities for motivation as negotiated participation, through modelling and scaffolding values and ways of participation. Personal transformation of understandings was evident on the Personal Plane, with the motivational aspect presented as students being prepared to participate in subsequent similar activities.
The findings from the current research were that more interactive collaborative strategies developed aspects of mature participation that sustained the students’ motivation for learning. Further, students developed mature participation and motivation when working within the affective ZPDs. The instructional practices may provide a model for the development of collaborative learning communities in other schools where holistic discourses are supported and the social practices are negotiated with students
Mediating classrooom culture based on democratic values: an exploration of a teacher's facilitative role
Get PDFThe aim of this research was to examine the teacher's facilitative role to engage students in Values Education (Curriculum Council, 1998) based on a cooperative and collaborative learning pedagogy. The study was conducted in a primary school classroom with thirty-one year 4/5 students aged 9-10 years of age.
During the research process the core shared values underpinning the Western Australian Curriculum Framework (Curriculum Council, 1998) provided the foundation to negotiate agreements for behaviour based on The Tribes process (Gibbs, 2001), which included mutual respect, in order to foster a safe, supportive and democratic classroom culture. The Tribes process was used to operationalise the teaching of values, social skills, cooperation and collaboration. Hart's (1992) collaborative framework informed the organisation of the classroom to create the conditions that supported collaboration amongst peers and the teacher.
An action research approach was used to reflect on the classroom context and provide a focus for a range of qualitative research methods. Multiple data sources such as teacher observations, interviews, student and teacher reflection logs and sociograms were used to triangulate findings from parents, students and teachers. A sociocultural perspective (Vygotsky, 1978) provided the conceptual framework for this study as the underlying assumption is that students learn from each other, mediated by the teacher or more capable peers. The focus on the action within the social context during the development of interpersonal relationships is a key feature of peer mediated learning, which complemented the processes chosen by the teacher researcher to elucidate how a safe, supportive and democratic classroom was created. Class meetings, group work and reflective practices were used to scaffold students' understandings of interpersonal relationships to promote a culture that was consistent with Australia's democratic traditions. Reflective practices in the classroom provided opportunities for new perspectives to be developed, as new knowledge and experiences were integrated with existing personal practical knowledge.
The major findings reflected the foci of student and teacher conversations about students' interpersonal skills and their ability to get along with each other. In the first phase of the study establishing positive 'relationships' based on trust, through teambuilding activities provided the impetus for the next phase of the study about 'leadership'. This phase continued for most of the study, and provided authentic opportunities for students to develop leadership skills, which permeated the last phase of the study about 'friendships'. Students established mutually beneficial relationships that broadened their views about discriminatory behaviours, friendship and leadership.
The major conclusions drawn from the study is that teachers play a significant role in mediating positive relationships amongst peers. Further, it was evident that the explicit teaching of core shared values (Curriculum Council, 1998) provided the foundations of productive and active citizenship during the process of creating the conditions for a safe, supportive and democratic classroom
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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