1,720,958 research outputs found
But no one knows the language : A discourse analysis of preschool teachers' stories about their work with multilingualism in preschool
No full textThe purpose of this study is to generate knowledge about how the preschool's physical and social literacy environment is used and can be used to support multilingual children in their language and literacy development and highlight the opportunities and difficulties that preschool teachers experience in their work with language development of multilingual children. The questions that are answered are: How do the respondents describe the literacy environment in their preschool department? And: How do the respondents describe their support of multilingual children's language development and their conditions for teaching? Surveys and qualitative interviews were used as the method to answer the questions and were analyzed in relation to the study’s theoretical framework, constituted by discourse analytical theory. The results show that four different discourses emerged, each describing different perspectives of multilingualism in preschool education. In one of the preschool departments in the study, where the teachers seem to have put less focus on making the home language of multilingual children visible in the physical environment, they had a home language teacher who came every week. The children then had the opportunity to develop their home language with someone who knows the language. In the departments where the physical environment more clearly reflected the multilingualism that was represented, the teaching was more focused on including and making children's home language visible. The reason was most likely that no one in the team spoke the children's home language. Most of the preschool teachers in the study expressed that they lacked the conditions needed to be able to conduct the teaching they wanted. Some of the preschool teachers expressed that poorer conditions mainly affected the children who needed the most support.
But no one knows the language : A discourse analysis of preschool teachers' stories about their work with multilingualism in preschool
No full textThe purpose of this study is to generate knowledge about how the preschool's physical and social literacy environment is used and can be used to support multilingual children in their language and literacy development and highlight the opportunities and difficulties that preschool teachers experience in their work with language development of multilingual children. The questions that are answered are: How do the respondents describe the literacy environment in their preschool department? And: How do the respondents describe their support of multilingual children's language development and their conditions for teaching? Surveys and qualitative interviews were used as the method to answer the questions and were analyzed in relation to the study’s theoretical framework, constituted by discourse analytical theory. The results show that four different discourses emerged, each describing different perspectives of multilingualism in preschool education. In one of the preschool departments in the study, where the teachers seem to have put less focus on making the home language of multilingual children visible in the physical environment, they had a home language teacher who came every week. The children then had the opportunity to develop their home language with someone who knows the language. In the departments where the physical environment more clearly reflected the multilingualism that was represented, the teaching was more focused on including and making children's home language visible. The reason was most likely that no one in the team spoke the children's home language. Most of the preschool teachers in the study expressed that they lacked the conditions needed to be able to conduct the teaching they wanted. Some of the preschool teachers expressed that poorer conditions mainly affected the children who needed the most support.
Competence and performance revised:pragmatic development may shape mentalizing development
Full text linkCognitive development research distinguishes between what children know (competence) and their ability to demonstrate their knowledge (performance). An experiment can fail to reveal a child’s competence if its design limits the child’s performance. This distinction allows researchers to design experiments that limit the impact of performance factors, leading to observations of competence earlier in cognitive development. The distinction is often used in a deflationary way, where performance factors are taken to be extraneous to the competence of interest, so that they are irrelevant to a theory of competence. Using the role of children’s pragmatic inferences in mentalizing development as a case, I argue that this is sometimes an implausible use of the distinction. Performance factors do not necessarily support deflationary explanations and so are not always extraneous. I develop the concept of a learning procedure which specifies the attentional and inferential constraints that govern the construction of children’s developing competences. Changes in children’s pragmatic inferences can critically reshape learning procedures with developmental consequences for mentalizing. This case has the wider implication that performance factors split into two kinds. Synchronic performance factors are extraneous to competence and track competence at a specific time. Diachronic performance factors are developmentally entangled with competence and affect competence over developmental time. I outline how these two kinds of performance can be teased apart empirically
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
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