1,720,959 research outputs found
Arts for academic achievement: year 1 survey report
No full text1 online resource (PDF, 14 pages)Seashore, Karen; Ingram, Debra; Werner, Linnette. (1999). Arts for academic achievement: year 1 survey report. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/180666
Arts for Academic Achievement: Arts Integration - A Vehicle for Changing Teacher Practice
No full textArts integration, a teaching approach that uses concepts integral to both arts and non-arts
areas, is increasingly being used to reach disenfranchised learners while at the same time
replenishing teachers and changing teacher practice. The purpose of this paper is to
present evidence of teacher practice change from research on a large urban school
district’s arts integration initiative by addressing the question, “What effect has arts
integration had on teacher practice?”Werner, Linnette; Freeman, Carol. (2001). Arts for Academic Achievement: Arts Integration - A Vehicle for Changing Teacher Practice. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/143711
Models of Implementing Arts for Academic Achievement: Challenging Contemporary Classroom Practice
No full textThe Minneapolis Public Schools’ Challenge Grant from the Annenberg Foundation focused on
the arts as a means for overall academic improvement. To accomplish this goal, schools were to
increase integration of the arts into the core curriculum and develop strong partnerships with
artists and arts organizations. The core of the Arts for Academic Achievement (AAA) project
was “bottom up” innovation, with the precise nature of the intervention to be defined by the
school and the arts partners working together.
Schools were at various levels of experience in working with visiting artists and arts organization
partners, and therefore, developed a variety of approaches to implementation. The arts
integration models in elementary schools varied by what core curriculum was taught in and
through the arts, the number of disciplines (arts and non-arts) involved in the activity, whether
the concepts taught during the activity focused on both the arts and non-arts areas, and what roles
were played by the classroom teacher and arts partner. The five implementation models we
observed are:
§ Residency Model
§ Elaborated Residency Model
§ Capacity Building Model
§ Co-Teaching Model
§ Concepts Across the Curriculum ModelFreeman, Carol; Seashore, Karen; Werner, Linnette. (2003). Models of Implementing Arts for Academic Achievement: Challenging Contemporary Classroom Practice. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/143831
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
Artist, Teacher, and School Change Through Arts for Academic Achievement: Artists Reflect on Long-Term Partnering as a Means of Achieving Change
No full textThe purpose of the four-year Arts for Academic Achievement project is to transform teaching
and learning through partnerships between schools and artists and arts organizations. The theory
of action underlying the initiative is that when teachers and artists collaboratively develop
instruction that integrates arts and nonarts disciplines, instruction in nonarts disciplines becomes
more effective and student achievement increases. This report is one in a series of reports based on research conducted for the Arts for Academic
Achievement project by the Center for Applied Research and Educational Improvement at the
University of Minnesota. The purpose of this report is to describe artist perceptions of artist,
teacher, and school changes that occurred as a result of long-term artist-teacher partnerships.
Data were collected from individual and group interviews with twenty-three artists who had
participated in the program for three or four years.Werner, Linnette. (2002). Artist, Teacher, and School Change Through Arts for Academic Achievement: Artists Reflect on Long-Term Partnering as a Means of Achieving Change. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/143649
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