1,720,957 research outputs found
Dyslexia and learning style: a note of caution
No full textIn a recent issue of BJSE, Sioned Exley published the outcomes of her school-based research into effective teaching strategies for students with dyslexia ‘based on their preferred learning styles’. She reported improvements in performance and attainment in spelling and recommended a more wide-scale adoption of approaches focused on learning styles. In this article, Tilly Mortimore, author of a recent book on dyslexia and learning style, and lecturer in inclusion at the University of Southampton, argues for caution. She suggests that practitioners need to look more closely into recent research into learning style and dyslexia before committing themselves to dramatic shifts in their ways of working. She presents here a review of the research context for learning styles and some reflections on Exley's selection of a research focus. While welcoming practitioner research, Tilly Mortimore suggests ways in which the theoretical, methodological and practical aspects of small-scale enquiries could be strengthened in order to increase their impact upon policy and practice
Widening opportunity for dyslexic learners: is learning style theory the answer?
No full textA discussion of the viability of using learning style theory to enhance the ability of dyslexic learners to access the curriculum
Dyslexia and learning style: a practitioner's handbook
No full textThe latest research into both dyslexia and learning style shows that adapting the way teachers teach to suit the individual ways in which students learn can maximise success for all students, dyslexic and non-dyslexic. The practical teaching suggestions contained in this book are based firmly upon research findings and have proved successful in a range of mainstream and specialist settings.
The first section of this research based, but practical , book provides an overview of the latest research in two key areas; dyslexia, the dyslexia experience and the major learning styles and the role they play in successful learning. The second section provides a range of ways to diagnose learning styles and techniques to help students to absorb, process and create responses to information across the curriculum; practical strategies to help teachers adapt material to suit the different styles encountered in every classroom and activities to help students develop a more flexible approach to learning
Dyslexia and learning style : apractitioner's handbook
No full textManual, que sirve de puente entre la teoría y la práctica, para compartir algunas técnicas de enseñanza que han tenido éxito con estudiantes disléxicos. Estructurada en dos secciones, la primera examina la investigación más reciente en dos áreas claves: la experiencia con disléxicos y los principales estilos cognitivos y de aprendizaje para maximizar el éxito de los estudiantes más vulnerables. La segunda sección proporciona: formas de diagnosticar la dislexia, estilo de aprendizaje; técnicas para ayudar a los estudiantes a procesar y crear respuestas a la información en el plan de estudios; estrategias prácticas para ayudar a los profesores a adaptar materiales para satisfacer los diferentes estilos de aprendizaje encontrados en cada aula y actividades para ayudar a los estudiantes a desarrollar un enfoque más flexible para el aprendizaje.Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]
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
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