1,720,973 research outputs found
Children doing mathematics with confidence in the early grades by 2030: what will it take?
Full text linkIn this chapter, we draw together the early grade mathematics (EGM) work reported on in this volume and in Volume 3, offering a bird’s-eye view of what we know. Pulling together the emerging themes that cut across the mathematics chapters and the factors identified as impeding progress, we reflect on what it will take to have South African children doing mathematics with confidence in the early grades by 2030. We note through this analysis that in the decade from 2010 to 2020, rates of curriculum coverage have improved, but teachers’ knowledge and their access to learning mathematics remain serious concerns. We have identified the following priorities for improving outcomes in mathematics learning: 1) mathematics-focused teacher-development programmes, 2) university-level capacity for mathematics-focused initial teacher education programmes, 3) school–university government partnerships for research design hubs, 4) more flexible working with the National Curriculum and Assessment Policy Statement (CAPS) and language policy, and 5) building capacity for school-based instructional leadership
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
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
Early grade mathematics in South Africa between 2000 and 2010: what did we know in 2010, and how did this set the stage for the 2010–2020 decade?
Full text linkIn this chapter we present a reflection on research and policy in early grade mathematics (EGM) in the 2000–2010 decade in order to consider the ground at the end of that decade, and how it laid foundations for the much broader raft of EGM-focused research studies, development policies, and projects that emerged between 2010 and 2020. Using Ball’s writing on the ‘essential circuits’ of education (curriculum, pedagogy, assessment, and the ‘hidden curriculum’), interlinked shifts were observed in all the circuits. In curriculum, there was a change from low to high levels of specification, amidst calls to reconsider specification in the face of gaps in teachers’ content knowledge and ongoing low attainment by learners. In pedagogy, attention to constructivist learner-centred approaches gave way, amidst evidence of gaps in awareness of progression and evaluation, to direct-instruction approaches linked to tighter specification in the curriculum. In assessment, there was evidence of rudimentary unit-counting approaches through the decade, and later, the introduction of national standardised tests. Increased data on how learners of EGM work came into view with these assessments. These changes reflected shifts in the hidden curriculum: the post-apartheid emphasis on using education to engender critical democracy reverted to traditional disciplinary goals in the face of ongoing demands for access to knowledge
A decade of the Wits Maths ConnectPrimary project (2010 –2020): Design research moving promising interventions to scale
Full text linkIn this chapter, we trace the movement – over the course of the 2010–2020 decade – of interventions developed within the Wits Maths Connect-Primary project (WMC-P), and the scaling-up of the project from ten schools to provincial and national contexts. The focus of key interventions, the rationales for them, and the ways in which this approach to expanding scale differs from the larger-scale policy interventions are discussed. Learning outcome data, usually in a pre-/post-test design model, from all the interventions in the WMC-P project are included. We discuss this evidence of impact, and reflect on what the outcomes suggest as critical areas for focus in the next decade. In-service capacity-building through work with subject advisors and pre-service primary teacher education form particularly important thrusts within the emphases going forward
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