1,721,069 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
The admission policies of ex-model C primary schools in Cape Town during 1998
No full textMagister Educationis - MEdln the past all black learners were excluded from ex-Model C schools by Apartheid laws. ln the context of transformation, the South African Schools Act (1996) aims to equalize opportunities for learners from all racial and social class backgrounds. ln spite of the popular trend to gloss over racial and class differences and rather celebrate freedom, opportunity, equality and black empowerment after the first democratic elections of 1994, the social context remains characterized by Apartheid remnants such as geographically separate living areas according to race and social class. The result is that in spite of claims that thousands of black learners are in fact presently enrolled at ex-Model C schools, hundreds of thousands of working-class black children remain excluded. ln order to aid the process of transformation towards equal schooling opportunities, it is necessary to have an understanding of how national schooling policy is implemented at school level. This study therefore collects the views and understandings of selected ex-Model C school principals about their admission policies using qualitative methods. From the admission trends implied in this study, suggestions and recommendations are made which may aid the democratization of school governance
A critical examination of the notion of participation in terms of decision-making in South African schools
No full textMagister Educationis - MEdDemocratic participation has come into vogue in South African politics, especially education, yet the notion of participation as it relates to decision-making in the arena of school governance remains a concept lacking in clarity. This mini-thesis sets out to investigate critically, the notion of participation in terms of decision-making, with specific reference to black South African schools. Chapter One sets the context of this discussion by illustrating that democratic participation appears to be a focal point of interest amongst the various stake-holders in the arena of education, the two principal contenders being the state and the historically oppressed black community. It is illustrated that both the state as well as the oppressed community maintain that participation in decision-making is central to effective educational administration, yet there exists major conflict between them about what constitutes the notion of participation. This mini-thesis proceeds to argue that the root of this conflict between the state and the oppressed community emerges from their different understandings of the notion of participation in decision-making. Stemming from the conflict between the state and the oppressed community about what constitutes the notion of participation in decision making, Chapter Two proceeds to explore the multiple meanings of the concept. I argue that equality in the exercise and control of decision-making in the arena of school governance forms the essence of participation. Chapter Three undertakes an historical genesis of participation in decision-making of both the state as well as the oppressed community. Thereafter both the state and the oppressed community's notion of participation in decision-making is analysed and critiqued, against the backdrop of the working definition of participation established in Chapter Two. Chapter Four recaps the main trends of my argument in this mini-thesis and then proceeds to revisit the working definition of participation as established in Chapter Two. The theory of negotiation is briefly explored, as a possible option for further refining the notion of participation in decision-making in the arena of school governance. Chapter Five concludes my discussion by arguing that effective participation in decision-making is vital in establishing a democratic education system in South Africa
Learning to teach in post-apartheid South Africa
No full textTeacher education programmes seek to provide student teachers with the knowledge and expertise to provide qualtiy teaching and learning in a diverse and challenging school context. Learning to Teach in post-apartheid South Africa: Student Teachers' Encounters with Initial Teacher Education addresses the complexities of teacher education programmes in preparing students to teach. It adds to the knowledge about teacher education, contributing critical understanding of education and the schooling system. The book provides important insights to deepen researchers, academics, teacher education providers, policy-makers, and students' understanding of the importance to address equity, redress, and quality in South African educaiton in a post-apartheid era. This book further helps to build student teachers' capacities to work creatively and to become active and critical agents of transformation. It ultimately outlines the challenges face in designing and delivering successful Inital Teacher Education programmes, and the impact this has on delivering equitable and qualtiy education
Understanding effective primary school management: A Qualitative Study of Selected Schools in the Western Cape
No full textMagister Educationis - MEdThe SA Schools Act (1996, p. 2) acknowledges that the past system of education was based on segregation and racial inequality. Prior to 1994, at the national level, the Department of National Education (DNE) was responsible for the general education policy. During this time, the education in the Western Cape for specific racial groups was controlled by the following bodies: 1. Department of Education and Culture (DEC) in House of Assembly (HOA) was responsible for the education of whites; 2. Department of Education and Culture (DEC) in House of Delegates (HOD) saw to the education of Indians; 3. Department of Education and Culture (DEC) in House of Representatives (HOR) was responsible for the education of coloureds; and 4. Department of Education and Training (DET) was responsible for the education of Africans. Although the above bodies have been dissolved, and a single education department has been established, most schools continue to reflect the legacy of the previous system. This can be explained by the fact that the majority of public schools are situated in residential areas which act as feeder areas for the schools, and these areas still reflect the specific population groups for which it was classified. Furthermore, the
teaching staff and the majority of the pupils of the same school are still from the population category though this is starting to change (see Christie,1994). Education for alt children in the Republic of South Africa is compulsory from the age of seven until 15, or the ninth grade, whichever comes first (SA Schools Act, 1996, p.6). This means that the primary education in compulsory. The following study is located within the schools that offer primary education and focuses on the management aspects of four primary schools - one from each of the former racial education departments (see Chapter 4 for more details). During the late 1970's and early 1980's, for example, two of the principals (where the researcher taught) were perceived to be authoritarian, and strict regimented procedures were followed - activities were done according to 'the book' and school inspectors ensured that the department's policies were strictly adhered to. During the middle and late 1980's, the (third) principal - a contemporary of the first two - was perceived as less autocratic and semi-participatory. By the 1990's,
more teachers were becoming unionised and more assertive, and the next (fourth) principal were far more consultative and participatory. School inspectors were renamed 'circuit managers' and their role had changed to giving guidance and advice rather than inspection
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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