1,720,969 research outputs found
Learning at the University-conceptions of university teachers
Get PDFThis study investigates the conceptions of university teachers linked to the initial formation of teachers
about what it is to learn at the University. The qualitative phenomenographic study presented was carried
out with ten university teachers with more than 15 years of professional activity at the University and
with an average age of 52 years, nine of whom are female and one male. The results showed stability in
the conceptions of learning compared to previous studies; two main macro categories have been
identified: superficial conceptions and deep conceptions. Learning conceptions were also identified as a
process and as the development of social skills. In summary, teachers expressed different meanings of
learning, and it should be noted that learning emerged conceptualized in a multidimensional and
multifaceted way. In this group of teachers, different ways of conceptualizing learning are found, so the
results point to the coexistence in the same subject of several conceptions about what it is to learn, and
not a hierarchical structure of the conceptions in which the reproductive or superficial conception
appears as subordinate to the transformative or profound conception. The results point to an intercorrelated model as a better descriptor of teachers' thinking about the nature of learning given the
plurality of conceptions
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
The relationship with knowledge in the initial training of primary school teachers
Get PDFEl texto aborda la cuestión de la relación de los estudiantes de un departamento que forma maestros en Grecia con el saber. La pregunta inicial era si se alcanzaban los resultados de aprendizaje esperados del programa de estudios. Inicialmente se utilizó una metodología cuantitativa (cuestionario). Sin embargo, el hecho de que las respuestas de los estudiantes de primero y cuarto año fueran relativamente similares llevó a utilizar una metodología cualitativa (inicialmente grupos focales y, posteriormente, entrevistas semiestructuradas). La investigación puso de manifiesto la importancia de las experiencias escolares previas, la existencia de patrones estructurados de «buenos» y «malos» profesores, y el predominio de la percepción profesional de los estudios. Como resultado, los estudiantes relacionan la enseñanza y la práctica con lo que es importante, mientras que menosprecian el saber teórico. En conclusión, se plantea la cuestión de la eficacia de los estudios universitarios y su capacidad para replantear, deconstruir y/o reconstruir los conocimientos empíricos previos de los estudiantes.The text looks at how students in a teacher training department in Greece understand knowledge. The initial question was whether the curriculum's expected learning outcomes were being achieved. Initially, a quantitative methodology involving a questionnaire was employed. However, as the responses of first- and fourth-year students were relatively similar, a qualitative methodology was employed instead, initially in the form of focus groups and subsequently as semi-structured interviews. The research highlighted the importance of previous school experiences, the existence of structured patterns of 'good' and 'bad' teachers, and the predominance of a professional perception of studies. Consequently, students relate teaching and practice to what they deem important, disregarding theoretical knowledge. Ultimately, the effectiveness of university studies in rethinking, deconstructing and/or reconstructing students' previous empirical knowledge is called into question.Especialización en Docencia Universitari
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
The relationship with knowledge in the initial training of primary school teachers
Get PDFEl texto aborda la cuestión de la relación de los estudiantes de un departamento que forma maestros en Grecia con el saber. La pregunta inicial era si se alcanzaban los resultados de aprendizaje esperados del programa de estudios. Inicialmente se utilizó una metodología cuantitativa (cuestionario). Sin embargo, el hecho de que las respuestas de los estudiantes de primero y cuarto año fueran relativamente similares llevó a utilizar una metodología cualitativa (inicialmente grupos focales y, posteriormente, entrevistas semiestructuradas). La investigación puso de manifiesto la importancia de las experiencias escolares previas, la existencia de patrones estructurados de «buenos» y «malos» profesores, y el predominio de la percepción profesional de los estudios. Como resultado, los estudiantes relacionan la enseñanza y la práctica con lo que es importante, mientras que menosprecian el saber teórico. En conclusión, se plantea la cuestión de la eficacia de los estudios universitarios y su capacidad para replantear, deconstruir y/o reconstruir los conocimientos empíricos previos de los estudiantes.The text looks at how students in a teacher training department in Greece understand knowledge. The initial question was whether the curriculum\u27s expected learning outcomes were being achieved. Initially, a quantitative methodology involving a questionnaire was employed. However, as the responses of first- and fourth-year students were relatively similar, a qualitative methodology was employed instead, initially in the form of focus groups and subsequently as semi-structured interviews. The research highlighted the importance of previous school experiences, the existence of structured patterns of \u27good\u27 and \u27bad\u27 teachers, and the predominance of a professional perception of studies. Consequently, students relate teaching and practice to what they deem important, disregarding theoretical knowledge. Ultimately, the effectiveness of university studies in rethinking, deconstructing and/or reconstructing students\u27 previous empirical knowledge is called into question
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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