1,720,992 research outputs found
Preservice teachers’ memories of their secondary science education experiences
No full textUnderstanding preservice teachers’ memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers’ perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants’ memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher’s enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students’ conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may “make a difference” towards influencing high school students’ positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices
A concretizing research on making higher-education sustainability count
No full textIn order to manage the worrying predicament of declining global birth rates, a majority of higher-education institutions have commenced to institute a series of diversified strategies in order to make higher-education sustainability count. The aim of this research is to present the results of a study with the goal of helping educational institutions achieve their sustainability. As a succession of quantitative and qualitative analyses and measurements, there are four valuable and contributive findings in this research. First, total tuition and miscellaneous revenues (TTMR), total university–industry cooperative revenues (TUCIR) and total grants from government (TGG) of higher-education governance (HEG) were able to directly and effectively increase higher-education sustainable value. This definitively indicates that current higher-education students and staff, as well as higher-education experts and professionals, indeed agree that the tuition and miscellaneous fees, university–industry cooperative, and government grant revenues have become the most critical determinants of university environment social governance (UESG). This is because the majority of higher-education institutions do need these revenue resources to advance a succession of environmental protections, social responsibilities, and governance performance for current higher-education institution sustainability development. Second, comprehensive scale of QS rankings (CS-QS) was the most important key determinant to evaluate the university social responsibility development (USRD), which means the majority of higher-education institutions have to pay more attention on the comprehensive scale of QS rankings (CS-QS) in order to make more sustainability count. The third finding is the number of student’s publications (NSP), which was the most crucial key determinant to assay return on investments (ROI), meaning current higher-education students, staff, experts, and professionals consent to higher-education institutions having to establish an evaluated system for student’s publications to stimulate students to publish their diversified studying outcomes in order to make students recognize their growth after taking courses in higher education. The last finding is total tuition and miscellaneous revenues (TTMR) was the most momentous key determinant to control high education governance (HEG), which means current higher-education students, staff, experts, and professionals are concerned with the various governance performances of their tuition and miscellaneous fees. As for the future direction, there are still some evaluated criteria and assessed methods to be comprehensively considered and employed for inducing in-depth conclusions and findings with higher research reliability and validity without time limitations and resource restrictions
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
Employing the five-factor mentoring instrument : analysing mentoring practices for teaching primary science
No full textPrimary science education is a concern around the world and quality mentoring within schools can develop preservice teachers’ practices. A five-factor model for mentoring has been identified, namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Final-year preservice teachers (mentees, n=211) from three Turkish universities were administered a previously validated instrument to gather perceptions of their mentoring in primary science teaching. ANOVA indicated that each of these five factors was statistically significant (p\u3c.001) with mean scale scores ranging from 3.36 to 4.12. Although mentees perceived their mentors to provide evaluation feedback (95%), model classroom management (88%), guide their preparation (96%), and outline the science curriculum (92%), the majority of mentors were perceived not to assist their mentees in 10 of the 34 survey items. Professional development programmes that target the specific needs of these mentors may further enhance mentoring practices for advancing primary science teaching
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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