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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
The effectiveness of verbal discipline in dealing with classroom misconduct in the foundation phase
Get PDFText in English, abstracts in English and Zulu and Northern SothoClassroom misconduct is a general problem in today’s schools globally. After the abolition of corporal punishment in South African schools, teachers struggled to achieve discipline in the classroom. Verbal discipline is indicated as one of the most regularly used disciplinary strategies to deal with classroom misconduct in the Foundation Phase (FP). Hence, this study explored the effectiveness of verbal discipline in dealing with classroom misconduct in the FP. The purpose was to examine teachers’ verbal discipline practices or strategies to develop guidelines for effective verbal discipline in schools. The study was a qualitative study that adopted a phenomenological research design. A purposive sampling method was used to select ten FP teachers teaching in grades 1 – 3 from two schools – five from urban schools and five from rural schools – to participate in the study. Data were collected through recorded semi-structured interviews and document analysis. The interview recordings were transcribed and analysed using qualitative data analysis steps (content analysis) by Creswell and Creswell (2018). The school discipline policy documents collected were reviewed and analysed to obtain background knowledge on the current school disciplinary practices. Findings from the study established that teachers use verbal discipline to remind learners of the consequences of misconduct before exploring other disciplinary measures. Verbal discipline seems stressful, challenging, and repetitive, but it is effective in achieving discipline in FP classrooms. Fellow teachers, principals, parents, and other school stakeholders are partners in disciplining misbehaving learners verbally. Teachers engaged learners in private conversations to understand the reasons behind their misconduct and to praise them, when necessary, thereby encouraging good behaviour. The study further established the importance of understanding the learners’ developmental phase and their home background, as some behavioural issues originate at home. Modelling good behaviour, disciplining with patience, and inviting respected community members to speak to learners are important ways to achieve effective verbal discipline in the FP. Based on the above, the study recommended numerous strategies and guidelines for effective verbal discipline. A total review of the national policy document is deemed necessary to integrate vital findings on positive discipline that have emerged since the year 2000. The DBE should involve researchers of school discipline in a series of workshops to assist in reviewing policy documents.Umkhuba wokungaziphathi kahle emagunjini okufunda uyinkinga eyejwayelekile ezikoleni zanamuhla zaseNingizimu Afrika emhlabeni wonke. Ngemuva kokuqedwa kosiko lokujezisa abafundi ngokubazwisa ubuhlungu emzimbeni (corporal punishment) ezikoleni zaseNingizimu Afrika, othisha sebedonse kanzima emizameni yabo yokuqondisa izigwegwe/ukukhalima ngasemagunjini okufunda. Indlela yokujezisa ngomlomo seyivezwe njengelinye lamasu eselivamise ukusetshenziswa ukunqanda umkhuba wokungaziphathi emagunjini okufunda eSigabeni esiyiSisekelo (Foundation Phase (FP). Kanti ngakwenye ingxenye lolu cwaningo seluvumbulule ukuphumelela kwendlela yokujezisa ngomlomo ukunqanda umkhuba wokuziphatha kabi emagunjini okufunda esigabeni sesisekelo (FP). Inhloso kwaye kuwukuhlola izindlela ezisetshenziswa ngothisha ukuqondisa izigwegwe ngomlomo noma amasu okwakha imihlahlandlela esebenzayo yokujezisa ngomlomo ezikoleni. Ucwaningo beluwucwaningo olwencike kwikhwalithi olulandele indlela yocwaningo yefenomenoloji (phenomenological research design). Umethodi wesampuli enenhloso (A purposive sampling method) usetshenziswe ukukhetha othisha abayishumi bezikole zeSigaba esiyiSisekelo (FP) abaphuma ezikoleni ezimbili. – othisha abahlanu abavela ezikoleni zasemadolobheni kanye nothisha abahlanu abavela ezikoleni zasemakhaya – ukuba bazibandakanye kucwaningo. Idatha iqoqwe ngokusebenzisa izinhlolovo ezehlukaniswe izigaba ezimbili ezirikhodiwe kanye nokuhlaziywa kombhalo. Amarikhodi ezinhlolovo abe esebhalwa phansi futhi ahlaziywa ngokusebenzisa izinyathelo zokuhlaziya idatha ngendlela yekhwalithi (kwahlaziywa ulwazi oluqukethwe) (content analysis) Creswell and Creswell (2018). Imibhalo yomgomo wezokuqondiswa kwezigwegwe ezikoleni eqoqiwe ibuyekeziwe futhi yahlaziywa ukuze kutholakale ulwazi oluwumlando mayelana nezingqubo ezilandelwayo zokuqondiswa kwezigwegwe ezikoleni. Ulwazi olutholakele kucwaningo luqinisekise ukuthi othisha basebenzisa indlela yokuqondisa izigwegwe ngomlomo. Ukukhumbuza abafundi ngemiphumela yokungaziphathi kahle ngaphambi kokubheka ezinye izindlela zokuqondisa izigwegwe. Ukuqondiswa izigwegwe ngomlomo kubonakala kunegcindezi, kunenselele futhi kuyimpindwa, kodwa kusebenza ngempumelelo uma kuqondiswa izigwegwe emagunjini wezikole zeSigaba esiyiSisekelo (FP). Ozakwethu abangothisha, othishanhloko, abazali kanye nabanye abadlalindima ezikoleni basebenza njengembumba ekuqondiseni izigwegwe ngomlomo kubafundi abangamahlongandlebe. Othisha baxoxisene nabafundi ngasese ukuthola izizathu ezibangela abafundi ukungaziphathi kahle kwabafundi kanye nokubatusa/bakhuthaza, uma kunesidingo, ngokweze njalo bakhuthaza umkhuba wokuziphatha kahle. Ucwaningo luqhubeke lwathola ukubaluleka kokuzwisisa isigaba sabafundi sokukhula kanye nomlando wabafundi wasekhaya, njengoba eminye imikhuba yokuziphatha idabuka ekhaya.. Ukukhuthaza umkhuba wokuziphatha, ukuqondisa izigwegwe ngendlela yokubekezela kanye nokumema amalunga omphakathi ahloniphekile ukuba baxoxisane nabafundi, kuyizindlela ezisebenzayo ezibalulekile ekuphumeleleni ukuqondisa izigwegwe ngomlomo ezikoleni ze-FP. Ngokusebenzisa lolu lwazi olwendlalwe ngenhla, ucwaningo luncome/lunqume amasu ambalwa kanye nemihlahlandlela njengezindlela ezisebenza kahle ekuqondiseni izigwegwe ngomlomo. Ukubuyekezwa ngokuphelele kombhalo womgomo wezwe kubonakala kuyisidingo ukuhlanganisa ulwazi olubalulekile mayelana nendlela elungile yokuqondiswa kwezigwegwe ebonakele kusukela ngonyaka ka 2000. UMnyango weMfundo eyiSisekelo (DBE) kufanele ubandakanye abacwaningi bezokuqondiswa kwezigwegwe ezikoleni bangene kuchungechunge lwezinhlelo zokusiza ukubuyekeza imibhalo equkethe imigomo.
Amagama asemqoka: Ezinye izindlela zokujezisa ngokuzwisa umzimba ubuhlungu; ukuqondisa izigwegwe ngasegunjini lokufunda; ukungaziphathi kahle ngasegunjini lokufunda; amasu okuqondisa izigwegwe; ukuqondisa izigwegwe ngomlomo; amasu okuqondisa izigwegwe ngomlomo; izimpawu ezikhombisa ukuhlangana; ISigaba esiyiSisekelo.Boitshwaro bo bobe phaposing ya ho rutela ke bothata bo akaretsang kajeno dikolong ka kakaretso. Kamora hore ho fediswe kotlo ya ho shapa dikolong tsa Afrika Borwa, matitjhere a sokola hore ho be le kgalemelo phaposing ya ho rutela. Kgalemelo ya molomo e bontsha e le le leng la maano a kgalemelo a sebediswang kgafetsa ho sebetsana le boitshwaro bo bobe phaposing ya ho rutela Mokgahlelong wa Motheo (FP). Ke kahoo phuputso ena e hlahlobileng katleho ya kgalemelo ya molomo ho sebetsana le boitshwaro bo bobe phaposing ya ho rutela boemong ba FP. Sepheo e ne e le ho hlahloba mekgwa ya kgalemelo ya matitjhere ya molomo kapa maano a ho theha ditataiso bakeng sa kgalemelo ya molomo e sebetsang hantle dikolong. Phuputso e ne e le phuputso ya boleng e amohetseng moralo wa dipatlisiso tsa boiphihlelo. Ho sebedisitswe mokgwa wa ho etsa sampole ka sepheo sa ho kgetha matitjhere a leshome a FP dikolong tse pedi - a mahlano ho tswa dikolong tse ditoropong le a mahlano ho tswa dikolong tse mahaeng - ho kenya letsoho phuputsong. Dintlha di bokelletswe ka dipuisano tse rekotilweng tse hlophisitsweng hantle le manollo ya ditokomane. Direkoto tsa dipuisano di ile tsa ngolwa mme tsa manollwa ho sebediswa mehato ya manolo ya dintlha tsa boleng (manollo ya dikateng) ya Creswell le Creswell (2018). Ditokomane tsa leano la kgalemelo ya dikolong tse bokelletsweng di ile tsa hlahlojwa le ho manollwa ho fumana tsebo e seng e ntse e le teng mabapi le mekgwa ya hajwale ya kgalemelo ya dikolong. Diphumano tsa phuputso di bontshitse hore matitjhere a sebedisa kgalemelo ya molomo ho hopotsa baithuti ka ditlamorao tsa boitshwaro bo bobe pele ba hlahloba mehato e meng ya kgalemelo. Kgalemelo ya molomo e bonahala e le e sithabetsang, e nang le diphephetso ebile e pheta-pheta, empa e sebetsa hantle ho fihlella kgalemelo diphaposing tsa ho rutela tsa boemo ba FP. Matitjhere-mmoho, mesuwe-hlooho, batswadi le bankakarolo ba bang ba dikolo ke balekane ba kgalemelang baithuti ba sa itshwarang hantle ka molomo. Matitjhere a buisane le baithuti ka lekunutu hore ba utlwisise mabaka a etsang hore ba se ke ba itshwara hantle le ho ba babatsa, ha ho hlokahala, mme kahoo ba ba kgothalletsa boitshwaro bo botle. Phuputso e boetse ya tiisa bohlokwa ba ho utlwisisa mokgahlelo wa kgolo ya baithuti le bophelo ba bona ba lapeng, kaha ditaba tse ding tsa boitshwaro di simoloha lapeng. Ho bontsha boitshwaro bo botle, ho kgalemela ka mamello le ho mema ditho tse hlomphehang tsa setjhaba ho bua le baithuti ke ditsela tsa bohlokwa tsa ho fihlella kgalemelo ya molomo e sebetsang hantle boemong ba FP. Ho latela se boletsweng kahodimo, phuputso e kgothaleditse maano le ditataiso tse ngata bakeng sa kgalemelo ya molomo e sebetsang hantle. Kakaretso ya tlhahlobo ya tokomane ya leano la naha e nkwa e le ya bohlokwa ho kopanya diphumano tsa bohlokwa mabapi le boitshwaro bo botle tse hlahileng ho tloha ka selemo sa 2000. DBE e lokela ho kenyelletsa bafuputsi ba kgalemelo ya dikolong letotong la dithupelo ho thusa ho hlahloba ditokomane tsa leano.D. Phil. (Psychology of Education)Psychology of Educatio
An analysis of undergraduate philosophy of education students' perception of African philosophy
No full textThis study provides a critical interrogation of the perceptions held by the undergraduate Philosophy of Education students at an open and distance learning institution, towards African philosophy. The study is premised on famed Kenyan philosopher, Odera Henry Oruka‟s classification of African philosophy into four trends: ethno-philosophy, philosophic sagacity, nationalist-ideological philosophy and professional philosophy. These trends confirm that African philosophy is more than traditions, culture or ubuntu, and more complex than the students make it to be. The study makes a link between the students‟ flawed perceptions of African philosophy with their lack of critical thinking skills.
The study has attempted to answer questions such as why students have flawed perceptions of African philosophy; how critical thinking assists in changing their perceptions of African philosophy, and what role can the education system play in equipping students with critical thinking skills. The study‟s findings show that undergraduate Philosophy of Education students conflate African philosophy with African people‟s traditions and cultures, and with ubuntu. Students perceive that African philosophy lacks reason and rationality - key elements of critical thinking. The study‟s findings show that students lack critical thinking skills. The study notes that the way students are taught makes a large contribution to their perceptions and lack of critical thinking skills. The study makes the following recommendations. Firstly, to deal with the problem of students‟ conflations, the study recommends the introduction of the principles of African philosophy, namely, ubuntu, communalism and indigenous knowledge systems (IKS) in the school curriculum, and to emphasise these principles in the curricula of higher education institutions. Secondly, the study recommends the introduction of philosophy for children (P4C) in schools. It is envisaged that P4C will assist learners to acquire critical thinking skills at an early stage of learning. Thirdly, the study recommends the teaching of critical thinking skills at universities. Finally, the study recommends that in-
service training be made an integral part of teachers‟ and lecturers‟ professional training, to bring them up-to-date with new ideas and methods of teaching.D. Ed. (Philosophy of Education)Educational Studie
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
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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