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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
Programma's voor levensvaardigheden op school : achtergronden, ontwikkeling en evaluatie van onderwijs in sociale en emotionele vaardigheden
No full textThe thesis ‘ Skills for Life programs in school’ treats the theoretical foundations, design and evaluation of school-based Skills for Life programs, aimed at promoting social and emotional skills in children and adolescents. More specifically, the formation and development iterations of a Dutch Skills for Life program, named ‘Levensvaardigheden’ [Dutch for Skills for Life], are followed over 14-year period. ‘Levensvaardigheden’ was implemented in the city of Rotterdam and is aimed at children and youths aged 13 to 17. It is based on the social cognitive learning theory and the Rational Emotive Therapy. Since its inception in 1997, on request of the municipality of Rotterdam, the program underwent several improvements based on practical experience and evaluative research. The thesis describes four effect studies of the ‘Levensvaardigheden’ program and the improvements that resulted from these studies, over the years from 1997 to 2004. Based on the results of these studies, the lesson curriculum, teacher training and also the study design were amended. The third and fourth studies show that ‘Levensvaardigheden’ has positive short-term and long-term effects on general belief in self-efficacy, ability to express negative emotions, and intention to use social and emotional skills. The studies also indicate positive short-term effects on self-esteem and suicidality. The thesis also summarises the current state of knowledge of effectiveness of Skills for Life programs, and of the characteristics of effective programs. The reviewed meta-analyses and studies showed that Skills for Life programs promote social and emotional skills; reduce or prevent antisocial behaviour; stimulate a positive self-image; and reduce or prevent mental problems and depression. The reviews also indicate improved academic performance and a more positive attitude towards school in students who had completed a Skills for Life program. Additionally, from the reviewed meta-analyses and studies could be distilled certain characteristics of effective programs. These characteristics were used for the design of a new version of ‘Levensvaardigheden’. The following attributes emerged from the review: ‘interactive didactic methods’; ‘a theoretical foundation’; ‘teaching inter– and intrapersonal skills first in general, then in problem-specific situations’; ‘training the trainers/teachers’; ‘use of supportive environment strategies’; ‘duration and intensity of the program’; and ‘design and development of the program in co-operation with the target groups’. The new version of ‘Levensvaardigheden’ is currently under study by a joint venture of the Hague University, TNO-Quality of Life and the Netherlands Institute for Health Promotion, NIGZ. The final chapter of this thesis summarises the questions that could not (yet) be answered, or not be answered completely. The studies presented in this thesis show that Skills for Life programs do make a positive and effective contribution to the reduction and prevention of problem behaviour and the promotion of prosocial behaviour in children and youths. They also improve academic performance and result in children and youth better enjoying school. This results may perchance be a motivation for schools to combine academics and social and emotional skills education, and thus have the best of both world
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
De school als oefenplaats voor democratie. Een mixed-methods evaluatieonderzoek naar de werkzaamheid van een schoolbreed programma voor democratische burgerschapsvorming in de basisschool
No full textBecause of increasing diversity and individualisation, democracy and citizenship are becoming important topics in western societies. Since 2006, Dutch schools are obliged to pay attention to ‘active citizenship and social integration’ in their curriculum. However, little is known about how schools can implement citizenship education in their schools, and what the influence is of citizenship education on school climate and children’s competences. In this light a school-wide program – called Democratic Citizenship in Primary School – aiming at educating democratic citizenship in primary schools was developed and implemented in eight schools in the Netherlands. The schools differed in studentpopulation, denomination and urbanicity. A one-year mixed methods evaluation research was conducted to gain insight in ‘what works’, ‘how it works’ and ‘for whom it works’. To obtain a broad understanding of the influence of the program a quasi-experimental design (with pretest, posttest and eight control schools) was used, measuring classroom climate, citizenship behaviour and citizenship competence of students. To obtain a deeper understanding of underlying processes within the program, qualitative data were gathered on implementation processes and the lynchpin intervention: Classroom Meetings. From the results a number of conclusions can be drawn. Firstly, it can be concluded that the DBB program - after one school year - ensures more pupil voice in the classroom, but only in certain contexts (such as upper-grade level groups, groups with a pupil population with mainly native parents with average or high educational level and classrooms in non-urban areas). The Classroom Meeting turns out to be an important activity for developing a democratic community, by giving pupils a voice and a say regarding everyday topics. The work method and the role of the teacher are determinative for the democratic course of the Classroom Meeting. In addition to this, it turns out that the program contributes to the development of a positive social-emotional climate in the classroom. In contrast to our first conclusion, this influence especially becomes clear in the upper-grade level groups and groups with a pupil population with mainly immigrant and low educated parents. Although not investigated in this thesis, it is likely that activities such as jointly making agreements regarding rules of conduct, a positive approach to pupils and giving responsibility to pupils through community tasks, stimulates the development of a positive classroom climate. The influence of the program on the behaviour and competences of pupils cannot be determined unambiguously. The identified influences in the various studies are different, depending on the school context, the research method and the perspective of the respondent. These results contribute significantly to the (still small) empirical knowledge base of citizenship education. Moreover, the results of this research will help in further developing and implementing school wide programs for democratic citizenship education
Onderwijs en burgerschap: wat vermag de basisschool? Onderzoek naar De Vreedzame School
No full textSince 2006, schools in the Netherlands are required to include active citizenship and social integration in their curriculum. Six years later in 2012 the Inspectorate of Education notes that since then little progress has been made in the development of citizenship education, and speaks of stagnation. This stagnating development raises a number of questions, such as: What do we mean by citizenship? What should citizenship education look like? Is the school able to influence the behaviour and attitudes of children in this area? In Chapter 2 of this thesis we look into the arguments – for and against – for considering the school as the right place for citizenship education. On the basis of an assessment of these arguments, we endorse the opinion that the school (in addition to other actors) can play an important role in the personal and social development of young people. To extend the base of knowledge concerning citizenship education, the programme of De Vreedzame School (The Peaceable School) is the subject of an evaluation study. The Peaceable School is a whole-school approach for elementary schools. It aims at the school becoming a democratic community, in which children and teachers learn to solve conflicts in a constructive way, and in which children learn to carry responsibility for the social climate in the community. A ‘realistic evaluation’ was chosen, in which the emphasis was on understanding the mechanisms as a result of which, and on the context in which, a programme works. The research questions were: 1. What are the potential effective mechanisms in the programme: why and in what way could the programme of The Peaceable School cause the desired outcome? 2. What contextual factors could influence the success of the implementation of The Peaceable School? 3. Is there a difference in the classroom and school climate in the perception of the teachers and principals before and after implementing The Peaceable School? 4. Does the programme last: is it still used after a number of years, and used as meant? 5. What are the stimulating or restricting factors for an implementation of the programme that is successful in the perception of the schools? The first two research questions were answered using literature research. For the answers to the remaining research questions a mixed-methods design was chosen. The first phase of the study was formed by a research involving 131 elementary schools who had worked for three years or longer with the programme. The second phase aimed especially at answering research question 5. We used a ‘case control’ design. A group of four schools with little experienced success in the implementation of The Peaceable School (the cases) were compared to a group of four schools (the controls) who saw themselves as very successful in implementing The Peaceable School. In the third phase of the study we did a research involving 37 schools who started in September 2009 with the implementation of the programme
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