1,720,991 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
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
Effet de la méthode en classe puzzle sur la motivation, l’autorégulation et les performances en mathématiques : une recherche longitudinale en lycée professionnel
No full textThis thesis assesses whether a jigsaw method (Aronson & Patnoe, 2011) impacts the motivation and self-regulation trajectories and the mathematics performance of vocational school students. As motivation and self-regulation are essential for academic success (Dent & Koenka, 2016), it is necessary to build classroom environments conducive to their development. According to Slavin (2014), cooperative learning that strongly structures positive interdependence and individual responsibilities in groups is beneficial to student learning. For this reason, jigsaw classroom that was designed to structure cooperation with learning resources can be beneficial to student learning. However, empirical evidence of its effectiveness on learning, motivation and self-regulation is inconsistent. Some authors suggest jigsaw classroom is more effective when students learn with this method for several months (Roseth et al., 2019). In this thesis, we followed over two school years 5226 vocational high school students divided into three learning conditions: in structured cooperation (jigsaw method), in weakly structured cooperation and in teaching-as-usual. The results of this thesis show no difference in motivation and self-regulation trajectories between the three conditions. However, while the students did not perform better in the months following the experiment, one year later the students who learned with jigsaw classroom performed better than the teaching-as-usual condition. The results of this thesis also reveal that a good implementation fidelity of jigsaw classroom has moderated its impact. Moreover, contrary to the results of Roseth et al. (2019), regardless of the level of students' cooperative attitudes, the jigsaw classroom had no effects on their motivation, self-regulation and performance. We observe, however, that the motivation and self-regulation trajectories differed according to the conditions and the initial level in mathematics of the students. While in weak students who learned in jigsaw classroom and in unstructured cooperation these trajectories decreased over time, those of weak students who worked in teaching-as-usual were stable or even increased. In conclusive, cooperative work does not seem to be beneficial to the motivation and self-regulation of the weakest students.Cette thèse évalue dans quelle mesure apprendre en classe puzzle (Aronson & Patnoe, 2011) impacte les trajectoires de motivation et d'autorégulation ainsi que les performances en mathématiques des élèves de lycée professionnel. Comme la motivation et l'autorégulation sont au cœur de la réussite scolaire (Dent & Koenka, 2016), il est crucial de construire des environnements en classe propices à leur développement. Selon Slavin (2014), le travail coopératif qui structure fortement l'interdépendance positive et les responsabilités individuelles dans les groupes est profitable aux apprentissages des élèves. A ce titre, la méthode en classe puzzle initialement conçue pour structurer la coopération via les ressources d’apprentissage peut également être bénéfique. Pourtant, les preuves de l’efficacité de cette méthode sur les apprentissages, la motivation et l’autorégulation sont inconsistantes. Certains auteurs ont suggéré que la classe puzzle est plus efficace quand les élèves apprennent ainsi pendant plusieurs mois (Roseth et al., 2019). Dans cette thèse, nous avons suivi sur deux années scolaires 5226 lycéens professionnels répartis dans trois conditions d’apprentissage : en coopération structurée (classe puzzle), en coopération peu structurée et en condition habituelle. Les résultats de cette thèse ne montrent aucune différence de trajectoires de motivation et d'autorégulation entre les trois conditions. Cependant, alors que les élèves n’ont pas mieux performé dans les premiers mois qui ont suivi l’expérimentation, un an plus tard, les élèves ayant appris en classe puzzle avaient de meilleures performances que ceux de la condition habituelle. Les résultats de cette thèse révèlent aussi qu’une bonne fidélité d’implémentation de la classe puzzle a peu modéré son impact. De plus, contrairement aux résultats de Roseth et al. (2019), quel que soit le niveau d’attitudes coopératives des élèves, la classe puzzle n’a pas eu d’effets sur l eur motivation, leur autorégulation et leurs performances. Nous observons toutefois que les trajectoires de motivation et d’autorégulation différaient selon les conditions et le niveau initial en mathématiques des élèves. Alors que chez les élèves faibles ayant appris en classe puzzle et en coopération peu structurée ces trajectoires diminuaient au fil du temps, celles des élèves faibles qui ont travaillé de manière habituelle étaient stables, voire augmentaient. En conclusion, le travail coopératif ne semble pas être bénéfique à la motivation et à l’autorégulation des élèves les plus faibles
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
Effect of the jigsaw method on motivation, self-regulation and performance in mathematics : a longitudinal research in vocational high school
No full textCette thèse évalue dans quelle mesure apprendre en classe puzzle (Aronson & Patnoe, 2011) impacte les trajectoires de motivation et d'autorégulation ainsi que les performances en mathématiques des élèves de lycée professionnel. Comme la motivation et l'autorégulation sont au cœur de la réussite scolaire (Dent & Koenka, 2016), il est crucial de construire des environnements en classe propices à leur développement. Selon Slavin (2014), le travail coopératif qui structure fortement l'interdépendance positive et les responsabilités individuelles dans les groupes est profitable aux apprentissages des élèves. A ce titre, la méthode en classe puzzle initialement conçue pour structurer la coopération via les ressources d’apprentissage peut également être bénéfique. Pourtant, les preuves de l’efficacité de cette méthode sur les apprentissages, la motivation et l’autorégulation sont inconsistantes. Certains auteurs ont suggéré que la classe puzzle est plus efficace quand les élèves apprennent ainsi pendant plusieurs mois (Roseth et al., 2019). Dans cette thèse, nous avons suivi sur deux années scolaires 5226 lycéens professionnels répartis dans trois conditions d’apprentissage : en coopération structurée (classe puzzle), en coopération peu structurée et en condition habituelle. Les résultats de cette thèse ne montrent aucune différence de trajectoires de motivation et d'autorégulation entre les trois conditions. Cependant, alors que les élèves n’ont pas mieux performé dans les premiers mois qui ont suivi l’expérimentation, un an plus tard, les élèves ayant appris en classe puzzle avaient de meilleures performances que ceux de la condition habituelle. Les résultats de cette thèse révèlent aussi qu’une bonne fidélité d’implémentation de la classe puzzle a peu modéré son impact. De plus, contrairement aux résultats de Roseth et al. (2019), quel que soit le niveau d’attitudes coopératives des élèves, la classe puzzle n’a pas eu d’effets sur l eur motivation, leur autorégulation et leurs performances. Nous observons toutefois que les trajectoires de motivation et d’autorégulation différaient selon les conditions et le niveau initial en mathématiques des élèves. Alors que chez les élèves faibles ayant appris en classe puzzle et en coopération peu structurée ces trajectoires diminuaient au fil du temps, celles des élèves faibles qui ont travaillé de manière habituelle étaient stables, voire augmentaient. En conclusion, le travail coopératif ne semble pas être bénéfique à la motivation et à l’autorégulation des élèves les plus faibles.This thesis assesses whether a jigsaw method (Aronson & Patnoe, 2011) impacts the motivation and self-regulation trajectories and the mathematics performance of vocational school students. As motivation and self-regulation are essential for academic success (Dent & Koenka, 2016), it is necessary to build classroom environments conducive to their development. According to Slavin (2014), cooperative learning that strongly structures positive interdependence and individual responsibilities in groups is beneficial to student learning. For this reason, jigsaw classroom that was designed to structure cooperation with learning resources can be beneficial to student learning. However, empirical evidence of its effectiveness on learning, motivation and self-regulation is inconsistent. Some authors suggest jigsaw classroom is more effective when students learn with this method for several months (Roseth et al., 2019). In this thesis, we followed over two school years 5226 vocational high school students divided into three learning conditions: in structured cooperation (jigsaw method), in weakly structured cooperation and in teaching-as-usual. The results of this thesis show no difference in motivation and self-regulation trajectories between the three conditions. However, while the students did not perform better in the months following the experiment, one year later the students who learned with jigsaw classroom performed better than the teaching-as-usual condition. The results of this thesis also reveal that a good implementation fidelity of jigsaw classroom has moderated its impact. Moreover, contrary to the results of Roseth et al. (2019), regardless of the level of students' cooperative attitudes, the jigsaw classroom had no effects on their motivation, self-regulation and performance. We observe, however, that the motivation and self-regulation trajectories differed according to the conditions and the initial level in mathematics of the students. While in weak students who learned in jigsaw classroom and in unstructured cooperation these trajectories decreased over time, those of weak students who worked in teaching-as-usual were stable or even increased. In conclusive, cooperative work does not seem to be beneficial to the motivation and self-regulation of the weakest students
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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