1,721,034 research outputs found
Sparking ‘Aha’ moments: a resource for teaching research methods
No full textThis resource is the product of discussions among members of the NCRM pedagogy network. It is in part a celebration of the work of NCRM and the network.The editors, inspired by Baker and Edwards’ paper How Many Qualitative Interviews Is Enough?, set out to engage the network (and their networks) in addressing one key question: how do you spark those ‘aha’ lightbulb moments in research methods learning?The intention was to curate and disseminate the responses so that other methods teachers might use or take inspiration from the various metaphors, activities and workshop ideas that the contributors so generously shared. The outcome of this project is an engaging collection loosely ordered as: supporting learners’ understanding through metaphors; supporting learners to ‘get it’ using active, experiential or immersive learning; lightbulb moments through creative exploration; and learning relationally with peers and others.The resource shows how, for some academics, methods teaching is a passion rather than a chore. It is also a useful resource for methods learners
A Truly wonderful origami fox: Collage-making around ‘The story of animals and me’ to explore how a research question can be felt through
No full textThe contribution shares a creative way to support students with
research questions. Students are asked to make a collage around the theme of ‘The story of animals and me’ and then spend time discussing what happened to them as they made their collage
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
Bachelor's Degrees in Education
Full text linkThe chapter explores the impact of discourse, policy and practice on the Bachelor's degrees in Education. The development of these degrees and the involvement and influence of different stakeholders is critiqued. The way in which competing policy texts influence the degrees are highlighted as teacher preparation straddles Higher Education Institutions and its regulations and quality assurances processes, professional accreditation by the GTCS and the professional practice arena in schools and local authorities. Two issues are explored in particular detail: the balancing of intellectual rigour and academic study with practical experience in the classroom; and the partnership working in relation to Bachelor's degrees.pubpu
The Donaldson Report, partnership and teacher education
Full text linkAt the centre of recent reforms relating to Scottish teacher education is the report of a large-scale review, 'Teaching Scotland's Future' (Donaldson, 2011). This chapter provides a critical overview of one aspect of the review, namely partnership. Two key agendas underpinned the 50 recommendations contained in the Donaldson Report: the development and strengthening of partnership between universities, local authorities and schools; and, the modernisation and 're-invigoration' of teacher professionalism. In 'Teaching Scotland's Future' it was argued that both of these are required for the development of 'high quality' teachers through initial teacher education. The report positioned teaching as an intellectual occupation, highlighting the complexity involved, making clear that teacher preparation should remain within the context of higher education. Although the key messages from ‘Teaching Scotland’s Future’ received support from across the education sector, the extent to which they have been achieved in practice remains unclear. We will explore the extent to which this key text has been translated into current initial teacher education provision through results from the Measuring Quality in Initial Teacher Education (MQuITE) Project and the ways in which partnership was experienced in post-Donaldson working. Through this partnership working will be examined in Scotland. The chapter will conclude by considering where we are now, and some final thoughts will be presented about the role that 'Teaching Scotland’s Future' can play in a changing partnership policy landscape
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
Masters-level teacher preparation
Full text linkThis chapter explores the idea of Masters-level Initial Teacher Education (ITE), beginning by looking at the wider global context which reflects a drive towards increasing Masters-level ITE, but with limited empirical evidence as to its effectiveness and a variety of claims as to its potential impact. It then goes on to examine aspects of the policy context in Scotland that are influence a growing move towards increased Masters-level ITE. This is followed by an overview of current practices, identifying three broad approaches: credits in courses, integrated Masters and full Masters. The chapter concludes by suggesting that while the direction of travel is clear, the underpinning rationale is much less so
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