1,720,966 research outputs found
Related Data for Thesis/Dissertation: "Working at it": The perceptions of general education and resource teachers on supporting students with hearing loss in the mainstream classrooms in Singapore
No full textThis study examined the perspectives of general education and resource teachers regarding the educational inclusion of students with hearing loss. The study sample consisted of 14 teachers (7 general education and 7 resource teachers) who were purposively selected from a resourced secondary school in Singapore. Semi-structured interviews were conducted with all teachers and data collected were analysed using interpretive phenomenological analysis. The results outlined several inclusive practices implemented in mainstream classrooms. Findings from this study also revealed an overall positive attitude towards teaching students with
hearing loss in the general education classroom. Facilitators that helped in the process of inclusion were also highlighted. They include positive attitudes and beliefs towards inclusion, support from resource teachers and training opportunities for school personnel. Study participants also perceived the presence of gaps that still need to be worked on if inclusive education programmes are to be more successful. Gaps in capacity building of school personnel, communication approaches as well as academic expectations of students with hearing loss were some highlighted areas that mainstream schools may need to consider in looking ahead. Implications for practice and future research were discussed
Factors relating to successful transition to school in Singapore: A pilot study
No full textNote: Restricted to NIE staffStudies on activities to ease children’s transition to school have been conducted in Australia, New Zealand, Europe and the United States during the last 20 years (e.g., Dunlop & Fabian, 2003; Fabian & Dunlop, 2002; Kagan & Newman, 1998; Perry, Dockett, & Howard, 2000; Richardson, 1997). There has, however, been very little published research on this topic in Singapore except for two preschool studies reported by Clarke and Sharpe (2003). The purpose of the present study was to identify factors relating to successful transition to school in Singapore and to develop procedures and materials to support this process. The study was conducted in two phases, with two cohorts of Primary One (P1) students. Quantitative and qualitative data were collected via observations, questionnaires, focus group discussions, individual interviews with the pupils, their parents and teachers, and end-of-year school assessment results. Very few children experienced difficulties settling into school. The parents in the second cohort expressed fewer concerns about insufficient communication with teachers, suggesting that the new initiatives to increase two-way home-school communication had been effective. Parents and children were also very happy with the use of P5 buddies during the first week in school.CRP 23/03 C
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
Evaluating a reading comprehension curriculum and factors predicting reading comprehension performance
No full textThis study comprised two parts. The first was part of a study at the Dyslexia Association of Singapore to monitor the progress of students undergoing literacy intervention with an enhanced reading comprehension curriculum. The reading comprehension performance of primary school students with dyslexia (n = 42) was monitored at three time-points (Time 1: baseline, Time 2: pre-enhanced curriculum and Time 3: post-enhanced curriculum) over the course of two years. Analysis of variance revealed significant improvement in reading comprehension performance from Time 1 to Time 2 and Time 1 to Time 3, but no significant difference between Time 2 and Time 3. Significant improvements were observed only in students with weaker verbal ability from Time 1 to Time 2 whereas students with stronger verbal ability showed no significant changes in reading comprehension performance over time. The second part of the study explored the ability of cognitive factors, namely verbal ability, non-verbal ability, phonological awareness, working memory and rapid naming ability, to predict concurrent (n = 31) and future reading comprehension performance at the end of one (n = 48) and two years (n = 44). There were neither significant correlations between rapid naming ability and reading comprehension performance at any of the time-points, nor between phonological awareness and future reading comprehension performance after one and two years. Verbal ability was a consistent and significant predictor of reading comprehension at the three time-points. Phonological
awareness significantly correlated with concurrent reading comprehension performance but did not significantly predict it. Non-verbal ability and working memory significantly correlated with reading comprehension at all time-points but were not significant predictors of reading comprehension across time. Implications and future considerations for reading comprehension intervention were discussed, and theoretical implications with regard to the Simple View of Reading were considered as well.Published versio
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
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