1,721,071 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
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
Quality inclusive education for children with disabilities, parents' perceptions, teachers' attitudes
No full textFace au manque d’études quantitatives à grande échelle menées en France auprès d’élèves en situation de handicap, l’objectif de cette thèse est d’étudier différents facteurs de qualité de l’éducation inclusive. Une étude préliminaire indique l’importance du climat scolaire, de la communication, de la formation des enseignants et du soutien individuel pour une éducation inclusive de qualité. En raison de l’absence d’outil français de mesure de la perception de l’inclusion, une première étude menée auprès d’ élèves de 6ème (n = 288) a permis de valider un questionnaire (PIQ ; Venetz et al., 2015) à cet effet (article 1). Puis une seconde étude a été menée auprès de parents et d’enseignants d’enfants en situation de handicap donnant lieu à 5 articles. Du côté des parents (n = 552), l’article 2 montre que différents facteurs jouent sur leurs perceptions du temps de scolarisation et de la qualité de leur enfant : la catégorie socio-professionnelle des parents, le handicap de l’enfant et ses difficultés de comportement. L’article 3 (n = 491) met en avant l’importance des relations parent- enseignant sur le bien-être à l’école et l’inclusion sociale des enfants, selon leur type de handicap et leur âge. Du côté des enseignants, une méta-analyse menée sur 131 articles éclaire leurs attitudes et réticences vis-à-vis de l’éducation inclusive (article 4). Du côté parent-enseignant (n = 48), l’article 5 révèle un lien entre les intentions des enseignants d’utiliser différentes pratiques inclusives et le bien-être des élèves. Enfin, l’article 6 met en évidence un biais de non réponse des enseignants (n = 382). Ces résultats et des préconisations pour une éducation inclusive de qualité sont enfin discutés.Given the lack of large-scale quantitative studies carried out in France with students with disabilities, the aim of this thesis is to investigate various quality factors in inclusive education. A preliminary study indicates the importance of school climate, communication, teacher training and individual support for quality inclusive education. Due to the absence of a French tool to measure the perception of inclusion, a first study conducted among 6th grade students (n = 288) validated a questionnaire (PIQ; Venetz et al., 2015) for this purpose (article 1). A second study was then carried out with parents and teachers of children with disabilities, resulting in 5 articles. On the parents' side (n = 552), article 2 shows that different factors play into their perceptions of their child's schooling time and quality of inclusion: the parents' socioprofessional category, the child's disability and behavioral difficulties. Article 3 (n = 491) highlights the importance of parent-teacher relationships on children's well-being at school and social inclusion, depending on their type of disability and age. For teachers, a meta-analysis of 131 articles sheds light on their attitudes and reluctance towards inclusive education (article 4). On the parent-teacher side (n = 48), article 5 reveals a link between teachers' intentions to use different inclusive practices and students' wellbeing. Finally, article 6 highlights a non-response bias among teachers (n = 382). Finally, these results and recommendations for quality inclusive education are discussed
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