1,720,966 research outputs found
School Factors and Their Impact on the Black-White Achievement Gap in Eastern North Carolina
No full textSince desegregation in the 1960s and 1970s, a gap in the test scores between ethnic groups has been identified, though it has probably been present for much longer. The gap between the test scores of Blacks and Whites is often termed the Black-White achievement gap. The present study used publicly available test score data, from the North Carolina Department of Public Instruction Report Cards of End-of-Grade tests, to investigate the presence of the Black-White achievement gap in Eastern North Carolina. The study also investigated the impact school factors (e.g., school size, average class size, minority composition, and AYP classification) may have on the magnitude of the Black-White achievement gap. Data from 141 elementary schools, in 23 different counties, in Eastern North Carolina were included in this study. White students (M = .78, SD = .10) performed significantly better than Black students (M = .53, SD = .12) on the R/LA EOG, t(266) = 24.26, p < .0001. Schools composed of more minority students are significantly less likely to meet the requirements for AYP ([chi]²= 19.13, p < .000). School factors were found to impact 4% of the magnitude of the Black-White achievement gap. The results indicate a significant effect of AYP classification on the magnitude of the Black-White achievement gap, p < .05. The results did not find any relationships between the magnitude of the Black-White achievement gap and minority composition, school size, and average class size.M.A
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
Trauma-Informed Check-In, Check-Out: Adaptations for Youth with Emotional and Behavioral Disorders and Histories of Trauma Exposures
No full textElectronic Thesis or DissertationStudents with emotional and behavioral disorders served in alternative educational settings (e.g., residential treatment facilities) have been exposed to traumatic events at higher rates compared to their peers. Due to the significance of the need for connection with safe, healthy adults, in healing from past traumatic experiences and developing resilience to buffer future traumatic experiences, behavioral interventions may be more effective if they include trauma-informed adaptations specifically focusing on fostering the development of healthy relationships. One intervention that may be modified to include such adaptations is Check-in, Check-out. Chapter One consists of a systematic review of the current Check-in, Check-out literature examining what trauma-informed components were currently being described. Chapter Two consists of a reversal single-case design study examining the effects of trauma-informed Check-in, Check-out with the addition of trauma-informed conversational guide based on PRIDE (TI-CICO; Hackney et al., 2023a) and the substitution of the daily progress report (DPR) with a student guided self-reflection sheet (TI-CICO+SR). Three students in 4th and 5th grade with a history of prior traumatic exposures receiving their educational services in a residential treatment facility participated in this study. The effects of TI-CICO on youth on-task behavior and youth reported trauma symptoms were measured. A functional relation between on-task behavior and TI-CICO and TI-CICO+SR was observed for all three youth. Implications for practitioners, limitations, and future directions are discussed
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
Integrating the Montessori Method into Vocal Pedagogy: a Curated Environment for Holistic Teaching
No full textElectronic Thesis or DissertationMany vocal pedagogues are in dialogue to either adjust or abolish the master-apprentice model. Teachers are increasingly becoming aware of the need for a student-centered approach based in both the development of kinesthetic awareness and empathetic concern. Dr. Maria Montessori developed a methodology for teaching children that emphasizes a student-centered approach by an observant teacher, with respect and responsiveness toward the student. Montessori's four pillars of Sensitive Planes, Education of the Senses, Prepared Environment, and Spontaneous Repetition are explained and applied to the principles taught in the voice studio for the mutual benefit of the student and teacher in their work with one another, and in the building of a safe social-emotional space for young singers to flourish
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