1,720,964 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
Infant and peer relationships in curriculum
No full textThe purpose of this thesis was to explore the relations between infants and their peers as they interacted intersubjectively with one another in an early childhood care and education environment and to investigate how the teacher was answerable through her engagement in these intersubjective events. Drawing upon a Bakhtinian methodological approach to research utterance was employed as my unit of analysis, providing a means to investigate the intersubjective interactions between infants and their peers in tandem with the teachers’ engagement in these interactions as answerable acts.
This thesis builds on a previous pilot study which utilised dialogic methodology to investigate the nature of infant and teacher dialogue in an education and care context (White, Peter & Redder, 2015). The research that formed the basis for my subsequent analysis took place in a New Zealand education and care centre that catered for children less than two years of age. In the present study the same polyphonic video recording was used to capture infant and peer intersubjective interactions and the teacher’s engagement within these events. A mixed methods research approach was employed to qualitatively and quantitatively analyse the video data.
The findings of this study suggest that infants are intersubjective agents in their relationships with peers and with teachers. Infants intentionally communicated with peers in lived relational experiences that were characterised by the fleeting, elongated or connected nature of their interactions. Mutual understanding, joint attention, attunement and the employment of synchronised language forms were features of infant ― peer intersubjective experiences. In addition, the findings revealed the capacity of infants and peers to relate with one another in social interactions that promote ‘dialogic spaces’ through which intersubjective relationships are sought.
When teachers engaged in the infant ― peer intersubjective relations they either restrained by ‘shutting’ down or sustained by ‘opening up’ the intersubjective experience for the peers. The teacher’s body language was a feature of their engagement that contributed in a variety of ways to the infant ― peer intersubjective experience. Indeed how teachers engaged themselves in the interactions that were taking place between infants and their peers often determined the orientation of the teacher’s body positioning. The findings suggest when teachers restrained infant ― peer intersubjective dialogue, this form of engagement had the potential to alter how infants related to peers in subsequent interactions, highlighting the importance of sensitive, ‘in tune’ teacher engagement. Furthermore, the results highlight the pivotal role of the teacher as a ‘connecting’ feature within infant and peer intersubjective experiences, one who has the potential to ‘open up’ dialogic spaces for infants and their peer partners through engagement that is dialogic.
These findings taken together may have implications for policymakers, educators and teacher education by ‘opening up’ dialogic spaces through which infants are seen as intersubjective agents and dialogic partners
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
Teacher pedagogy as an act of moral answerability: A self-study of an infant teacher's answerable acts in infant pedagogy in New Zealand ECEC
Get PDFTypically, educational research considers how teachers are ethically accountable to learners, their families, teacher colleagues and society as a whole. But this thesis set out to explore the extent to which teachers are also morally accountable for their pedagogical acts. My route to such insight drew upon the notion of moral answerability (Bakhtin, 1993), which invites dialogic processes of meaning-making between (my) pedagogical acts from multiple standpoints across time and space. As an infant teacher myself, I selected a self-study method aligned with dialogic methodology in order to connect (my) self, others and pedagogical practices in consideration of infant practice. This thesis is therefore based on the premise that teacher pedagogy is an act of moral answerability.
My self-study took place in a community based early childhood education and care (ECEC) service. Initially, I video recorded my practice engaging with infants which I took to separate staff meetings where footage was analysed by my teacher colleagues in dialogue with me. Subsequently, I analysed the staff meeting dialogue. Bakhtin’s notion of moral answerability was applied as the unit of analysis in order to analyse pedagogy as an act of moral answerability.
Insights from (my) dialogic self-study have revealed that as an answerable self I have numerous accountabilities to different selves in relation to others. These accountabilities were evident in the way I exposed (my) answerable self in the dialogue, upheld the best interests of infants, ensured infants’ perspectives were taken into account, and was aware of not denying my subjectivity. The discovery that as a teacher I am an answerable self in relationship with others, summons a re-conceptualisation of professional identity as a plural concept. This challenges the traditional conceptualisation of professional identity as singular, in ownership of a defined set of assets valued by the teaching profession
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
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