1,720,958 research outputs found
Diversity, inclusion, and equal opportunities: Reception in the journal «BzL» and at the Swiss universities of teacher education
No full textThe P-7 programme and Strategic Goal 3 of the Chamber of Swiss Universities of Teacher Education call for developments in the areas of diversity, inclusion, and equal opportunities. A document analysis is used to examine the extent to which these development-related topics have been taken up in the journal «BzL» (2002–2022) and in concepts of the Swiss universities of teacher education. Inclusive cultures, structures, and practices as well as the consideration of different diversity dimensions are examined. The analyses show that the topic is taken up differently at Swiss universities and that there is generally still a great need for development. This may explain the still rather poor reception of these topics in the journal «BzL»
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
Sostegno pedagogico regolare per allievi con bisogni educativi speciali – eterogeneità inter e intracantonale in termini di popolazione target e implementazione
Full text linkDie Integrative Förderung (IF) ist die häufigste Massnahme zur Unterstützung von Lernenden mit leichtem besonderem Bildungsbedarf (LBB) in der Schweiz. Wir analysieren Unterschiede in Zielgruppe, Ressourcenallokation und Umsetzung von IF zwischen und innerhalb der Kantone. Die festgestellte Heterogenität bedeutet einerseits, dass nicht alle Lernenden mit LBB im gleichen Mass von IF profitieren, was zu einer Verstärkung bestehender Bildungsungleichheiten führen kann. Andererseits wirken sich die Unterschiede auf Rahmen- und Arbeitsbedingungen von Schulteams aus. In Forschungsarbeiten sollten die Disparitäten bezüglich Zielgruppe und konkreter Umsetzung von IF berücksichtigt und klar dokumentiert werden, um Schlussfolgerungen und Vergleiche über Studien oder Regionen hinweg zu ermöglichen.In Switzerland, support from a special education teacher (SET) is the most common measure to support learners with mild special educational needs (SEN). We explore variations regarding target group, resourcing, and implementation of support from special education teachers between and within cantons. On the one hand, the observed heterogeneity implies that not all learners with SEN can benefit from SET support to the same extent, which can lead to a reinforcement of existing educational inequalities. On the other hand, it affects the general and working conditions of the school teams. In research, disparities in terms of target group and concrete implementation of SET support should be considered and clearly documented to allow conclusions and comparisons across studies or regions.Le soutien pédagogique régulier (SPR) est la mesure la plus courante pour aider les élèves ayant des besoins éducatifs particuliers légers en Suisse. Nous analysons les disparités en population cible, allocation des ressources et mise en œuvre du SPR entre et à l\u27intérieur des cantons. L\u27hétérogénéité constatée signifie d\u27une part que tous les élèves suisses ne bénéficient pas du SPR de manière égale, risquant ainsi de renforcer les inégalités éducatives existantes. D\u27autre part, cela impacte les conditions cadres et de travail des équipes éducatives. En recherche, il est crucial de considérer et de documenter clairement les disparités en population cible et en mise en œuvre concrète du SPR pour tirer des conclusions et effectuer des comparaisons entre les études ou les régions.Il sostegno pedagogico regolare è la misura più comunemente utilizzata per aiutare gli allievi con bisogni educativi speciali in Svizzera. In questo studio, analizziamo le disparità nella popolazione target nell\u27allocazione delle risorse e nell\u27implementazione del servizio di sostegno pedagogico tra e all\u27interno dei cantoni. Da un lato, l\u27eterogeneità osservata implica che non tutti gli studenti e le studentesse con bisogni educativi speciali beneficiano allo stesso modo del servizio citato poco sopra, rischiando così di rafforzare le disuguaglianze educative esistenti. Dall\u27altro lato, questo influisce sulle condizioni generali e di lavoro dei gruppi scolastici. Nella ricerca, le disparità in termini di popolazione e di attuazione concreta del sostegno pedagogico devono essere considerate e documentate chiaramente per consentire conclusioni e confronti tra studi o regioni
A systematic review and meta-analysis of Collective Teacher Efficacy’s relationships with outcomes in the Job Demands-Resources model
Full text linkGiven the challenges of teacher burnout and shortages, understanding factors that enhance teacher well-being is crucial. This systematic review and meta-analysis synthesise findings from 49 studies (1999–2024), examining relationships between Collective Teacher Efficacy (CTE) and job- and health-related outcomes within the Job Demands-Resources model among compulsory schoolteachers. Despite CTE’s conceptualisation as a group-level construct, only ten studies employed appropriate multilevel models. Analysis of individual-level relationships across 44 studies (32,053 teachers) reveals that CTE was significantly related to diminished negative outcomes and enhanced positive outcomes, underscoring CTE’s impact on healthy school environments. Future research should prioritise multilevel and longitudinal approaches
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
- …
