1,720,962 research outputs found
Verständnisse und Konzepte zum kompetenzorientierten Fachunterricht: Gemeinsamkeiten und Unterschiede
No full textDieser letzte Beitrag des Bandes ist Ergebnis einer Metastudie, die parallel zum Projekt von einer Forscherin ohne fachdidaktischen Hintergrund durchgeführt wurde. Das Forschungsunterfangen basiert auf der Annahme, dass Konzeptverständnisse innerhalb der Diskussion um Kompetenzorientierung fach- und stufenspezifische Merkmale aufweisen, und untersucht dabei, wie sich diese Konzeptverständnisse konkret unterscheiden und verändern. Im Rahmen der Forschungsprojekte im Schwerpunktprogramm «Kompetenzorientierter Fachunterricht» der PHBern wurde zunehmend deutlich, dass ein systematischer Vergleich möglich und dringlich ist. Daraus soll eine Synthese hervorgehen, die aufzeigt, was gemeinsame Verständnisse sind, wo es spezifische – fach- oder stufenspezifische – Aspekte gibt und wie sich diese Verständnisse von forschenden Fachdidaktikpersonen durch ihre unterrichtsentwickelnde
Forschungserfahrung verändern.
Indem dies von einer Aussenstehenden erfragt und reflektiert wurde, werden die Fachdidaktiken und ihre Forschungsansätze kritisch-vergleichend zueinander in Bezug gesetzt. Dies ist insbesondere für die Aus- und Weiterbildung relevant, wo solche Divergenzen noch zu wenig thematisiert werden. Aber auch in der Fachdidaktikforschung, gerade in überfachlicher, ist es wesentlich, den konzeptuellen Rahmen zu reflektieren und
fachspezifische Deutungen zu identifizieren
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
The Didactics of autonomy in multi-grade classrooms
Full text linkTo foster the individualization of teaching, many school authorities in the Canton of Bern, Switzerland, have reorganized classrooms into multigrade classes. In heterogeneous classrooms, so the assumption goes, the need to adapt teaching to the individual needs of diverse pupils is particularly salient. Multigrade classes, therefore, offer a unique insight into the strategies by which teachers adapt to the expectations of individualization. This chapter looks at the subjectivation practices of teachers tied to their concepts of autonomy and methods of didactical differentiation. Drawing from the observation of two multigrade classrooms and from interviews with teachers and pupils, we analyse how the two teachers differentiate their teaching in order to accommodate the different abilities of students. In both classrooms, the teachers use grade levels as a basic category of distinction. Further categorizations of students are shaped by the teachers’ subjective understanding of student autonomy. In one of the presented cases, autonomy is seen as a method, hence the teacher focusses her support on a methodical progression path to enable pupils to work on their own. In the other case, the teacher understands autonomy as a development of self-awareness and self-positioning in relation to others. To this end, she sees social interactions as a main vehicle and fosters them in abundant classroom conversations and co-creative tasks on each learning topic. These informal, subjective, and general ascriptions of pupil autonomy deserve more attention in empirical classroom research since they serve teachers as performance indicators and shape their ways of supporting and evaluating individual pupils
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
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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