1,720,957 research outputs found
Perceptions and Roles of School Psychologists in Transition Services for Students with Intellectual Disabilities
Full text linkTransition plans and services can have positive benefits on post-school outcomes for students with intellectual disabilities (ID). School psychologists have much to contribute to the transition process, but previous studies have indicated they often have limited involvement in this domain. A national survey was conducted to assess school psychologists’ knowledge, attitudes, and behaviors in regards to transition services for students with ID. Respondents included 176 practicing school psychologists from 21 states. Based on Ajzen’s (1985) Theory of Planned Behavior (TPB), the survey used in the study focused on school psychologists’ transition-related knowledge, attitudes, and behaviors. To understand the role of school psychologists in transition services for students with ID, data collection and analyses addressed (a) the underlying factor structure of the transition survey; (b) the relationship between school psychologists’ frequency of involvement in transition services and their self-reported transition knowledge, attitudes towards transition activities, and background experiences; and (c) the relationship between school psychologists\u27 perceived importance of transition tasks and their transition knowledge and background experiences. An exploratory factor analysis was conducted to verify the survey’s factor structure, and three factors supporting the TPB framework were identified: Knowledge, Attitude, and Behaviors. Scores for the instrument and subscales demonstrated acceptable reliability. A backward multiple regression was conducted with transition involvement as the criterion variable and respondents’ self-reported transition knowledge and attitudes, and background experiences as predictor variables. Attitude, knowledge, and previous experience with the ID population were found to be significant predictors of performance of transition tasks, accounting for 63.9% of the variance combined. A backward multiple regression also was conducted with attitudes toward transition as the criterion variable and respondents’ self-reported transition knowledge and background experiences as predictor variables. Knowledge was found to be the only significant predictor of respondents’ attitudes, accounting for 26.9% of the variance. Implications for practice and policy include increasing school psychologists’ specific knowledge of transition services and transition needs of students with ID, evaluating graduate programs and school districts’ openness towards school psychologists performing transition tasks, and advocating for special education reform to modify the roles and responsibilities of school psychologists
The Impact of US Black Freedom Social Movements on School Psychological Practices: A Scoping Review
No full textHistorical context often informs educational policy conversations and professional practice in the schools. This paper explores how a significant and long-ranging social movement that has shaped US culture over the past several decades, the collective of Black Freedom Movements (BFMs), may have impacted school psychology academic discourse. Using peer-reviewed publications as a gauge of BFMs’ impact on the provision of psychological services, the focus of this scoping review was to systematically investigate the state of research on this topic from the beginning of the thoroughbred years, the years that school psychology as a professional identity becomes independent (i.e., the 1970s), to the end of a year of great significance to American society in terms of racial reckoning (i.e., 2020). The authors identified 15 publications, across eight major school psychological journals, synthesized key quantitative and qualitative aspects of the available literature, and reported key themes. Findings indicate that in the school psychology field, there have been calls for action, change, and promotion of social justice agents across time that consistently highlight the perceived capacity that school psychologists can play in advocating for the rights of the Black American community. This process of social movement to academic change has implications for other Western societies, including European countries such as Greece, as such societies struggle with their own marginalized groups demanding social change, such as the Roma community. Applications for practice are offered. Historical context often informs educational policy conversations and professional practice in the schools. This paper explores how a significant and long-ranging social movement that has shaped US culture over the past several decades, the collective of Black Freedom Movements (BFMs), may have impacted school psychology academic discourse. Using peer-reviewed publications as a gauge of BFMs’ impact on the provision of psychological services, the focus of this scoping review was to systematically investigate the state of research on this topic from the beginning of the thoroughbred years, the years that school psychology as a professional identity becomes independent (i.e., the 1970s), to the end of a year of great significance to American society in terms of racial reckoning (i.e., 2020). The authors identified 15 publications, across eight major school psychological journals, synthesized key quantitative and qualitative aspects of the available literature, and reported key themes. Findings indicate that in the school psychology field, there have been calls for action, change, and promotion of social justice agents across time that consistently highlight the perceived capacity that school psychologists can play in advocating for the rights of the Black American community. This process of social movement to academic change has implications for other Western societies, including European countries such as Greece, as such societies struggle with their own marginalized groups demanding social change, such as the Roma community. Applications for practice are offered.
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
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
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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