1,720,963 research outputs found
Learning competence: an Italian exploratory research in elementary schools
No full textThis article presents a comparative study on learning to learn carried out in Italian elementary Montessori and traditional schools to assess learning power of students. It shows that learnig power is a complex concept connected with the will to learn and that Montessori education seems promising in fostering this meta-competence
Learning Dispositions: a comparative study
No full textLearning to learn is a core competence, identified by the EU, for future citizens of Europe. However there is little consensus on what learning to learn is, and how it should be ‘taught’ and assessed. This study explores the findings from three related projects, in China, Italy, Spain and England which used the Effective Lifelong Learning Inventory to explore the learning power of students in primary classrooms. The study shows that learning to learn is culture specific and that extensive efforts should be put into the professional learning and practices of teachers if learning to learn is to become a key outcome of education and training across Europe
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
PROGRESIÓN EVOLUTIVA DEL APRENDER A APRENDER EN LA UNIVERSIDAD
Full text linkThis paper tackles the theme of Learning to Learn (L2L) from a theoretical perspective, with particular attention to its developmental trajectory in university students. Its starting point is an analysis of the International scientific literature, with L2L definitions in tertiary education, on the one side; on the other, the construction of the European framework of the Dublin descriptors, including L2L. The comparison between the scientific literature and the Dublin descriptors highlights the need for a profound revision and deepening of the latter in a developmental perspective, if the aim is to enable students with high levels of L2L competence for their university and professional trajectories, but also for success in their personal life.Este artículo aborda el tema del Aprender a Aprender (AaA) desde un punto de vista teórico, con particular atención a su progresión evolutiva en estudiantes universitarios. Punto de partida es, por un lado, la literatura científica internacional de referencia, con sus definiciones del AaA en contextos académicos; por otro, la construcción del marco de los descriptores europeos de Dublín para la didáctica universitaria, que incluye el AaA. La comparación entre literatura y descriptores europeos evidencia la necesidad de un profundo replanteamiento y profundización de estos últimos en perspectiva evolutiva, a fin de favorecer en los estudiantes la adquisición de niveles elevados de la competencia de AaA para su vida universitaria, profesional y para el éxito en su vida personal
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
Territorial Pedagogical Coordination: a policy tool to counter educational poverty from early childhood. A focus on Basilicata and Veneto regions for data-based decision making of TPC hubs
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