1,721,036 research outputs found
Enacted signature pedagogy and becoming an academic: The case of an applied linguistics doctoral programme
No full textThe proposal by Shulman and his colleagues to identify the signature pedagogy of EdD degrees has led many researchers to engage in identifying the signature pedagogy of doctoral programmes of varied disciplines. Most research, however, focuses on the pedagogy in plan, leaving a research gap on implemented signature pedagogy. This paper contributes to filling the gap by analysing a PhD programme as implemented using a “successful” Applied Linguistics programme as a case. Analysing the shared, implemented pedagogy in a weekly research seminar series and PhD supervision, this paper makes a unique contribution of capturing the signature pedagogy, in particular, the subtle and intangible processes, which a doctoral programme uses to guide its peripheral members to become fully-fledged academics.自舒爾曼教授及其團隊提出標誌性教學法(the signature pedagogy )以來，這一方法被廣泛應用在諸多學科的博士培養中，相關研究也日益增多，但大都集中在對這一方法的教學應用的探索上，相比之下，對標誌性教學法應用成效的研究相對不足。本文以應用語言學專業博士培養為個案，分析了標誌性教學在博士生每周科研例會中的應用，探究了這一方法在博士生從初級科研者成長為成熟的研究人員過程中複雜、隱性的建構作用。Copyright © 2020 中國社會科學出版社
Toward an effective transition to adopting English as the medium of instruction: A case from Hong Kong
No full textMany tertiary educational institutes are adopting English as the medium of instruction (MOI) globally. In 2014, a publicly funded university in Hong Kong introduced a new language policy that marked a major shift in practice by switching the main MOI to English from Classical Written Chinese and spoken Cantonese, the predominant local language. The new policy caused some anxiety among staff and students as to how the change might be implemented effectively.This chapter analyzes this transitional process through a case study including surveys and interviews. After the introduction of the context in terms of the language-in-education policies and other changes, the case study findings are presented in terms of the perceptions of the reforms and challenges experienced by the staff and students. It then reports how these challenges were addressed through different support measures with some success, and the principles pinning down those initiatives. It also analyzes how the reform created impacts in unintended areas, such as potential mission drift. It concludes with a reiteration of the evolutionary nature of MOI and other educational reforms, and some suggestions on planning and managing those reforms to minimize the reform costs. Copyright © 2021 selection and editorial matter, Lily I-wen Su, Hintat Cheung, and Jessica R. W. Wu; individual chapters, the contributors
Pedagogical aftermath of a politically driven medium of instruction (MOI) policy
No full textIn January 2014, the Hong Kong Institute of Education (HKIEd) approved a new language policy that marked a major shift in MOI practices. Approximately 80% of undergraduate courses were to be delivered through English as the medium of instruction (EMI), a reversal of the previous that allocated 20% to EMI and 80% to Chinese. The overall goal was to foster functional trilingualism in English, Cantonese and Mandarin to different levels of competence according to the circumstances of different students. It was envisaged that classes might be conducted with the judicious use of multilingual pedagogical strategies such as translanguaging. The new language policy caused some unease among staff and students, who feared that using EMI might inhibit learning or who were unsure how to prepare for and deliver classes through EMI or multilingual channels. This paper traces the genesis and development of the language policy, describes the support system created including a resource package (which was prepared by the presenters of this paper) and their rationale, and analyses subsequent feedback from colleagues as they sought to shift to a predominantly EMI mode. The paper captures the struggling learning processes that an institute and people therein go through when language policies are initiated politically rather than educationally (Kan & Adamson, 2016), without sufficient preparation for student- and system-readiness. It also shares a framework which helps prepare for a new MOI policy (Choi, 2018). Copyright © 2019 15th BAAL Language Learning and Teaching in Different Contexts Special Interest Group
Book Review: Bob Adamson, Jon Nixon and Feng Su, The Reorientation of Higher Education: Challenging the East–West Dichotomy
No full text Bob Adamson, Jon Nixon and Feng Su, The Reorientation of Higher Education: Challenging the East–West Dichotomy. China: Comparative Education Research Centre, The University of Hong Kong/Springer, 2012, 314 pp., HKD250/USD38/ ₹1,896. </jats:p
L'enseignement supérieur en Chine [Higher Education in Post-Mao China, sous la direction de Michael Agelasto and Bob Adamson]
No full textGipouloux François. L'enseignement supérieur en Chine [Higher Education in Post-Mao China, sous la direction de Michael Agelasto and Bob Adamson]. In: Perspectives chinoises, n°48, 1998. pp. 65-66
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
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