1,720,962 research outputs found
What young adolescents think about effective pedagogy and technology use
No full textA New Zealand comparative case study investigated the impact of technological device use in literacy, over a three month period, for Year (Grade) 4-6 and Year 7-8 students. In school A (Year 4-6 students) data were gathered from two pairs of control matched classes, one of each pair of classes using technological devices; in school B (Year 7-8 students) comparisons were made pre and post technology use. In both schools, pre and post- standardised achievement data were analysed, along with classroom observations, student and teacher interview data. Whilst significant progress was made in student achievement, when compared with national average point score shifts (author, in press), of particular interest in this article are young adolescent students’ views about effective pedagogy and technology use. For adolescents, availability of devices made learning more: fun, time efficient, accessible outside of school hours; and enhanced their research and presentation of learning. At times, friends and classmates helped by sharing information and new ideas, but frequent talking and distractions hindered learning. However, the pedagogical actions of teachers (particularly explicit, focused teaching of literacy and technology knowledge strategies) and provision of choices, varied and active learning opportunities were perceived to make the greatest difference to student learning.FALSEPublished onlin
Changing learning conversations: An action research model of reflective professional development.
No full textThis action research study investigated the effects of two teachers' knowledge and thinking on their ability to mediate students learning in classroom learning conversations, and provided the participating teachers with opportunities to investigate and develop their professional knowledge and practice. Participation in reflective professional development resulted in incremental improvements in both teachers practice over four research cycles
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
Transforming professional learning and practice in assessment: The triple H framework. Invited keynote address
No full textEvery teacher wants to be an effective educator - having positive relationships with, and enabling, students to become enthusiastic and capable learners. Teaching is demanding of the whole person – particularly the heart (being an inclusive, caring, enthusiastic and ethical person; passionate about learners and learning), the head (such as knowledge of the theory of pedagogy, curriculum and content knowledge, assessment, human development etc.), and the hands (being a highly skilled practitioner). These three determinants: the head, heart and hands are integral components, the author argues, of the triple H framework for effective, holistic professional learning. Successful professional learning needs to encompass and nourish all three determinants (head, heart and hands) for teachers. This triad notion might also be applied at the education system level by strengthening and connecting parallel components. The system heart (being the students/schools and their communities), the system hand (being PD facilitators; colleagues) and the system head (government, Ministry of Education, policy makers; researchers), all interdependently linked. We return to system aspects later in the paper.
It is important to acknowledge that while all educators have much in common (for starters, each having a head, heart and most having hands; and wanting the best for their students) they have individual personalities and come from varied cultural, educational and professional backgrounds. Moreover, educators work in a variety of contexts, and typically in less than ideal professional learning circumstances particularly in relation to available time, resources and competing expectations. Professional learning (PL) is complex, yet because students deserve the best possible education, PL needs to respond to different contexts and circumstances.
What is professional learning? Professional development (PD) was the previous term used. PD was conceptualised in accordance with the prevailing views about learning: transmission approaches from experts to teachers – manifested in attendance at one-off workshops or courses outside of the school. Sometimes these courses made a difference (if the timing of them and their topics happened to meet the content or pedagogical needs of the teacher). However, knowledge gained from such opportunities rarely translated into sustained classroom practice. PD was often: short term, done ‘to us by others’, characterised by individual one-off courses, one size fits all, and oriented towards improving skills and procedural knowledge (Easton, 2008). No time was allocated for reflection and feedback. Teachers were isolated since other colleagues were not privy to the same knowledge and experiences. Relentless pressure from the day to day realities of the classroom and few opportunities to re-visit professional ideas meant when difficulties were encountered in implementation, or teachers were exposed to the next wave of ideas, the new skill or notions were abandoned.
With the influence of socio-cultural perspectives about learning and other societal changes the term changed to professional learning (PL). Professional learning (PL) views the teacher as a learner with their own values, beliefs and content needs; capable of self-ownership and ongoing responsibility for their learning; and, in accordance with adult learning principles, needing a balance between individual and collaborative learning. Knowledge is viewed as dynamic, iterative, co-constructed in response to cultural and contextualised interactions – hence PL is largely school-based. Deeper learning necessitates extended time and opportunities to learn (Timperley et al., 2007). Developing from a novice to an expert (teacher) requires movement from reliance on procedural rules and routines to a theorised and principled-based, integrated competency. Expert competency encompasses a holistic view, and capability in being responsive, flexible and fluid in solving problems. Informing and deepening professional’s educational values and beliefs requires commitment and inevitably challenges individual’s identity and professional motivation (Timperley et al., 2007, p.13).
This is why I argue deep, effective professional learning for teachers needs a head, heart and hands framework. Both the head and the heart are essential for life; so it may be arbitrary as to which determinant on which to focus first. Adults differ as to whether they need to be cognitively or emotionally triggered to engage with ideas, but to grapple deeply with ideas requires both cognitive and emotional engagement. Initial attention is often gained from emotional connections so the heart PL elements will be explored first.
This paper examines three questions through the proposed triple H framework:
• What does the research literature reveal about effective professional learning in assessment?
• What impact does PL have on professional practice?
• What are the implications at policy, system, school and teacher level?FALS
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
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