1,720,956 research outputs found
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
Teachers as Reflective Practitioners: From Individualism to Vygotskian Social Constructivism
Get PDFThe paper presents a critical review of major works on reflective practice in teaching that mainly define reflection as a technical and isolated process, taking place in an individual’s mind. Critiquing the cognitive nature of reflective practice promoted in mainstream research, the paper directs attention to the increasing recognition of sociocultural factors in teacher professional learning, and highlights the significance of reflection as a social practice. Starting with the ideas of John Dewey on reflective practice for teachers, the paper delineates Schön’s successive works on the subject, followed by a discussion of Wallace’s reflective model. The final part of the paper describes how Vygotsky’s sociocultural theory provides a theoretical framework for teachers to effectively engage in reflective practice by moving from individualism to social constructivism in their efforts to enhance their professional competence. Keywords: reflection; reflective practitioner; teacher professional learning; Vygotsky; social constructivism
L\u27article présente un examen critique des principaux travaux sur la pratique réflexive dans l\u27enseignement qui définissent principalement la réflexion comme un processus technique et isolé, se déroulant dans l\u27esprit d\u27un individu. Critiquant la nature cognitive de la pratique réflexive promue par la recherche dominante, l\u27article attire l\u27attention sur la reconnaissance croissante des facteurs socioculturels dans l\u27apprentissage professionnel des enseignants et souligne l\u27importance de la réflexion en tant que pratique sociale. Partant des idées de John Dewey sur la pratique réflexive pour les enseignants, l\u27article décrit les travaux successifs de Schön sur le sujet, pour ensuite discuter du modèle réflexif de Wallace. La dernière partie de l\u27article décrit la mesure dans laquelle la théorie socioculturelle de Vygotsky fournit un cadre théorique permettant aux enseignants de s\u27engager efficacement dans une pratique réflexive en passant de l\u27individualisme au constructivisme social dans leurs efforts pour améliorer leur compétence professionnelle. Mots clés : réflexion ; praticien réfléchi ; apprentissage professionnel des enseignants ; Vygotsky ; constructivisme socia
The Contextual Motivational Conditions for L2 Pedagogy: A Case Study from the Arabian Gulf
Get PDFThis article reports on a mixed-method research study into situated motivational conditions available for the English language (L2) pedagogy at a university in Saudi Arabia. The current study evaluated the L2 Learning Experience of the students by focusing on the key contextual factors that included teachers’ pedagogical practices, group dynamics in the classrooms, and English language course. Framed within the interpretive paradigm, the study utilised a structured questionnaire, followed by open-ended interviews with purposefully chosen language learners for data collection. The conceptual framework of the study was based on Dornyei’s (2005, 2009) L2 Motivational Self System – one of the latest socio-dynamic perspectives on L2 motivation. Overall, the results revealed that motivational conditions available on the site for L2 pedagogy were inadequate. The findings of the research emphasised a need for recruitment of professional teachers through a rigorous selection process, and recommended the provision of more in-service teacher training opportunities with a special focus on developing motivational strategies for L2 classrooms. The study also stressed a participatory role for students in planning and pedagogical processes
The Odyssey of Professional Excellence: Becoming a Highly Effective TESOL Professional
Get PDFIn order to expand the institutional support base for professional learning and development of teachers in the field of TESOL and other educational disciplines, a firm resolve is needed to keep extending our intellectual frontiers for a broader understanding of a fundamental question in educational research: How do teachers learn and develop? In light of the TESOL Inc. (2003) position statement on teacher quality, which conceives TESOL to be a professional discipline, the present research was conducted on the learning biographies of those TESOL professionals who have already demonstrated their professional competence and earned the title of highly effective TESOL professionals at their workplaces. On their supposedly epic journey from being novices to becoming highly effective TESOL professionals, they are expected to have developed an advanced level of professional consciousness, which is informed by a blend of propositional, pedagogical and experiential knowledge of the profession and the noble professional and humanistic values reiterated by TESOL Inc.
To enhance our understanding of the phenomenon set forth above via research on the learning biographies, the current study was primarily planned to analyse the continuing professional learning and development experience, along with the role of various influential contextual and individual factors, of three highly effective Pakistani TESOL professionals working at a Saudi university. More importantly, explanation was sought for the nature of their professional learning and development in light of the social learning theories of Vygotsky and Lave and Wenger, and the established yet evolving construct of reflective practice. With a scope for investigative depth, interpretive adequacy, and illuminative fertility (Shank & Villella, 2004), the study was designed within the ambit of Interpretive Paradigm employing purposive sampling for data collection. Following an intra-paradigm methodological eclecticism, a narrative-biographical inquiry of three TESOL professionals’ lifelong professional learning and development was conducted for fieldwork.
The findings of the study have some significant implications that may be of interest to a myriad of people. The findings of these narratives of professional learning and development may be motivating for the TESOL aspirants in Pakistan and the Gulf, enlightening for fellow professionals at different rungs of their career, and thought-provoking for researchers, teacher-trainers and policy-makers in the field of TESOL.
First, the findings reinforced with additional evidence that TESOL professionals learn in a variety of ways and their professional learning and development feature idiosyncrasy and complexity rendering all attempts at uniformity of the process of learning as problematic. Whereas, an inclusive, non-dichotomous approach combining a variety of learning theories can help capture the ubiquitous and variegated nature of teachers’ professional learning and development. Secondly, the findings underscored that such learning experiences which tend to effect an epistemological as well as an ontological change in teachers, lead to profound transformation in their professional-self. Thirdly, the participants’ concern for context-specificity and culture-sensitivity in their pedagogical practice, particularly in the event of boundary crossing (job in a different context), significantly contributes to their learning by challenging their existing repertoire and creating new zones of proximal development (ZPDs). Fourthly, the study envisages hope for the vital context-specific professional learning and development through participation in interdependent, synergistic professional learning communities epitomizing the features of mutual empathy and maturity. Fifthly, the analyses of these narratives offer situated understanding of professional learning and development with a scope for readers to identify with (some of) the ideas, themes, and patterns and develop them further for application beyond the research context. Finally, narratives of lifelong professional learning and development of these highly effective Pakistani TESOL professionals are a substantial contribution to the extremely deficient body of knowledge about the learning lives of Pakistani TESOL professionals working in or outside Pakistan
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
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