1,720,953 research outputs found
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
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
Beyond Placement Testing: Improving Student Placement in Community Colleges (CC)
No full textAs outlined by the U. S. Department of Education (2015) Forum Guide to College and Career Ready Data (2015), the percentage of employment opportunities for individuals with a high school diploma or less will drop from 70% in 1973 to 35% by 2020. As the growth in employment opportunities is in areas that require more training beyond high school, newly graduating individuals from high school must be prepared to take some type of college-level courses. This dissertation examined the problem with students being inaccurately placed into developmental courses based on existing placement methodologies, even though the research evidence has shown that some of these same students could have been successful if placed into college-level courses. Scott-Clayton, Crosta, and Belfield (2013) stated that “nearly one in five students who take a math test, and more than one in four students who take the English tests, are placed into remediation even though they could have earned a B or better in the college-level course” (p. 19). The high number of students testing into developmental courses affects their employment and earnings prospects because developmental students are less likely to receive a degree and fewer than 10% graduate within a 3-year period (Bidwell, 2014).
The research evidence indicated that the usage of “multiple measures” more accurately places students into appropriate courses and results in more students successfully completing their assigned course. Additionally, the research evidence indicated that aligning K-12 and the higher education sector (Woods, Park, Hu, & Betrand-Jones, 2018) would help students understand the implications of the college placement-testing process (Behringer, 2008; Chen, 2016; Venezia, Braceo, & Nodine, 2010). Adding training resources to help faculty, staff, and administrators understand the placement process is needed because, as Safran and Visher (2010) stated, these individuals are charged with designing, implementing, evaluating, and interpreting developmental education placement policies and assessments without having the proper knowledge and technical skills to do so. Lastly, providing co-requisite courses or additional support services to students testing at or near the cutoff score (Park et al., 2016) would greatly improve student success rates for those student testing near the cutoff score.IMPROVING STUDENT PLACEMENT IN COMMUNITY COLLEGES
Beyond Placement Testing: Improving Student Placement in Community Colleges (CC)
Cleveland Wilson, Jr.
A Thesis
Submitted to the
Graduate Faculty
of the
University of Maryland University College
in Partial Fulfillment of the Requirements for the
Doctor of Management in Community College Policy and Administration
Degree
Charlene Nunley, Ph.D.
Susan McMaster, D.M.
IMPROVING STUDENT PLACEMENT IN COMMUNITY COLLEGES
Abstract
As outlined by the U. S. Department of Education (2015) Forum Guide to College and Career Ready Data (2015), the percentage of employment opportunities for individuals with a high school diploma or less will drop from 70% in 1973 to 35% by 2020. As the growth in employment opportunities is in areas that require more training beyond high school, newly graduating individuals from high school must be prepared to take some type of college-level courses. This dissertation examined the problem with students being inaccurately placed into developmental courses based on existing placement methodologies, even though the research evidence has shown that some of these same students could have been successful if placed into college-level courses. Scott-Clayton, Crosta, and Belfield (2013) stated that “nearly one in five students who take a math test, and more than one in four students who take the English tests, are placed into remediation even though they could have earned a B or better in the college-level course” (p. 19). The high number of students testing into developmental courses affects their employment and earnings prospects because developmental students are less likely to receive a degree and fewer than 10% graduate within a 3-year period (Bidwell, 2014).
The research evidence indicated that the usage of “multiple measures” more accurately places students into appropriate courses and results in more students successfully completing their assigned course. Additionally, the research evidence indicated that aligning K-12 and the higher education sector (Woods, Park, Hu, & Betrand-Jones, 2018) would help students understand the implications of the college placement-testing process (Behringer, 2008; Chen, 2016; Venezia, Braceo, & Nodine, 2010). Adding training resources to help faculty, staff, and administrators understand the placement process is needed because, as Safran and Visher (2010) stated, these individuals are charged with designing, implementing, evaluating, and interpreting IMPROVING STUDENT PLACEMENT IN COMMUNITY COLLEGES
developmental education placement policies and assessments without having the proper knowledge and technical skills to do so. Lastly, providing co-requisite courses or additional support services to students testing at or near the cutoff score (Park et al., 2016) would greatly improve student success rates for those student testing near the cutoff score.
Key Words: Remedial education, developmental education, community college or two-year colleges, junior colleges, placement test, community college placement test, Scott-Clayton, college placement exam, Achieving the Dream, best practices, strategic planning, ethical leadership IMPROVING STUDENT PLACEMENT IN COMMUNITY COLLEGES iv
Dedication
I would like to dedicate this dissertation to my parents, my older sister, my sons, and my grandson. To my parents, Lettie and the late Cleveland Sr., for always giving me the power to find my own voice and to be extremely independent. To my sister Carolyn, who has always been there for me for as long as I can remember and has always supported me in everything I do. To my oldest and very accomplished son Michael, who has always done his best to be the best son and young man in the world. To my son Douglas, as he continues to grow, learn, and navigate the path from youth to adulthood. To my grandson Brycen, who has brought enormous life back into our home with a smile and attitude that make everything I do worth it. The love, strength, and encouragement from each of you have allowed me to accomplish this goal. Thank you all; I love you all.
IMPROVING STUDENT PLACEMENT IN COMMUNITY COLLEGES v
Acknowledgements
The University of Maryland University College (UMUC) Doctor of Management in Community College Policy and Administration (DMCCPA) program has been one of the most rigorous, intense, and challenging programs I have ever attempted. This program has also been one of the most rewarding—and this is directly attributed to the program’s faculty, support staff, and members of the cohort who allowed me to be a part of their world, even though I was a few courses behind them. The DMCCPA program allowed me to take my first step from behind the Cipher Locked doors of the IT world and become a greater part of the College’s administration team, while at the same time allowing me to solve real-world work issues with knowledge gained from the coursework.
I must acknowledge my two dissertation advisors, Dr. Charlene Nunley and Dr. Susan McMaster, for their never-ending guidance, patience, and commitment in getting the entire cohort through the dissertation process. I must give each of them special thanks for working with me through the dissertation process and having that extra patience with me, while always encouraging me to continue because I was almost there. Without both of you, I know I would not have made it this far in the dissertation process. So, I say again, thank you, thank you, thank you.
I would also like to thank each member of the UMUC faculty for the dedicated manner in which they taught each of their respective courses and imparted their knowledge on each cohort member. So, a big thank you to Dr. Gena Glickman (DMCC 800), Dr. Ronald Head (DMCC 830), Dr. Darrell Cain (DMCC841), and Dr. Roderick Nunn (career coaching) for your never-ending support and dedication to the DMCC cohort and the University of Maryland University College’s DMCCPA program. Additionally, I would also like to thank UMUC staff members IMPROVING STUDENT PLACEMENT IN COMMUNITY COLLEGES vi
Monica Graham and Marina Caminis for all of the support they have given to the cohort and to me over the years.
One of the best gifts from this program has been the support, friendship, and new family of those in my cohort. I want to thank Michael Ayers, Alexa Beshara-Blauth, Jessica Frost, Lisa LaVigna, Jeff Newbern, and Jennifer Nuñez for helping to get me through this program.
IMPROVING STUDENT PLACEMENT IN COMMUNITY COLLEGES vii
Table of Contents
Chapter One: Introduction ........................................................................................................... 1
Background and Context.................................................................................................. 1
Statement of the Problem ................................................................................................. 4
Significance of Problem ................................................................................................... 6
Course Placement Misalignment Based on Placement Methodology ................. 6
Developmental Student Completion Rate ............................................................ 7
Developmental Student Socioeconomic Backgrounds ........................................ 8
Developmental Education Costs .......................................................................... 8
Statement of Purpose ....................................................................................................... 9
Research Questions .......................................................................................................... 10
Theoretical Framework .................................................................................................... 10
Strategic Management Theory ............................................................................. 10
Ethical Leadership Theory ................................................................................... 13
Definitions of Key Terms ................................................................................................ 15
Summary .......................................................................................................................... 18
Chapter Two: Methodology ......................................................................................................... 20
Introduction ...................................................................................................................... 20
Choice of Research Methodology .................................................................................... 20
Systematic Review Process.............................................................................................. 21
Research Questions .......................................................................................................... 23
Availability of Research Studies ...................................................................................... 24
Literature Search Methodology ....................................................................................... 26
Key Words ........................................................................................................... 26
Key References .................................................................................................... 26
Inclusion/Exclusion Criteria ............................................................................................ 46
Expert Panel ..................................................................................................................... 67
Methodology for Use of Expert Panel ................................................................. 67
Credentials of Expert Panelists ............................................................................ 69
Summary .......................................................................................................................... 70
Chapter Three: Literature Review ............................................................................................... 71
Introduction ...................................................................................................................... 71
Background of Placement Testing ................................................................................... 71
History of Traditional Placement Tests for Community College Admissions ................ 72
Growing Need for Community College Graduates ......................................................... 74
Mandate to Increase Student Success and Standardize Placement/Assessment
Methodologies...................................................................................................... 75
Mandates by States to Improve Initial Student College Placement ..................... 75
Changes to Developmental Education ................................................................. 77
Placement Testing ............................................................................................................ 78
Purposes of Placement Testing ............................................................................ 78
Validity of Placement Testing ............................................................................. 79
Existing Placement Test Policies and Placement Test Procedures .................................. 82
Attempts to Adopt Uniform Policies Regarding Placement ............................................ 84 IMPROVING STUDENT PLACEMENT IN COMMUNITY COLLEGES viii
Chapter Three (continued)
Impact of Placement Testing ........................................................................................... 85
Lack of Student Preparation for Placement Testing ............................................ 86
Academic Performance After Placement ............................................................. 87
The Cost of Developmental Education ................................................................ 87
Current/Emerging Issues and Concerns Affecting Placement Tests ............................... 88
Best Practices ................................................................................................................... 89
High-stakes Placement Testing ............................................................................ 89
Combination of Metrics for Placement ................................................................ 90
The Usage of Multiple Measures ......................................................................... 91
The Usage of Noncognitive and Cognitive Measures ......................................... 93
Preparation for Placement Testing ....................................................................... 93
Summary of Best Practices for Placement Testing Strategies ............................. 94
Checklist to Evaluate Placement Policies ........................................................................ 95
Theoretical Framework for Improving College Placement ............................................. 98
Strategic Planning/Management Theory.............................................................. 98
Ethical Leadership Theory ...................................................................................100
Conceptual Model ............................................................................................................107
The History of College Placement Exams .......................................................................109
Current College Placement Trends ......................................................................109
Existing policies and procedures ................................................................109
Inaccuracy of current placement methodologies ........................................109
Overplacement of students in developmental studies .................................110
Placement test limitations ...........................................................................110
Problems With Current Placement Rates .............................................................110
High placement error rates in math and English .........................................111
Decrease in overall student success ............................................................111
Pressures to Improve Placement Rates ................................................................111
Increasing higher education costs ...............................................................112
Demands for policymakers and government regulations ............................112
Leadership Theories .........................................................................................................112
Updates Based on Continuous New Data ........................................................................113
Improved College Placement ...............................................................................113
Summary ..........................................................................................................................114
Chapter Four: Analysis and Findings ..........................................................................................115
Introduction ......................................................................................................................115
Expert Panel .....................................................................................................................115
The Expert Panel Feedback Form ........................................................................116
Analysis of the Expert Reviews .......................................................................................119
Expert Summaries ................................................................................................119
The accuracy and completeness of the problem statement .........................119
The significance of the problem relative to community college
stakeholders.............................................................................................119
How well the evidence presented support the problem statement ..............120
The relevance of the theories to the problem ..............................................120 IMPROVING STUDENT PLACEMENT IN COMMUNITY COLLEGES ix
Chapter Four (continued)
The completeness of the theoretical background relative to
providing perspective(s) on the problem ................................................124
The scope and focus of the research questions in providing improved
practices within the research field...........................................................124
The organization of Chapter One ................................................................125
The doctoral writing research quality .........................................................125
The adequacy of the list of major references ..............................................125
Additional theories and concepts that may better frame the problem ........126
Additional authors, studies, or literature the student should read ...............126
Other scholars, community college leaders, stakeholders, and
businesses that would provide additional information to the
student, if contacted ................................................................................127
Research Findings ............................................................................................................127
Research Question #1 ..........................................................................................128
Research Question #2 ..........................................................................................130
Research Question #3 ..........................................................................................133
Strategic management theory ......................................................................133
Ethical leadership theory.............................................................................135
Unanticipated Findings ....................................................................................................138
Limitations of the Research Study ...................................................................................139
Contrarians ...........................................................................................................142
Summary ..........................................................................................................................143
Chapter Five: Implications for Practice, Product, and Future Research ......................................144
Introduction ......................................................................................................................144
Summary of Significant Research Findings ....................................................................145
Current Placement Methodologies .......................................................................145
Research Question #1 ..........................................................................................146
Research Question #2 ..........................................................................................148
Multiple measures .......................................................................................149
Noncognitive measures ...............................................................................149
Ali
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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