1,721,031 research outputs found
Theorising power and listening : the route to a culture of voice
No full textListening in early childhood education is more than the act of hearing; it is a processing of hearing, understanding and acting upon what is heard. While seemingly simple when written as this series of tasks, in reality it is a reciprocal process, involving a complex power-laden relationship between adults and children, or even between children. The relationship is framed by the social context within which the dialogue and communication (in a broad and not always verbal sense) occurs. This is not surprising when coming from the perspective that childhood is a social construction and lived experiences are unique (James et al., 1998). From this perspective, listening becomes a cultural process as part of everyday early childhood practice, which encompasses a relational and social pedagogy
Theorising enabling and building capacity for voice
Full text linkThere is little doubt in our minds that doing voice work is cumulative; that is to say when done authentically and with the intent to enable it is cyclical and becomes expansive as children and practitioners engage in continual dialogue and meaning making. There is a virtuous cycle that overlays practice – the more you engage with children and young people the more they will engage with you and the more fluent the dialogue becomes. This rests on the caveat that the process build on mutual trust, relationships and meaningful action as described in Chapter 6, without which the cycle breaks down. Nevertheless, the more you tackle the dilemmas inherent in voice work, the more successful and effective it will be
Practitioner-enquiry : a reflexive method for playful pedagogy
No full textIn this chapter we are going to explore the productive learning associations we see between a practitioner enquiry approach to professional learning and playful pedagogy in the early years. In doing so we hope to show a complementary and facilitatory relationship that is evident in learning, tools and techniques used for research and dispositions that result for children and practitioners as researchers or participants in research projects. We will make clear the underlying assumptions of practitioner enquiry and what the implications of engaging in enquiry are in regards to an orientation towards play. Using real-life examples from early years settings to exemplify the discussion and ground this approach in practice, we will give guidance about the use of enquiry-based tools which have often been used to support professional learning. In particular, we will focus on the ways in which early childhood practices can support an approach to research that facilitates meaning and interpretation of data in playful spaces for learning. The basic premise behind this perspective is that practitioners in early childhood settings are already skilled researchers, unearthing and interpreting the intricacies in children’s play. This chapter suggests that it is important to harness those skills in order to explore children’s perspectives through play
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
- …
