1,721,034 research outputs found
Ethical, epistemic, relational, and emotional concerns in educational administration and leadership research with Indigenous and minority peoples
Full text linkResearchers who strive to build a foundation to work towards justice and lasting change for vulnerable and marginalised communities such as Indigenous and minority peoples need to learn to conduct research that draws on Indigenous visions, knowledge systems, and ways of knowing, engaging, and being. This chapter discusses ethical, epistemic, relational, and emotional concerns that are part of research with Indigenous and minority stakeholders, and showcases guidelines used by the author to deal with them when working with Taiwan’s Indigenous people on issues related to their development. The chapter intends to provide other researchers in the field with advice to help them have a more reflexive, ethical, and effective engagement with participants who are not only culturally, linguistically, and ethnically different, but also who went through dehumanising and marginalising experiences that made them some of the most vulnerable and disadvantaged groups in the society
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
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
Developing indigenous education in Taiwan : indigenous perspectives and possibilities
No full textSince 1987, Taiwan embarked on reforming its legislation, policy framework, and curriculum to democratize the country and its education. Important changes in the education system addressed the issues of ethno-cultural diversity and academic challenges faced by its Indigenous population. Prior studies on Taiwan’s education identified various reasons to explain Indigenous students’ low academic achievements and high drop-out rates. They include cultural difference, parents’ lack of involvement, schools’ racial blindness, Chinese-centric content, and devaluation of Indigenous identities and cultures. As solutions, they discussed the need for increased affirmative action, culturally-sensitive curriculum with more Indigenous content, and centres for Indigenous ‘autonomous conservation’. Yet, no comprehensive empirical studies of Indigenous people’s views on education have been done. This study addressed this gap.
The objectives of this research were to (1) examine how the education system challenges or enables Indigenous communities in achieving social justice; (2) explore educational alternatives Taiwan’s Indigenes envision to meet their needs for justice; and (3) evaluate how Taiwan’s legislation, regulations, and political and social climate challenge or support these alternatives. The study relied on twenty-four in-depth semi-structured and unstructured interviews with Indigenous professors, leaders, and educators with extensive experience in Indigenous rights, affairs, and education working across Taiwan. It also used Critical Discourse Analysis to examine the country’s laws and regulations. The findings were analyzed through the lens of social justice informed primarily by its distributive, epistemic, and relational dimensions.
This research found that education often does not help Indigenous communities to meet their needs for successful learning, safe environments free from racism, linguistic and cultural revitalization, and recovery from the traumas caused by colonialism. The key issues identified were the educational system’s assimilative and oppressive nature, inadequate content, absence of Indigenous knowledge, norms, and languages, poorly prepared teachers, and lack of Indigenous control. The study presented alternatives that can address those needs. They are transformation of the existing structure and content (Indigenization of education) and development of a new education system grounded in Indigenous knowledges, values, norms, identities, cultures, languages, and other aspects of Indigenous being (a parallel system). The research showed that Taiwan’s legal, social, and political systems can challenge design and implementation of these alternatives. Principal challenges include lack of political will, limited financial and other support from the government and the society, and lack of understanding of Indigenous struggles and their causes. The challenges stem from the colonized mind of the dominant group and the Indigenes that prioritize and rely on dominant structures, knowledge, values, norms, and references manifested in Taiwan’s laws and standards (e.g., the Constitution) as well as textbooks and curriculum.
This research provides new insights into what political, social, historical, and legal forces challenge Taiwan’s Indigenous education. It also extends understanding of what could be done to systematically and holistically transform education to meet Indigenous needs. As such, it has significant implications for the development of a just and relevant Indigenous education in Taiwan and beyond.published_or_final_versionEducationDoctoralDoctor of Philosoph
Fabricating an educational miracle: Compulsory schooling meets ethnic rural development in southwest China. Jinting Wu. Albany, NY: SUNY, 2017. 290 pp., (hardcover), $85.00, ISBN: 978-1-4384-6037-6.
No full textNo abstract available
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