1,720,978 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
Connecting everyday and academic learning practices, a teacher challenge?
No full textThis article-based thesis presents the findings of a qualitative case study that provide a theoretically informed and empirically grounded description of regular classroom practices and how teachers anticipate and draw on the everyday and informal experiences of students as resources for academic learning.
In terms of practical policy, education in the digital age should foster the development of in-depth learning, information management, critical thinking, and the ability to apply everyday and informal experience and knowledge to solve complex and interdisciplinary problems. Making use of students’ everyday and informal experiences and tools as resources for academic learning is considered a key tool in educational reforms that might enable pedagogy capable of bringing the everyday world into the classroom and contributing to an academically relevant educational practice for the 21st century. However, the review of existing international research literature in this study illustrates that teachers’ attempts to incorporate students’ outside experiences and knowledge into more academic learning practices typically fail to exploit students’ own expertise, knowledge, and tools. When students’ experiences from informal learning activities are invited into educational purposes, the discrepancies in the views of learning (i.e., what is considered relevant or accountable) and the goals of the different disciplinary practices implicitly lead to tensions and practical challenges. This contradiction between different views and objectives of approaches to learning reflected in the organization of informal and formal learning practices calls for a closer look at how connecting everyday and academic learning practices are played out in regular classroom interactions. While contradictory practices in education are not unusual, in this case, it seems important to gain better knowledge of how these practices of connecting everyday and academic learning are played out over time and, in particular, how teachers’ frame and anticipate learning activities when drawing on everyday and informal experiences of students in classroom interactions. The findings of the case study are reported in three research articles.
Study 1 explored how teachers’ framing of learning activities opens and closes opportunities for students to position themselves to co-construct meaning. The findings illuminated that whole-class introductions are characterized by teacher-led talk that invites students’ to be active contributors to a limited extent when engaging with their own everyday and informal experience. At an overall level, the findings addressed how teachers framed opportunities (in an expansive or bounded manner) to make use of everyday and informal experiences of students as (1) tools to make use of student’s authentic experiences, positioning students as active contributors; (2) resources for disciplinary recitations of authoritative knowledge, offering students opportunities to build on someone else’s knowledge; and (3) “surrogate resources,” making it difficult for students to recognize “the imagined everyday experience” as a learning resource. The study illustrates the complexities of connecting everyday and academic learning practices.
Study 2 documents the teacher’s dilemma of framing students’ digital engagement in their leisure time as a resource for academic learning, which expands student practices and creates tensions within and across the institutional framing of schooling. At an overall level, the findings displayed that when the students’ experiences and knowledge of engaging with playful digital practices in informal learning activities are invited into highly regulated educational purposes, the discrepancies in the views of learning and the goals of the disciplinary practice lead to tensions and practical challenges. The study also displays that when the teacher frames task and digital tools as part of disciplinary science teaching but contextualizes them in everyday and informal contexts, both the teacher and students struggle to negotiate accountable ways of engaging in the new practice. The study suggests the teacher’s vital role in framing ways of engaging with new tools and tasks within the layers of accountable practices.
Study 3 explores how a teacher made use of a concrete material from her kitchen cupboard as a contextual resource for a problem-based learning activity. The study illustrates how a teacher invited students to articulate and recontextualize similarities and differences in everyday and academic learning practices. It also illustrates how the material tool opened for sophisticated thinking, which was not possible without the material available. It displayed a tension between context-bound resources, such as the sense of taste and sight, which allowed for exploration and student engagement, and more context-dense resources, such as a scientific result table written at the blackboard, which seemed to privilege academic forms of interactions. The study suggests the potential of making use of the meaning of materiality to promote academically productive classroom talk.
The study methodologically contributes to the field by providing a longitudinal research design that enables me to generate knowledge of how connecting everyday and academic processes are played out over time and how teachers and students engage in these particular learning activities in classroom interactions. It theoretically contributes to the field by presenting a theory-based analytical framework that advances into empirically grounded categories of classroom interactions over the course of the study and by showing, in particular, how teachers frame and constitute learning activities by drawing on the everyday and informal experiences of students in regular classroom practices.
The study is relevant in the way it offers theoretically informed and empirically grounded descriptions of the complexity of inviting the everyday experiences of students as resources for academic learning. This enables the study to contribute with new knowledge on how the layers of accountable practices within and across regular classroom practices seem to play an important role when challenges emerge as teachers encourage the use of experiences, tools, and media practices that are contextualized and framed differently
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
Connecting everyday and academic learning practices, a teacher challenge?
No full textThis article-based thesis presents the findings of a qualitative case study that provide a theoretically informed and empirically grounded description of regular classroom practices and how teachers anticipate and draw on the everyday and informal experiences of students as resources for academic learning.
In terms of practical policy, education in the digital age should foster the development of in-depth learning, information management, critical thinking, and the ability to apply everyday and informal experience and knowledge to solve complex and interdisciplinary problems. Making use of students’ everyday and informal experiences and tools as resources for academic learning is considered a key tool in educational reforms that might enable pedagogy capable of bringing the everyday world into the classroom and contributing to an academically relevant educational practice for the 21st century. However, the review of existing international research literature in this study illustrates that teachers’ attempts to incorporate students’ outside experiences and knowledge into more academic learning practices typically fail to exploit students’ own expertise, knowledge, and tools. When students’ experiences from informal learning activities are invited into educational purposes, the discrepancies in the views of learning (i.e., what is considered relevant or accountable) and the goals of the different disciplinary practices implicitly lead to tensions and practical challenges. This contradiction between different views and objectives of approaches to learning reflected in the organization of informal and formal learning practices calls for a closer look at how connecting everyday and academic learning practices are played out in regular classroom interactions. While contradictory practices in education are not unusual, in this case, it seems important to gain better knowledge of how these practices of connecting everyday and academic learning are played out over time and, in particular, how teachers’ frame and anticipate learning activities when drawing on everyday and informal experiences of students in classroom interactions. The findings of the case study are reported in three research articles.
Study 1 explored how teachers’ framing of learning activities opens and closes opportunities for students to position themselves to co-construct meaning. The findings illuminated that whole-class introductions are characterized by teacher-led talk that invites students’ to be active contributors to a limited extent when engaging with their own everyday and informal experience. At an overall level, the findings addressed how teachers framed opportunities (in an expansive or bounded manner) to make use of everyday and informal experiences of students as (1) tools to make use of student’s authentic experiences, positioning students as active contributors; (2) resources for disciplinary recitations of authoritative knowledge, offering students opportunities to build on someone else’s knowledge; and (3) “surrogate resources,” making it difficult for students to recognize “the imagined everyday experience” as a learning resource. The study illustrates the complexities of connecting everyday and academic learning practices.
Study 2 documents the teacher’s dilemma of framing students’ digital engagement in their leisure time as a resource for academic learning, which expands student practices and creates tensions within and across the institutional framing of schooling. At an overall level, the findings displayed that when the students’ experiences and knowledge of engaging with playful digital practices in informal learning activities are invited into highly regulated educational purposes, the discrepancies in the views of learning and the goals of the disciplinary practice lead to tensions and practical challenges. The study also displays that when the teacher frames task and digital tools as part of disciplinary science teaching but contextualizes them in everyday and informal contexts, both the teacher and students struggle to negotiate accountable ways of engaging in the new practice. The study suggests the teacher’s vital role in framing ways of engaging with new tools and tasks within the layers of accountable practices.
Study 3 explores how a teacher made use of a concrete material from her kitchen cupboard as a contextual resource for a problem-based learning activity. The study illustrates how a teacher invited students to articulate and recontextualize similarities and differences in everyday and academic learning practices. It also illustrates how the material tool opened for sophisticated thinking, which was not possible without the material available. It displayed a tension between context-bound resources, such as the sense of taste and sight, which allowed for exploration and student engagement, and more context-dense resources, such as a scientific result table written at the blackboard, which seemed to privilege academic forms of interactions. The study suggests the potential of making use of the meaning of materiality to promote academically productive classroom talk.
The study methodologically contributes to the field by providing a longitudinal research design that enables me to generate knowledge of how connecting everyday and academic processes are played out over time and how teachers and students engage in these particular learning activities in classroom interactions. It theoretically contributes to the field by presenting a theory-based analytical framework that advances into empirically grounded categories of classroom interactions over the course of the study and by showing, in particular, how teachers frame and constitute learning activities by drawing on the everyday and informal experiences of students in regular classroom practices.
The study is relevant in the way it offers theoretically informed and empirically grounded descriptions of the complexity of inviting the everyday experiences of students as resources for academic learning. This enables the study to contribute with new knowledge on how the layers of accountable practices within and across regular classroom practices seem to play an important role when challenges emerge as teachers encourage the use of experiences, tools, and media practices that are contextualized and framed differently
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
Constructing learning dialogically; learners, contexts and resources. Exploring how students and teachers participate in game-based learning and digital storytelling in educational settings
No full textkoamabayili/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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