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Bridging Academic Discourse for Emergent Bilingual Preschoolers: A Spanish-English Dual Language Teacher's Instructional Practices and Extratextual Talk during Shared Readings across Two Different Genres and Languages
No full textThis qualitative case study examines the nature of a dual language preschool teacher’s instructional practices and extratextual talk during shared-book reading practices with two different genres of books in Spanish and English. Specifically, I explore the interpersonal, ideational, and textual features of one teacher’s talk in English- and Spanish-language medium book reading activities as she shares and discusses a storybook and a nonnarrative informational book with her emergent bilingual preschool students. The study is guided by the following research questions: (1) How are teachers’ instructional and discourse practices functional for interacting across different genres and in different languages? (a) What is the nature of teachers’ instructional practices across different genres and languages? (b) What discourse features are reflected in teachers’ extratextual talk across different genres of text and in different languages? Four read alouds, in which a teacher read 1 English narrative book, 1 English informational book, 1 Spanish narrative book, and 1 Spanish informational book, were videotaped and transcribed. The teacher, Ms. C, is a native Spanish-speaking Latina female who is bilingual in English and Spanish. Using a systemic functional linguistic framework, data were coded for the academic discourse features in Ms. C’s extratextual speech and analyzed to examine how Ms. C’s language was functional for bridging the academic discourse of storybooks and informational texts in English and Spanish. In terms of Ms. C’s discourse features, findings of the study reveal that book genre determined the organization of Ms. C’s message, the role that she assumes in the read aloud, and the knowledge and content that she navigates for children in her speech. With regards to Ms. C’s instructional practices, the language of the book/instruction determined differences in the vocabulary, narrative, nonnarrative, and print knowledge targets that Ms. C discusses, the instructional strategies that she uses, and the translanguaging practices that she implements to navigate the text for children. The results of this study inform the field with regard to ways in which teachers apprentice children in different genre-specific registers of academic discourse at the initial stages of schooling. These findings are unique to those already documented in the field since little research describes teachers’ genre- and language-specific instructional practices across narrative and informational texts in bilingual preschool classrooms. Several important implications are suggested for teachers’ instructional practices around narrative and informational texts in Spanish and English target languages.</p
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
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
Media literacy education for parents: A systematic literature review
Get PDFThis systematic literature review examines emergent approaches toward media literacy education for parents. Method guidelines for review originated from the 2020 update of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. The review sample consists of twelve studies, six originating in the United States, and six from other parts of the world. Findings include: (a) assessments of parent needs, interest in media literacy education, and receptiveness to learning, (b) integration of media literacy education with parental mediation instruction toward positive, healthy child development and socialization - shifts attention from reactive management of media effects to issue prevention or healthy balance, (c) short-term effectiveness of media literacy interventions involving parents that foster improvements in family dynamics, such as parent-child communication, and (d) U.S.-based studies employ interventionist approaches to media literacy education for parents, while gathering parental insights to inform program construction is foregrounded abroad
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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