1,720,958 research outputs found
Technology facilitated arts-based school counselling: a scoping review of the literature
Full text linkWith the rapid change in technology and the increasing mental health needs of children, school counsellors have had to adapt their practices accordingly (Bang et al., 2021). Combining creative arts interventions and technology may be a viable and effective adaptation for school counsellors to meet the needs of their 21st century students (Zubala et al., 2021; Zeevi, 2021) and may also enhance student motivation for engaging in the counselling process. Integrating arts-based technological interventions into the school counselling context is a way that students’ thoughts, emotions, and feelings may be accessed and/or expressed in different formats to assist school counsellors in supporting students’ mental health. Incorporating technological tools into arts-based interventions adds another dimension to the school counsellor’s role. To better understand how arts-based technological tools (ABTT) are being used by school counsellors, a scoping review was done to determine relevant themes in the existing research. Searches of APA PsycINFO, Web of Science and Scopus databases were done using keywords centering on school counsellors and interventions using the creative arts/arts-based interventions and technology. Supplementary articles were identified through reference lists and manual searching of relevant journals. 679 references were retrieved, with an additional 20 from handsearching other sources. 13 full-text articles met the inclusion and exclusion criteria. Findings of the scoping review indicated several benefits and challenges of ABTT, highlighting the need for professional development for school counsellors and an understanding of if and how an ABTT can really enhance their practice based on the students that they serve. Limitations of the review are identified as well as implications and future directions for research.Susan Williams Peet ScholarshipMay 202
Characterizing physics students' conceptual systems of force and motion using Thagard's model
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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
Factors influencing science delivery in Francophone-minority settings
No full textThe study described in this paper is the initial qualitative phase of a multi-phase study focusing on improving science education delivery in francophone-minority settings in central Canada. This phase of the study elucidates the broad and complex factors influencing Kindergarten to Grade 9 science curriculum delivery in these settings. The study begins by exploring the themes generated from several qualitative studies pertaining to the phenomenon of science delivery in selected francophone-minority settings in Saskatchewan and Manitoba. Using Urie Bronfenbrenner's bio-ecological model, the study, furthermore, systematically conceptualizes the origin of, and interplay among, these factors. Finally, a description of current science education development activities within Manitoba francophone-minority settings is provided
The development, validation and application of a science curriculum delivery evaluation questionnaire for francophone-minority settings
No full textThe study described in this paper examines the procedures used in the identification of the broad and complex factors influencing science curriculum delivery in francophone‐minority settings where the teaching of science is the responsibility of non‐specialist science teachers. Furthermore, it describes the processes involved in the development and validation of an evaluation instrument, the Science Delivery Evaluation Instrument for Francophone‐minority Settings (SDEIFMS), used to identify factors influencing science program delivery. The study begins by exploring the themes generated from several qualitative studies pertaining to the phenomenon of science delivery in francophone‐minority settings in Saskatchewan and Manitoba. Subsequent to this, quantitative procedures used to develop and validate the SDEIFMS are presented. Finally, practical applications of the SDEIFMS as a part of an ongoing CRYSTAL initiative are also discussed
Les facteurs qui influencent l'offre des sciences dans les milieux minoritaires francophones
No full textThe study described in this paper is the initial qualitative phase of a multi‐phase study focusing on improving science education delivery in francophone‐minority settings in central Canada. This phase of the study elucidates the broad and complex factors influencing Kindergarten to Grade‐9 science curriculum delivery in these settings. The study begins by exploring the themes generated from several qualitative studies pertaining to the phenomenon of science delivery in selected francophone‐minority settings in Saskatchewan and Manitoba. Using Urie Bronfenbrenner's bio‐ecological model, the study, furthermore, systematically conceptualizes the origin of and interplay among these factors influencing science education delivery. Finally, a description of current science education development activities within Manitoba francophone‐minority settings is provided
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