1,721,026 research outputs found
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
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A Cultural Historical Activity Theory Perspective of Teacher Learning in the Edmodo Math Subject Community
Full text linkTeachers are participating in online communities in ever increasing numbers to find and share knowledge with educators around the world. However, the majority of the studies on online communities of practice often fail to examine the process of knowledge sharing as a complex, dynamically evolving practice that is shaped by local classroom and school contexts as well as other sociocultural factors. This study was designed to address the need for a more comprehensive and multifaceted exploration of teacher learning in an online community of practice. A Cultural Historical Activity Theory (Leontiev, 1978; Engeström, 1987; Cole and Engeström, 1993; Vygotsky, 1978) framework was used as a guide for examining how teachers acquired and made use of the shared knowledge from the Edmodo Math Subject Community, an online community of practice with more than 250,000 members. Multiple data types were collected in order to examine the teachers' object-oriented actions in two overlapping activity systems. Data analysis revealed that the participants were driven by the contradictions and limitations of their local school activity systems to take control of their learning and find knowledge in the Math Subject Community. The participants' ability to find knowledge was defined by the roles they performed in the community, the tools they used, the collective knowledge of the community, and the implicit community rules of reciprocity and professionalism. The participants' ability to select and implement the knowledge they found in the Math Subject Community in their classrooms was shaped by their local school activity system tools, the support of their colleagues and administration, their students' range in math abilities, and the community rules. A Model of Teacher Knowledge Acquisition was developed to display the participants' fluid, ongoing process of navigating between two overlapping activity systems to find new knowledge. The Model of Teacher Knowledge Acquisition presents teacher learning as a complex, socially constructed process that is influenced by multiple activity systems that interact with and shape one another. Overall, the participants felt that engaging in this process of acquiring knowledge allowed them to make changes, both small and large, in their teaching and learning strategies
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Teaching with Digital Tools and Apps
No full textSee https://edtechbooks.org/digitaltoolsapps for the digital version of this book.
Recommended citation:
Trust, T. (2020). Teaching with Digital Tools and Apps (1st ed.). EdTech Books. Retrieved from https://edtechbooks.org/digitaltoolsappsWith the abundance in education technology (edtech) tools and apps currently available, and new ones popping up in app stores daily, how do you find the right ones for your practice? How do you ensure the digital tools and apps that you select for use in your classroom will enrich and extend your teaching, provide an accessible learning experience, and protect students' privacy? What should you look for when evaluating the user experience of apps and tools? This free, open access eBook highlights the key steps and considerations for finding, evaluating, and teaching with digital tools and apps. The book was designed as part of a class project for the Teaching & Learning with Technology course at the University of Massachusetts Amherst. The following undergraduate and graduate students contributed to the book: Michelle Barrett, Matthew Checrallah, Jacob Desgres, Alyssa Federico, Kiel Maurath, Madeleine Olson, Shaunak Shah, Khizar Shaikh, Alexander Shum, Caroline Sonnett, Isabelle Manrong Wang, Chenyang Xu, Chrystal Zajchowski, and Fred Zinn
Digital Tools to Empower 21st Century Learners
Full text linkDiscover how to ignite student creativity, increase communication and collaboration, support student-driven learning, and increase overall engagement in your courses through digital tools, apps, and teaching strategies. The workshop will begin with a quick overview of effective pedagogical techniques for enriching learning with technology, such as using the Universal Design for Learning principles to open up access to learning for all students. Then, you will discover 20 digital tools and apps that you can incorporate in your classroom right now. The workshop will conclude with a discussion about finding, evaluating, and implementing digital tools and apps to enrich teaching and learning
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
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