1,720,953 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
Exploring primary science teachers' conceptions and practices of formative assessment and feedback
No full textThis study sought to understand primary science teachers’ assessment and feedback practices in Singapore following the landmark Primary Education Review and Implementation Report (PERI) in 2011. Current knowledge concerning assessment and feedback in Singapore schools is based on large-scale quantitative studies or discipline specific case studies. The study instead is situated within other changes in teacher knowledge dimensions and professional development through the introduction of the Singapore Teaching Practice in 2017 and the express delineation of teacher assessment literacy competencies through the SkillsFuture for Educators (SFEd) initiative. The study used a conceptual framework built upon two models of assessment literacy from Abell and Siegel (2011) and Xu and Brown (2016) to examine teachers’ assessment and feedback practices at two levels: their conceptions of formative assessment and feedback in the context of science teaching, and their enactment of feedback in the context of their classrooms. Additionally, the study sought to identify the macro, meso and micro level contextual factors influencing teachers’ assessment and feedback practices.The findings offer critical insights into how local science teachers teach and assess students’ learning as they respond to assessment reform. Qualitative content analysis identified four main themes of conceptions of formative assessment and feedback: Teacher and student accountability, improvements to performance and learning, discipline-specific processes, and customisation for different learners. It was found that teachers held themselves accountable for planning and using formative assessment and feedback to assess students’ understanding and provide feedback. However, they also held students accountable as active participants in the assessment process; students needed to know where they were going, where they were, and how to move to the next stage.Despite this, teachers placed less emphasis on practices that involved students in the assessment processes such as peer and self-assessment. While teachers viewed assessment and feedback as essential for learning, they also held convergent views of assessment that fulfilled examination requirements. Teachers expressed the need for formative assessment to provide information for the differentiation of instruction. This was based on students’ abilities and the customisation of feedback approaches for different profiles of students. At the second level, the study presents an in-depth analysis of teachers’ classroom assessment and feedback practices through dual lenses: the researchers’ observations and the teachers’ reflections on lessons. The researchers’ observations identified teachers’ pedagogical approaches, lesson organisation and classroom feedback episodes. Using a video-based recall and reflection, their classroom feedback episodes were characterised
based on the focus, content, and function of feedback. The findings showed that while the three case study teachers had common conceptions about formative assessment and feedback, they associated these conceptions with different practices in their classroom enactment resulting in different extents of coherence between conceptions and practice. Additionally, the analysis identified factors at the macro, meso and micro levels that contextualised their practice. At the macro level, a key factor was the backwash effects of summative and performance-focused assessment practices, particularly, the Primary School Leaving Examinations (PSLE) in Singapore. The findings showed that while teachers’ conceptions showed that they valued formative assessment, their classroom feedback practices were focused on helping students achieve during summative assessments even though they were not teaching graduating cohorts.At the meso level, the factors included the organisation of the school-based science curriculum comprising the teaching and assessment guidelines, the supplementary resources and the assessment schedule set by the school and subject departments. The findings showed differences in the way the three teachers sequenced their teaching to embed formative assessment and opportunities for feedback in their teaching despite using a common scheme of work with department-designed supplementary materials.At the micro level, two factors influenced teachers’ practice: teachers’ knowledge of science teaching pedagogies, formative assessment strategies and feedback literacy and learner profiles. While the inquiry-based approach to teaching science has been advocated by the Ministry of Education (MOE) and the primary science syllabus, the enactment of inquiry-based pedagogies by teachers was inconsistent. Additionally, there was a lack of common understanding of how to embed formative assessment and feedback practices in the teaching of science across the three teachers. While the use of classroom questioning was a common elicitation strategy used by the teachers, the interpretation and use of information gathered through these elicitations to provide feedback for students and to improve subsequent instruction was varied. At the micro level, it was found that teachers’ choices of elicitation strategies, feedback focus, content and function were further strongly influenced by the profile of learners in the classroom.The study presents insights into the complexities of enactment of assessment change in science classrooms. Among other implications, it underscores the need to strengthen science teachers’ knowledge of classroom assessment centred on disciplinary substance – the epistemic underpinnings, conceptual organisation and social processes that define what assessing learning means in the context of a discipline. School-based science curriculum organisation need to include a system of formative assessment and feedback practices that are coherent with the goals of science education supported by discipline specific pedagogy and tools. Professional development for assessment literacy must move beyond domain-general, one-size-fits all models to include assessment knowledge dimensions specific to the subject discipline. Additionally, professional development programmes need include sustained, collaborative and practice-embedded opportunities for teachers to apply and reflect on their assessment knowledge the context of their classrooms. Future research in this area can leverage such programmes by adopting a design-based approach to study the impact of assessment literacy professional development for science teachers
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
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
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
- …
