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Searching the Learning Culture in an Intellectual Profession
Get PDFÖğrenme kültürü, son yılların popüler kavramlarından biri olarak çoğunlukla enformel öğrenme
bağlamında sıkça ele alınmaktadır. Enformel öğrenme, kendiliğindenliği ve çekiciliği dolayısıyla yaşam
boyu öğrenme için oldukça geniş öğrenme fırsatları içermektedir. Kültürel katılım ise, enformel
öğrenmenin bir çok formunu kapsayan bir kavram olarak yaşam boyu öğrenme için zengin bir kaynaktır.
Entelektüel bir meslek alanının icracıları olan öğretmenlerin kültürel sermaye dağılımındaki konumları,
kültürel yeniden üretim ve aktarımda kritik bir rol oynamaktadır. Bu çalışma, öğretmen adaylarının
kültürel katılımlarını yaşam boyu öğrenme kültürü bağlamında değerlendirmek amacıyla yapılmıştır.
Araştırmada, nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Çalışma evrenini, Ankara
Üniversitesi‟nde öğrenim görmekte olan 538 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının
kültürel katılımına ilişkin veriler araştırmacı tarafından geliştirilen “Kültürel Katılım Anketi‟‟ ile
toplanmıştır. Veriler, frekans ve yüzde dağılımları üzerinden analiz edilmiştir. Araştırma sonucunda,
öğretmen adaylarının büyük çoğunluğunun enformel öğrenme kaynaklarını etkin kullanmadıkları ve
kültürel katılımlarının sınırlı olduğu görülmektedir.Learning culture, as one of the popular concepts of recent years, is frequently discussed in the context of
informal learning. Informal learning, due to its spontaneity and attractiveness, contains a wide range of
learning opportunities for lifelong learning. On the other hand, cultural participation is a rich resource for
lifelong learning as a concept that covers many forms of informal learning. The positions of teachers, who
are the performers of an intellectual profession play a critical role in cultural reproduction and transfer.
This study was conducted to evaluate the cultural participation of teacher candidates in the context of
lifelong learning culture. The study employed the survey model as a quantitative research method. The
universe of the study consists of 538 teacher candidates from Ankara University. The Cultural
Participation Survey, developed by the author, was employed to collect data on the cultural participation
patterns of teacher candidates. The data were analyzed in terms of frequency and percentage distributions.
As a result of the research, it is seen that most of the teacher candidates do not use informal learning
resources effectively and their cultural participation is limited
Yaşam boyu öğrenme bağlamında Türkiye’deki kültürel alana ilişkin bir değerlendirme
Get PDFThe cultural domain may be defined as a sphere of influence that involves all cultural activities, whether economic or social in nature. In the context of lifelong learning, cultural and artistic environments represent tools and media of significance for formal and informal adult learning. The availability of learning opportunities in the cultural domain, the achievement of cultural competence by all individuals, and their cultural participation are strongly associated with lifelong learning. The research study employed a descriptive survey model with a view to establishing the data available in Turkey with respect to cultural productivity and participation. The study was structured on the basis of the data in Turkey as pertains to the budget allocated to culture and cultural expenditure, as well as performing arts, printed media, libraries, and museums. In summary, a general evaluation of the present state of productivity and participation in the cultural domain and its course over the years gives way to the argument that the cultural domain in Turkey is far from offering a source of possibilities and tools that would allow for the wider dissemination of the culture of learning.Kültürel alan, ekonomik ve sosyal tüm kültürel faaliyetleri kapsayan bir etki alanı olarak tanımlanabilir. Yaşam
boyu öğrenme bağlamında kültür-sanat ortamları yetişkinlerin formel ve enformel öğrenmesinde önemli araçlar ve
mecralardır. Kültürel alandaki öğrenme fırsatları, toplumdaki tüm bireylerin kültürel yetkinlik kazanması ve kültürel
katılım yaşam boyu öğrenmeyle yakından ilişkilidir. Araştırmada, Türkiye’deki kültürel üretim ve katılım verilerini
belirlemek üzere betimsel tarama modeli kullanılmıştır. Veriler, 2000-2018 yıllarını kapsamaktadır. Çalışma; kültürel
alan kapsamında Türkiye’de kültüre ayrılan bütçe, kültür harcamaları, gösteri sanatları, yazılı medya, kütüphane ve
müzelere ilişkin veriler üzerinden ele alınmıştır. Özetle, kültürel alandaki üretimin ve katılımın yıllara göre seyri ve
mevcut durumu genel olarak değerlendirildiğinde Türkiye’de kültürel alanın öğrenme kültürünün yaygınlaşmasını
sağlayabilecek olanak ve araçlar sunmaktan uzak olduğu söylenebilir. Veriler, Türkiye’de pek çok boyutuyla kültürel
katılımın oldukça düşük bir nüfus oranıyla sınırlı olduğunu göstermektedir
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
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
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
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