1,720,984 research outputs found
Kohn (Ruth Canter). — Les Enjeux de l'observation
No full textVigarello Georges. Kohn (Ruth Canter). — Les Enjeux de l'observation. In: Revue française de pédagogie, volume 62, 1983. pp. 92-94
Kohn (Ruth Canter). — Les Enjeux de l'observation
No full textVigarello Georges. Kohn (Ruth Canter). — Les Enjeux de l'observation. In: Revue française de pédagogie, volume 62, 1983. pp. 92-94
L'observation chez le chercheur et le praticien
No full textKohn Ruth Canter. L'observation chez le chercheur et le praticien. In: Revue française de pédagogie, volume 68, 1984. pp. 104-117
Kohn Ruth Canter (1998). - Les Enjeux de l'observation
No full textMesnier Pierre-Marie. Kohn Ruth Canter (1998). - Les Enjeux de l'observation. In: Recherche & Formation, N°31, 1999. Innovation et formation des enseignants, sous la direction de Françoise Cros. pp. 170-171
L’éthique dans la pratique des sciences humaines : dilemmes. coordonné par Jacqueline Feldman et Ruth Canter Khon, 2000
No full textBillon-Descarpentries Jacqueline, Solère-Queval Sylvie. L’éthique dans la pratique des sciences humaines : dilemmes. coordonné par Jacqueline Feldman et Ruth Canter Khon, 2000. In: Spirale. Revue de recherches en éducation, n°28, 2001. Nouveaux outils, nouvelles écritures, nouvelles lectures, sous la direction de Annette Beguin. pp. 305-306
L’éthique dans la pratique des sciences humaines : dilemmes. coordonné par Jacqueline Feldman et Ruth Canter Khon, 2000
No full textBillon-Descarpentries Jacqueline, Solère-Queval Sylvie. L’éthique dans la pratique des sciences humaines : dilemmes. coordonné par Jacqueline Feldman et Ruth Canter Khon, 2000. In: Spirale. Revue de recherches en éducation, n°28, 2001. Nouveaux outils, nouvelles écritures, nouvelles lectures, sous la direction de Annette Beguin. pp. 305-306
Formation par l'observation de situations éducatives
No full textTraining by observing educational situations. Items for problematics. — Results from an exchange of ideas between three tutors of educational staff. Description of their observation practices. Boundaries and orientation of training problematics. Its aims. Propositions for generalisation.Résultats d'une confrontation d'idées entre trois formateurs de personnels éducatifs. Description de leurs pratiques de l'observation. Délimitation et orientation de la problématique de la formation. Ses finalités. Propositions de généralisations.Formation por la observación de situaciones educativas. Elementos para una problemática. — Resultados de una confrontación de ideas entre tres formadores de personales educativos. Descripción de sus prácticas de la observación. Delimitaciôn y orientation de la problemática de la formación. Sus finalidades. Proposiciones de gener alización.Kohn Ruth Canter, Massonnat Jean, Piolat Michel. Formation par l'observation de situations éducatives. In: Revue française de pédagogie, volume 43, 1978. pp. 47-63
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
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