1,720,966 research outputs found
Relating Pre-service Teachers' Language-related Biographical Experiences with their Noticing of Linguistically Diverse Classroom Situations - Stimulated Recall (SUF edition)
No full textFull edition for scientific use. This study explores the relationship between pre-service teachers' language-related biographical experiences and their noticing of linguistically diverse classroom situations. The sample consists of secondary education pre-service teachers from the University of Vienna. Data collection involved a three-part questionnaire and retrospective interviews using stimulated recall. The first part of the questionnaire elicited participants' language-related biographical experiences, encouraging reflection on their personal experiences with linguistic diversity. In the second part, participants analyzed two video clips depicting linguistically diverse classroom situations and evaluated how language use affected student learning. The final part of the questionnaire gathered demographic data, including participants' home languages, study subjects, and experience with multilingual education. Additionally, retrospective interviews with a subset of participants were conducted using stimulated recall to examine how their language-related biographical experiences shaped their perceptions of the classroom situations. During the interviews, participants reflected on their thought processes while completing the questionnaire. By investigating these connections, this study provides insights into how pre-service teachers' personal language-related biographical experiences affect their noticing of linguistically diverse contexts, offering valuable implications for improving teacher education programs designed to enhance teaching in multilingual classrooms. This is the data set from the stimulated recall
Pre-service Teachers’ Professional Development for Cultural and/or Linguistic Diversity through Teaching Abroad: A Systematic Scoping Review (OA edition)
No full textFull edition for public use. This dataset contains the complete extraction sheet of a scoping review examining the research question: What influence do teaching internships abroad have on the professionalization of pre-service teachers for culturally and/or linguistically diverse classrooms? The objective of the review was to map the breadth of existing empirical evidence, identify conceptual and methodological patterns, and delineate research gaps in this heterogeneous field. Following the methodological guidance of Pollock et al. (2023) and applying the Population–Concept–Context (PCC) framework, 61 studies published between 2000 and 2024 were selected through systematic searches in ERIC, Web of Science, Scopus, Education Research Complete, and FIS Bildung, complemented by targeted snowballing. Eligible studies focused on pre-service teachers completing school-based teaching internships abroad and reported professionalization outcomes related to knowledge, attitudes, or skills for teaching in culturally and linguistically diverse primary or secondary classrooms. The dataset includes structured, quality-checked extractions for all 61 studies, covering study characteristics, population details, conceptual framings, methodological approaches, and key findings. Data extraction combined manual coding with AI-assisted identification of factual information, with all entries verified by the author for accuracy and consistency. The full extraction sheet is provided as an openly accessible resource to support transparency, secondary analysis, and future research in international teacher education and professionalization for diversity
Relating Pre-service Teachers' Language-related Biographical Experiences with their Noticing of Linguistically Diverse Classroom Situations - Questionnaire (SUF edition)
No full textFull edition for scientific use. This study explores the relationship between pre-service teachers' language-related biographical experiences and their noticing of linguistically diverse classroom situations. The sample consists secondary education pre-service teachers from the University of Vienna. Data collection involved a three-part questionnaire and retrospective interviews using stimulated recall. The first part of the questionnaire elicited participants' language-related biographical experiences, encouraging reflection on their personal experiences with linguistic diversity. In the second part, participants analyzed two video clips depicting linguistically diverse classroom situations and evaluated how language use affected student learning. The final part of the questionnaire gathered demographic data, including participants' home languages, study subjects, and experience with multilingual education. Additionally, retrospective interviews with a subset of participants were conducted using stimulated recall to examine how their language-related biographical experiences shaped their perceptions of the classroom situations. During the interviews, participants reflected on their thought processes while completing the questionnaire. By investigating these connections, this study provides insights into how pre-service teachers' personal language-related biographical experiences affect their noticing of linguistically diverse contexts, offering valuable implications for improving teacher education programs designed to enhance teaching in multilingual classrooms. This is the data set from the questionnaire
Developing Pre-service Teachers' Professional Competence for Translingual Instruction - Questionnaire (OA edition)
No full textFull edition for public use. The data were collected for the empirical evaluation of a teacher education course on languages in education. The evaluation design consisted of a pre- and post-test (n = 52) with an open questionnaire on four videotaped classroom situations in order to investigate pre-service teachers’ competence development on the basis of changes in their noticing of these classroom situations, so in their ability to 1) identify noteworthy features of classroom interactions and 2) to interpret these features based on their knowledge and experience (van Es & Sherin, 2021). Additionally, in combination with the post-test, stimulated recall interviews (n = 11) were conducted in order to reconstructively infer pre-service teachers’ cognitive processes during the analysis of the videotaped classroom situations. This is the data set from the questionnaire
Review of Denis Weger (2024): Developing Professional Competence for Multilingual and Language-Aware Teaching
No full textRezension von Weger, Denis (2024): Professionelle Handlungskompetenz für mehrsprachig-sprachbewussten Unterricht entwickeln. Münster: Waxmann.Review of Weger, Denis (2024): Professionelle Handlungskompetenz für mehrsprachig-sprachbewussten Unterricht entwickeln. Münster: Waxmann
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
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