1,720,961 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
Involvement of Asian Indian college students
Full text linkAccording to the California State University (CSU) system, 15.8 percent of students identify as Asian/Pacific Islander in Fall 2020 (California State University, n.d., c). However, there is no breakdown of the different ethnicities represented in these demographics, including Asian Indian students. This study focuses on providing an insight into the student involvement experiences and representation of Asian Indian college students. In this qualitative study, using a narrative research inquiry, data was collected through an online demographic survey and a two-part interview process between 45 and 50 minutes. The key findings included five components of student involvement experience of Asian Indian college students: (a) academic student involvement, (b) social student involvement, (c) interethnic discrimination, and (d) lack of Asian Indian representation. The thesis will include a discussion and recommendations for research and practice
Factors influencing Hmong American students' academic success in higher education
Full text linkThis study explored the experiences of Hmong American students that contributed to their academic success regarding staying in college, feeling of a sense of belonging on campus, and positive interaction with faculty and student affairs professionals. The researcher conducted one-on-one interviews with eight Hmong American students who attended a 4-year, public institution in the western United States. Participants experienced challenges with their academics and in navigating the institutional space as first-generation college students. However, they received support from the institution through advising by professors, student affairs professionals, and student organizations. They had expectations for Hmong students to be proactive on campus and to receive support from Hmong educational figures. Insights into these experiences could provide faculty, student affairs professionals, and administrators a better understanding of how to create an environment of support for Hmong American students at 4-year public institutions. It could also support the development of programs and cultivation of a campus culture that supports Hmong American students' academic success and sense of belonging in higher education
Examining predictors of transformational leadership behaviors
Full text linkThis study investigated hope, sense of purpose (SOP), wellbeing, and emotional intelligence (EQ) as predictors of transformational leadership (TFL) behaviors. The intent was to deepen understanding of the foundations of TFL behaviors and their impacts on leader and employee outcomes. A review of the literature revealed mixed evidence regarding a correlation between TFL and EQ. Additionally, hope, SOP, and wellbeing have been linked to TFL and improved performance outcomes. The purpose of this study was to examine the relationships between university leaders' TFL behaviors, hope, altruistic SOP, wellbeing, and EQ. Participants included 187 higher education leaders between 27 and 74 years old. The leaders completed the Leadership Self-Report Scale, the Hope Scale, the Revised Sense of Purpose Scale, the General Health Questionnaire-12, the Brief Emotional Intelligence Scale, demographic questions, questions about their COVID-19 responses, and their perceptions of their employees' behaviors. Results of a regression analysis suggested Hope, Altruistic Purpose, and EQ were significant predictors of TFL behaviors. There was no correlation between years of leadership experience and levels of TFL, Altruistic Purpose, Wellbeing, and EQ. Results of an independent samples t-test suggested no significant difference across gender and individual scores on TFL, Hope, SOP, Wellbeing, and EQ. A one-way ANOVA found no significant differences across hierarchical leadership levels in TFL, SOP, Wellbeing, and EQ. The ANOVA indicated there was a significant difference in Hope between leadership levels. Results of a regression analysis suggested TFL, Hope, Altruistic Purpose, and Wellbeing were significant predictors of positive leadership behaviors. Results of a regression analysis suggested TFL, Hope, Altruistic Purpose, and EQ were not significant predictors of positive employee behaviors. Leader Wellbeing was a significant predictor of employee organizational commitment. Results of a regression analysis suggested TFL, Hope, Altruistic Purpose, and Wellbeing were significant predictors of positive leadership behaviors. Results of a regression analysis suggested TFL, Hope, Altruistic Purpose, and Wellbeing were significant predictors of leader COVID-19 pandemic response behaviors. Results of the regression analysis suggested EQ is not a significant predictor of leader COVID-19 pandemic response behaviors. This study expanded research on the relationships between TFL behaviors, hope, SOP, wellbeing, and EQ
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
Thriving in teaching: the impact of asset-based psychological constructs on teachers’ well-being
Full text linkTeaching is a demanding career that requires significant emotional, psychological, intellectual, creative, and relational investment. Using a cross[1]sectional survey design, the purpose of the present study was to examine relationships between in-service teachers' levels of sense of purpose, authenticity, and teacher identity and their self-reported levels of resilience, persistence, work commitment, and work satisfaction as factors that support teacher retention. The research questions explored whether there is a difference between purpose, authenticity, teacher identity, resilience, persistence, work commitment, and work satisfaction across demographic and experiential characteristics; whether there are correlations between sense of purpose and purpose orientation, authenticity, and teacher identity and resilience, persistence, work commitment, and work satisfaction; whether purpose, authenticity, and identity predict resilience, persistence, work commitment, and work satisfaction; and whether all constructs predicted the number of years in teaching. Participants of the study were 310 current public non-charter and charter school K-12 California teachers. This study used ANOVA analysis to investigate differences in purpose, authenticity, teacher identity, resilience, persistence, work commitment, and work satisfactions based on descriptive factors such as number of years in teaching and school setting (e.g., urban, suburban, rural, charter). Additionally, the study used Pearson's correlation to investigate relationships between purpose, authenticity, teacher identity and resilience, persistence, work commitment, and work satisfaction. Finally, the study used multiple regressions to investigate whether purpose, authenticity, and teacher identity predicted resilience, persistence, work commitment, and work satisfaction. Results showed that purpose, authenticity, and teacher identity all significantly and positively correlated with resilience, persistence, work commitment, and work satisfaction. In addition, resilience was positively predicted by awareness of purpose, altruistic purpose, self-growth purpose orientation, and authentic behavior and negatively predicted by inauthentic personal assessment. Persistence was positively predicted by awareness of purpose, altruistic purpose, authentic behavior, and teacher identity. Work commitment was positively predicted by awakening to purpose, awareness of purpose, and teacher identity and negatively predicted by inauthentic personal assessment. Finally, work satisfaction was positively predicted by awakening to purpose, awareness of purpose, and teacher identity and negatively predicted by inauthentic personal assessment. Applying an understanding of asset-based psychological constructs can support greater teacher well-being and help teachers to flourish in demanding circumstances. Two areas for potential practical implications given the results of the study are: 1) Considerations for new teacher induction programs in leveraging the new teacher's sense of awakening to purpose and altruistic purpose and developing an awareness of purpose, a work-focused purpose, and an authentic teacher identity, and 2) Considerations for developing asset-based evaluation practices focused on co-designing and co-producing with successful veteran teachers to foster their continued awareness of purpose, their continued personal and professional growth, and their sense of expertise, success, and contribution
School-based counselors’ perceptions in working with Latinx youth in middle and high schools
Full text linkThe study focuses on the experiences of school counselors and outlines their
perspectives on supporting first-generation Latinx students. The study examines the literature surrounding the perceptions on the roles, practices, challenges, and demands as they serve students and families. Several implications for research, practice, and policy are shared, as it relates to informing how counselors further support first-generation Latinx students and families. Students that enroll in college after high school face more challenges on the road to completing a bachelor’s degree because they incur more obstacles before entering the four-year colleges or universities such as the University of California (UC) or California State University (CSU) system (Fry & Lopez, 2012; Krogstad & Fry, 2014; Murphy & Murphy, 2018; Rodriguez & Oseguera, 2015; Sanchez, Usinger, & Thornton, 2015). The study employed an ecological framing of school counseling, in order to understand the roles, practices, challenges, and demands of the counselors. The middle school counselors expressed their roles focus more on socioemotional and behavioral issues (Adkins, Patterson, & White, 2019). The high school counselors expressed their roles focus more on academic issues and behavioral issues. The counselors identified valuable resources and community partnerships in their
work with students. They identified challenges such as the language barrier, parents’ understanding of counseling, and documented generational status.
Counselors expressed cultural considerations as it relates to socioeconomic status
and help-seeking behaviors. Three of the five school counselors expressed that the students’ socioeconomic status had an impact on their motivation to obtain a college degree. Counselors identified that parents tend to focus on behavioral achievements rather than student academic performance. By the time the students enter high school, they tend to demonstrate appropriate classroom behavior but may not be as prepared academically. Elementary and middle school curriculum does not align with the expectations for high school achievement and obtaining a diploma. The students may be less equipped with the academic skill set to meet the criteria for graduation and postsecondary options
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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