1,720,966 research outputs found
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
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Moderated Mediation Analysis of Racial Discrimination on the School Success of Asian American High School Students
Full text linkSince the 2016 presidential election, there has been a growing amount of racial discrimination across the country and especially within schools. Students from various racial and ethnic backgrounds have been disproportionately negatively affected by these acts of violence and hatred. Asian American high school students occupy a particular role in this struggle as, while they experience discrimination and are faced with growing mental health challenges as they enter college, their struggles are often discounted and marginalized due to erroneous stereotypes and biases, such as the “Model Minority” Myth that purports that they achieve well and experience low social problems. In an effort to highlight Asian American students’ experiences with discrimination from a cultural strengths-based perspective, the current study aimed to understand the associations between perceived discrimination from teachers and peers, self-esteem, motivation for school, and achievement, using school social support from peers and teacher and students’ ethnic identity development as potential buffers or protective factors. A moderated mediation analysis was conducted to understand these associations. Results showed that self-esteem fully mediated the association between perceived discrimination from peers and academic motivation. There was a negative association between perceived peer discrimination and self-esteem, a positive association between self-esteem and motivation, and a positive association between motivation and achievement. Self-esteem did not mediate the association between perceived discrimination from teachers and motivation and was also not significantly associated with perceived teacher discrimination. Perceived discrimination from teachers was directly and negatively associated with motivation, self-esteem was positively associated with motivation, and motivation was positively associated with achievement. Neither school social support nor ethnic identity development were significant moderators. The findings provide support for the important influence of peers and teachers on the self-esteem and academic outcomes of Asian American youth and also have practical implications for interventions related to reducing racism and discrimination in school systems. Implications for understanding the role of culture as a strength and supporting schools in building positive relationships among all members of the community are also discussed
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Development and Validation of a Culturally Sensitive Parent Engagement Measure for Latinx and White Families
Full text linkLatinx students and their families represent a large and growing population within the U.S. education system and experience significant opportunity gaps, inequities, and barriers in pursuit of academic achievement. Parent engagement (PE) is an important mechanism to increase academic outcomes and close opportunity gaps. However, efforts to accurately measure and understand Latinx PE are inhibited by existing PE measures that are based upon euro-centric middle-class frameworks of PE that do not consider the culturally situated PE behaviors or barriers to engagement unique to Latinx parents. Deficits in PE measurement also exist for the general white population that include a lack of comprehensive and salient domains of PE that are multidimensional and contain behavioral indicators of PE that are important to PE outcomes. The present study contributes to the PE literature for elementary-aged students by developing and validating a culturally sensitive PE questionnaire (CSPEQ) to improve PE measurement in two ways 1) creating a culturally informed PE measure for Latinx families and 2) creating a comprehensive PE measure that captures multi-dimensional PE domains with salient PE behavioral indicators that could also be potentially used for White families. Factor analyses were conducted to assess whether the CSPEQ’s factor structure is consistent with the theorized PE dimensions for both Latinx and White parent groups. An additional objective included the examination of the instrument’s psychometric properties through invariance testing to discern if the constructs of the CSPEQ are being measured in the same way across Latinx and White parents of elementary-aged children. The separate group CFA results indicated that the theoretical PE models may be different for Latinx and White parents, including differences across Latinx and White parent model fit, areas of localized strain, and parent endorsement of item response categories. Overall, the results of the CFA indicated that the theorized model does not support the Latinx parent data after failed efforts to improve model fit for the Latinx group CFA. Research objectives to further conduct multiple groups invariance testing were abandoned to prioritize the exploration and identification of a theoretically interpretable factor structure for Latinx parents through EFA analyses. The results of the EFA produced a reliable and theoretically supported 4-factor PE measure consisting of 35 items that reflect culturally embedded PE behaviors for Latinx parents across home and school settings. These PE domains include Bien Educado, School Engagement, Academic Supports, and Academic Socialization. Key findings of the EFA demonstrate that PE is a multidimensional construct that can consist of culturally informed Latinx PE behaviors and PE behaviors that are salient indicators of positive student outcomes. The CSPEQ affirmed the culturally centered PE behaviors of Latinx parents supported by the research literature and illuminated how those PE behaviors are related to various dimensions of PE across home and school. Taken together, the development and validation of the CSPEQ provide significant steps to conceptualizing and measuring PE for Latinx families in culturally responsive ways that can more accurately capture Latinx PE
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Stop, Collaborate, and Breathe: An Examination of the Impact of a Novel Teacher Centered Classroom-Based Mindfulness Intervention for Elementary Aged Students
Full text linkResearch has emerged supporting the use of Mindfulness Based Interventions (MBIs) to treat a spectrum of medical and psychological ailments, including pain, addiction, and anxiety. Beyond the treatment of specific conditions, neuropsychological studies have also shown MBIs to positively impact individuals’ executive, attentional, and memory functioning. A recent meta-analysis identified that the majority of research conducted on the use of formalized MBIs has used adult samples (Renshaw & O’Malley, 2014). Consequently, there is currently a dearth of literature pertaining the use of MBIs with youth. The present study was conducted to evaluate the impact of a school-based mindfulness program for elementary aged children (N = 138). Teacher reported data on student levels of attention, hyperactivity, and prosocial behavior were collected at three time points throughout the school year (Fall, Winter, and Spring). A repeated measures mixed between-within Analysis of Variance (ANOVA) was conducted to examine main effects on each dependent variable, as well as, interaction effects and main effects on each of four grouping variables (age, sex, parent-education, and fidelity). Significant main effects were detected over the course of the intervention on the variables of attention, hyperactivity, and prosocial behavior. Further analysis of grouping variables found significant differences between boys and girls on all three dependent variables. Significant differences were also found between levels of parent education on the variables of attention and prosocial behavior. These findings support trends observed in the growing literature on MBIs and youth. Implications for the feasibility of implementing MBIs in a classroom setting are also discussed
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Toward Increased Cultural Responsivity in Measurement: Rasch Analysis of a Culturally Contextualized Measure of Parental Engagement for Latinx Parents of Preschool Children
No full textParental engagement, defined as "the multiple ways that parents support their children's education and learning," has emerged as a key protective factor for children's academic success (Ginsburg-Block et al., 2010; McWayne et al., 2016) and is positively associated with higher academic achievement, social emotional functioning, and self-efficacy. Traditional measures of parental engagement have not sufficiently taken cultural factors into account in their conceptualizations of the construct and often inadequately capture the educationally related parenting practices of Latinx caregivers (Reaves et al., 2022), potentially obscuring their strengths and misinforming educational interventions. To correct this issue, a new survey tool, the Parental Engagement of Families from Latino Backgrounds questionnaire (PEFL), was recently developed by researchers in the Northeast United States (McWayne et al., 2018).
The present study utilized a multidimensional Rasch modeling approach to examine the psychometric functioning of the PEFL in a California Central Coast context and to situate it within a broader conversation around culturally responsive approaches to measurement. Results from Central Coast participants (N=1,260) indicated that the PEFL demonstrated promise in its structural capacity to measure parental engagement for Latinx parents in a culturally responsive manner. However, multiple avenues for improvement were revealed. Differential item functioning (DIF) was observed based on both language of administration and ethnicity, suggesting that many PEFL items were interpreted or endorsed differently based on those factors. Results of the present study provided empirical evidence and insights for advancing culturally responsive measurement techniques
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