1,720,956 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
Pathways to Post-Secondary Education: A Multi-Method Investigation of the Impacts of Support Systems and School Belonging on Students’ Post-Secondary Intentions
No full textThis dissertation explores the factors influencing students’ transitions into post-secondary education (PSE) in Canada, focusing on the roles of family, school, and community support systems. The first chapter provides a systematic review of the literature on student transitions, identifying key influences such as family dynamics, geography, and race. The second chapter examines how students' sense of belonging – shaped by parental support, school environment, and teacher relationships – affects their PSE intentions, with a focus on the mediation relationship of race and gender and the moderating relationship of streaming and race. The third chapter presents a case study of an after-school STEM program engaging at-risk and underrepresented youth in Hamilton, Ontario, highlighting the program’s role in fostering academic and personal growth, positive PSE attitudes, and sense of belonging. Through this exploration, the dissertation emphasizes the importance of supportive structures both in and outside of school in facilitating successful transitions to PSE. The findings contribute to understanding how educational systems can better support at-risk students in achieving their post-secondary goals.DissertationDoctor of Philosophy (PhD)This dissertation explores the factors influencing students’ transitions into post-secondary education (PSE) in Canada. It focuses on the support systems around students, including their families, schools, and communities. The first part reviews existing research to identify what shapes students’ transitions, such as family background, parental education, geography, and their race and gender. The second part explores how students' sense of belonging – built through parental support, school culture, and relationships with teachers and peers – shapes their plans for PSE. It pays special attention to how race, gender, and academic streaming influence this process. The third part features a case study of an after-school STEM program in Hamilton, Ontario, designed for at-risk and underrepresented youth. This program shows how community-based support can help students feel more confident, connected, and ready for PSE. Overall, this dissertation highlights the importance of strong, inclusive support networks – both in schools and beyond – to help all students, especially those facing barriers, reach their post-secondary goals
Tackling the Wicked Problem of an Evolving Curriculum: A Case Study on Social Studies and Treaty Education in Nova Scotia
Get PDFAn “evolving curriculum,” characterized by dynamic integration of updated, culturally relevant resources and stakeholder autonomy, embodies a “wicked problem” in education as one that resists simple solutions due to its complex, interconnected nature and the influence of entrenched values. Using research conducted on Treaty, Mi’kmaw Studies, and Social Studies education in Nova Scotia as a case study, this research illustrates the challenges of incorporating Indigenous perspectives into curricula traditionally dominated by Eurocentric norms. Addressing these wicked problems requires more than curriculum revisions; it demands a collaborative effort among educators, policymakers, and communities to navigate systemic issues and foster an inclusive, equitable educational environment. This approach is essential for creating curricula that reflect diverse perspectives and respond to evolving societal needs
A far cry from reconciling: Understanding youth responses to reconciliation in Canada
No full textFor years, views and ideas about 'reconciliation' in the "Canadian Indigenous" contexts have been shared, questioned, and debated. However, many people are still unsure of its true meaning and whether it is achievable. An important perspective comes from the youth in Canada. This paper examines youths' views and responses to reconciliation in Canada using qualitative, semi-structured, in-depth interviews, drawing on a sample of Indigenous and non-Indigenous youth at Acadia University (n=4). This research concludes that acknowledgement of past harms, building relationships, open dialogue, and education are key components of fair and honest reconciliation, but that reconciliation cannot be achieved when there are still inequalities in society. If the youth of this country are not educated on these subjects, they will be unable to grasp why
reconciliation and reparation are needed and will be unable to make lasting changes to the system that is still very much colonia
Building and maintaining authentic learning experiences: educators' experiences with Mi'kmaw and treaty education in Nova Scotia's public high school social studies classrooms
No full textAs efforts to decolonize education in Canada continue, Nova Scotia models their work after that of Saskatchewan by implementing Treaty Education initiatives and curricula into public schools that speak to the histories and knowledges of Mi'kmaq peoples. However, minimal research has been conducted on the success of such initiatives in the classroom settings. Drawing on data collected through analysis of two curricular documents and five interviews with educators teaching Citizenship 9 and Mi'kmaw Studies 11, this thesis presents the importance of Treaty and Mi'kmaw Studies education, the ways in which several educators incorporate culturally responsive teaching practices and curricula into the classroom, methods of student engagement, and barriers educators face in terms of professional development and classroom resources. My research concludes that although there are current strides to improve the quality of culturally responsive education in Nova Scotia, some educators believe efforts must continue to create authentic learning experiences
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
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