1,720,962 research outputs found
An analysis of the reading difficulties of selected groups of Atlanta University students enrolled in reading, 1967
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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
Content analysis of learning styles based science activities in an elementary science textbook, 2005
Get PDFThe purpose of this study was to determine how selected science lessons accommodated the diverse learning style preferences of first graders in a culturally diverse classroom. The author examined lessons in the existing science textbook series. Harcourt Science Georgia Edition, to analyze to what extent each of the four dominant learning style preferences (visual, auditory, tactile, and kinesthetic) and the one non-dominant approach. multisensory, were addressed through science activities. Using a content analysis research strategy, the author found the following: The majority of learning styles oriented activities across units focused on visual learning while auditory activities were among the least frequently noted across units. A summary of the frequency of learning styles oriented activities by chapters and lessons showed visual activities well represented in every chapter and lesson while auditory activities were limited in all chapters and lessons. Across the broad spread of the types of activities. several chapters and lessons included a preponderance of visual and tactile activities. Within each learning style category, the frequency of common types of learning styles activities varied significantly, mostly due to the nature of each activity. Conclusions based on these findings showed activities for visual learning styles as the most frequent type of activity noted in the text, multisensory activities using the non-dominant multisensory approach as the second most frequent type, activities for tactual learners as the third most frequent type of activity noted across the text, activities for auditory learners as the fourth most frequent type of activity, and activities for kinesthetic learners as the least noted type of activity. A major implication of the study was that teaching and learning science in first grade would be enhanced if science texts were to provide a more comprehensive and balanced array of activities to address the styles of learners in each preferred modality. Further. the study suggests that teachers collaborate with other educators to supplement existing text activities with teacher-made learning styles activities in areas where certain activities may be limited
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
What is the significance of learning styles and gender to science achievement of urban African American children in the middle schools?, 1997
Get PDFThis study investigated the correlation between psychological types, gender and science achievement. The researcher obtained the end-of-semester grades in science from the subjects7 teachers whom and administered the Myers-Briggs Type Indicator. The Selection Ratio Type Table (SRTT) and calculated values of Chi-square or fisher's exact probability analyzed the data. The Myers- Briggs Type Indicator concluded that there is no relationship between the level of science achievement and psychological type for high achieving and low achieving science students. However, it may be concluded that there is a relationship between science achievement and psychological preference for high achieving and low achieving students
Perceived influence relations and work attitudes: a study of elementary teachers' attitudes toward their work environment, 1981
Get PDFThe effects of a family mathematics workshop on the mathematics achievement of middle grades African American students, 1998
Get PDFThis study was an investigation of the effects of a Family Mathematics Workshop on African American students' mathematics achievement and parent-child interaction with mathematics homework. A one way analysis of variance and the SPSS for ms Windows release 6.1 were used to test the null hypothesis. The study is based on Epstein's theory of overlapping spheres which proposes that when the school and family unite in a partnership for children, their overlapping spheres of influence foster a positive attitude about mathematics at home that helps children learn mathematics at school. The researcher found no significant difference between the posttest scores of the controlled and experimental groups. Further, there was no significant difference found in parent/child interaction of the experimental group with mathematics homework before and after the workshop. However, positive responses indicated an increase in the number of times per week parents played mathematics games with their children; the degree of parents' understanding of the lessons and assignments presented in their children's present mathematics textbook; and the degree of confidence parents' have in their ability to help their children with mathematics homework. The conclusions drawn from the findings are that parental involvement in the educational process indicates positive impacts on students' achievement. This five session four-hour Family Mathematics study may have been too short to assess the impact of the Family Mathematics approach on these variables. A long term study is needed to assess the impact of the program on students' achievement. This study was also limited by having a sample size of only 20 fifth grade students in both the experimental and control groups
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