1,721,176 research outputs found
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
Learning in gymnastics through debate of ideas : the case of a Tunisian final-year class in the context of physical education
No full textLes recherches ont démontré le potentiel du dispositif de débat d’idées pour les apprentissages en sports collectifs (Gréhaigne, Wallian et Brière-Guenoun, 2015). Nous nous intéressons au débat d’idées en gymnastique dans le contexte tunisien. Plus précisément, il s’agit de décrire et de comprendre comment les élèves co-construisent progressivement un référentiel commun pendant les temps de débats et dans quelle mesure il se l’approprient pendant les temps d’action et d’évaluation. Nous avons suivi deux groupes de quatre élèves d’une classe de terminale lors d’une séquence de gymnastique, notamment lors des six premières séances portant sur l’appui tendu renversé, puis nous avons mené un entretien semi-directif avec chaque groupe à la fin de la séquence. Les analyses portent sur la participation des élèves aux débats, la construction et la mobilisation des règles de l’action efficace, les modalités de collaboration entre les élèves ainsi que sur leurs niveaux dans la réalisation de l’ATR. Les résultats montrent que les élèves participent de plus en plus aux débats dirigés par le professeur, élaborent un référentiel commun de plus en plus précis à travers des modalités de collaboration variées et progressent surtout après les temps de débat. De plus, les élèves introduisent à leur initiative des débats spontanés pendant les temps d’action. Le suivi de trois élèves met en évidence comment chacun exploite de manière singulière l’alternance entre les temps d’action, de débat et d’évaluation. La discussion met en évidence les points communs et les différences avec les recherches sur le débat d’idées en sports collectifs, l’utilisation du référentiel commun par les élèves pour coacher et évaluer ses pairs, ainsi que son potentiel pour différencier l’enseignement et l’apprentissage en fonction des besoins des élèves.Research has shown that debate of ideas is a powerful tool for learning in team sports (Gréhaigne, Wallian and Brière-Guenoun, 2015). The present study focuses on debate of ideas while learning gymnastics, mainly within the Tunisian context of physical education. In precise terms, we sought to describe and understand how students progressively co-construct a common frame of reference while engaging in time of debates and, there upon, to what extent they can invest it in times of action and evaluation. Two groups of four secondary school students were followed for six weeks during a gymnastic learning unit, particularly over the course of the first six sessions of the handstand learning. Data was collected using a set of semi-structured interviews following the end of the learning unit. Qualitative data analyses focused on students' participation in debates, their construction and implementation of the rules of effective action, their levels of handstand performance as well as the interactive dynamics. The findings revealed that students engage more frequently in teacher-led debates, develop an accurate common frame of reference through various interactive dynamics, and make progress after exchanging ideas with peers. Moreover, students initiate spontaneous discussions in action times. The follow-up of three students showed how each one of them individually alternated between times of action, discussion, and evaluation. The discussion highlights commonalities, as well as discrepancies, with previous research on debate of ideas in team sports, the use of common frame of reference for peer-assisted learning and peer evaluation, along with its potential to differentiate teaching and learning to meet students’ need
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
Curriculum et didactique : vers de nouvelles perspectives d’étude ?
No full textInternational audienc
La co-construction des savoirs professionnels dans l’action conjointe entre formateur chercheur et étudiants stagiaires
No full textInternational audienceThis exploratory research examines the joint action of a trainer-researcher and student trainees (Master MEEF EPS) during a training session designed to interpret students’ learning activity in a given situation. An analysis of the interactions during a training session allows to identify conditions conducive to professional transformations : support from a didactic framework, in particular confrontation between a priori and a posteriori analyses, circulation between practices and multiple knowledges (scientific knowledge, professional knowledge, experiential knowledge) and modes of cooperation between the CE and the ES. But the results also show that ES tend to describe observable gestural forms and quickly look for solutions, rather than defining the problem and interpreting the students’ learning activity. We discuss the interest of a gigogne modeling of teaching and training didactic systems, and point the specificities of joint action between a teacher researcher and students in such a training device.Cette recherche exploratoire étudie l’action conjointe entre un formateur chercheur (FC) et des étudiants stagiaires (ES) de master MEEF EPS au cours d’un dispositif de formation visant la lecture de l’activité d’apprentissage des élèves dans une situation donnée. L’analyse des interactions au cours d’une séance de formation permet de mettre en évidence des conditions favorables aux transformations professionnelles : l’appui sur un cadre didactique, en particulier la confrontation entre les analyses a priori et a posteriori, la circulation entre les pratiques et des savoirs multiples (savoirs scientifiques, savoirs professionnels, savoirs d’expérience) et les modalités de coopération entre le FC et les ES. Cependant, les résultats montrent que les ES ont tendance à décrire des formes gestuelles observables et à rechercher rapidement des solutions, plutôt que de définir le problème et lire l’activité d’apprentissage des élèves. La discussion revient sur l’intérêt d’une modélisation gigogne des systèmes didactiques d’enseignement et de formation et pointe les spécificités de l’action conjointe entre un FC et des ES dans un tel dispositif de formation
Aborder les pratiques d’enseignement‐apprentissage par les curriculums
No full textInternational audienc
Curriculum et didactique
No full textThis book takes a didactic approach to the curriculum. Following a presentation of the curricular approach, it explores, on the basis of empirical research in physical education, different forms of curriculum (prescribed curriculum, interpreted curriculum, real curriculum or curriculum in action), as well as the relationships between them (curriculum dynamics). Finally, it reviews the challenges of the curricular approach and puts forward original perspectives for research and teacher education
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