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
Wissensvernetzung durch die Analysebrille des TPACK Modells. Das Fallbeispiel "Raumkonstruktionen und Digitalität" im Kontext des geographischen Lehrkräftewissens
Get PDFIm Kontext von Digitalität entstehen Fachinhalte neu oder werden mit neuen Bedeutungen versehen. Inwiefern technologisch-pädagogisch-inhaltliches Lehrkräftewissen vor diesem Hintergrund konzeptualisiert werden kann, wird entlang eines exemplarischen Beispiels aus der geographischen Bildung diskutiert. Ausgehend von der Anwendung des TPACK Modells als Reflexionsperspektive zur Entwicklung normativer Fähigkeitsbeschreibungen wird Wissensvernetzung als potentielle Konkretisierung der Wechselwirkungen innerhalb des Modells identifiziert. Dies ermöglicht eine anschließende Reflexion des TPACK Modells als konzeptionelle Sicht auf Wissensvernetzung. (DIPF/Orig.)In the context of digitality, subject content emerges anew or is assigned new meanings. The extent to which teachers’ technological-pedagogical-content knowledge can be conceptualized against this backdrop is discussed along an example from Geography education. Based on the application of the TPACK model (Mishra & Koehler, 2006) as a frame of reflection for the development of normative descriptors of knowledge, the concept of integration of professional knowledge is identified as a potential realization of the interactions within the model. This enables a subsequent reflection of the TPACK model as a conceptual view on teachers’ integration of professional knowledge. (DIPF/Orig.
Raumkonstruktionen im Kontext von Digitalität: Normative und empirische Perspektiven auf das professionelle Wissen angehender Geographielehrkräfte
No full textRaumkonstruktionen, die über Handlung und Bedeutungszuschreibungen im Kontext sozialer Medien entstehen, sind ein Fallbeispiel dafür, wie vor dem Hintergrund von Digitalität Fachinhalte re-innoviert werden müssen. Mit dem Ziel eines Beitrags zur Konzeption professionellen Lehrkräftewissens im Kontext von Digitalität werden, ausgehend von der Fragestellung, welche professionellen Fähigkeiten Lehrkräfte benötigen, um Raumkonstruktionen im Unterricht zu thematisieren, in dieser kumulativen Dissertation Raumkonstruktionen aus normativer und empirischer Perspektive als exemplarischer geographischer Fachinhalt adressiert.
Als theoretischer Rahmen dient dabei das TPACK Modell von Mishra & Koehler (2006), das professionelles Lehrkräftewissen in die Bereiche fachliches, pädagogisches und technologisches Wissen sowie deren Überschneidungsbereiche einteilt. Zunächst erfolgt eine Anwendung des Modells als Reflexionsperspektive auf Fachinhalte zur Erzeugung normativer Fähigkeitsbeschreibungen. Diese Fähigkeitsbeschreibungen fließen in die Entwicklung eines TPACK-Selbsteinschätzungsfragebogens für Lehramtsstudierende der Geographie ein. Im Rahmen der damit durchgeführten Studie (n= 364) zeigen sich auf deskriptiver Ebene vergleichsweise niedrige Selbsteinschätzungen der Bereiche inhaltlichen und fachdidaktischen Wissens. Durch die Anwendung einer konfirmatorischen Faktorenanalyse kann das TPACK Modell als zufriedenstellend für die Beschreibung der Daten identifiziert werden. Auffällig ist allerdings die niedrige Korrelation des Konstrukts technologischen Wissens mit den angrenzenden Wissensbereichen. In Bezug auf die Selbsteinschätzungen im phasen- und kontextübergreifenden Vergleich lässt sich, ausgehend von linearen Regressionsanalysen, eine tendenzielle Zunahme der selbsteingeschätzten Fähigkeiten entlang der Fachsemesterzahl ermitteln. Mittels Zweistichproben-t-Tests können außerdem höhere Selbsteinschätzungen der pädagogischen Wissensbereiche durch Studierende, die als Vertretungslehrkräfte tätig sind, festgestellt werden.
In Bezug auf die zur Thematisierung von Raumkonstruktionen im Unterricht benötigten Fähigkeiten ist zunächst die Relevanz der Förderung der Integration fachlichen, pädagogischen und fachdidaktischen Wissens hervorzuheben. Die Studie gibt darüber hinaus Hinweise auf eine niedrigere Bedeutung technologischen Wissens im Hinblick auf soziale Medien als Beispiele alltäglicher Technologien. Vor dem Hintergrund des positiven Effekts von Selbstwirksamkeitsprozessen bieten die Ergebnisse Implikationen für eine Diskussion von praktischen Erfahrungen als Aspekt professionellen Lehrkräftewissens im Sinne der Förderung einer kritisch-reflexiven Auseinandersetzung mit der Tätigkeit als Vertretungslehrkraft aus fachdidaktischer Perspektive. Insgesamt leistet die kumulative Dissertation einen Beitrag zum Diskurs um fachliche geographische Bildung im Kontext von Digitalität und zur Konzeption des professionellen Lehrkräftewissens vor diesem Hintergrund.Constructions of space that arise through actions and ascriptions of meaning in the context of social media are an example of how subject-specific content needs to be re-innovated against the background of digitality. With the goal of contributing to the conception of professional teacher knowledge in the context of digitality, this cumulative dissertation, based on the question of what skills and abilities teachers need to implement constructions of space in the context of social media in the classroom, addresses constructions of space from a normative and empirical perspective as an exemplary case of geographical subject content.
Here, the TPACK model by Mishra & Koehler (2006), which categorizes professional teacher knowledge into the areas of content, pedagogical and technological knowledge, as well as the corresponding intersections, serves as a theoretical frame for professional teacher knowledge. First, the model is applied as a reflection perspective on subject content to generate normative descriptors of knowledge. In a next step, these descriptors of knowledge are included into the development of a TPACK self-assessment survey. The study conducted through the application of the survey (n= 364) reveals comparatively low self-assessments in the areas of content and pedagogical-content knowledge on a descriptive level. By applying a confirmatory factor analysis, the TPACK model can be identified as a satisfactory fit for the data. However, the low correlation of technological knowledge with the adjacent areas of knowledge is striking. With regard to self-assessments in cross-phase and cross-context comparisons, linear regression analyses reveal a tendency for self-assessments to increase along with the number of semesters studied. By means of two-sample t-tests, higher self-assessments of the areas of pedagogical knowledge can also be determined for students who work as substitute teachers.
With regard to the skills and abilities required to implement constructions of space in the classroom, the relevance of fostering the integration of content, pedagogical and didactic knowledge must be emphasized first. The study also indicates that technological knowledge with regard to social media as examples of everyday technologies is less central. Against the background of the positive effects of self-efficacy, the results on the self-assessed knowledge areas provide implications for discussing practical experiences as an aspect of professional teacher knowledge in the sense of promoting a critical and reflexive examination of students’ professional activities as substitute teachers from a didactical perspective. Overall, this cumulative dissertation contributes to the discourse on geographical education in the context of digitality, as well as to the conception of the professional knowledge of pre-service geography teachers against this background
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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