1,720,970 research outputs found
Introduction to missing education data and the SDG 4 data regime
Full text linkGlobal education goals and the data collection systems associated with them have a history of more than 30 years. Gaps in these data systems - for example, missing data - have also featured prominently throughout this history. While some gaps are due to logistical and technical limitations, other gaps are due to social and political (de-)prioritization, and many of the gaps have persisted throughout the history of global education goals. These data gaps risk amplifying existing marginalization. This chapter provides an overview of the global education data regime historically and the current Sustainable Development Goals, the importance of understanding and addressing missing data, and an overview of the books’ chapters that cover regional and thematic issues of missing education data
Conclusions on missing education data and the SDG 4 data regime
Full text linkAs we approach the end of the Sustainable Development Goals’ agenda deadline of 2030, the achievement of equitable education for all remains uncertain in part due to missing data within the global education data regime. This book has shown how data gaps affect contexts and groups that are least likely to realize the promises of SDG 4 to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In this conclusion, we synthesize the gaps in terms of types of data, marginalized groups within the education data system, and uses of data. We link these shared themes to the conceptual framework presented in Chapter 2. Finally, we argue that the final years of the SDG 4 agenda should prioritize data that are useful for improving education outcomes and that this may result in prioritizing national education data systems over cross-country indicators
Technological resources, ICT use and schools efficiency in Latin America – Insights from OECD PISA 2018
No full textThe efficiency of schools can be defined and measured as the ratio between the outputs produced (for example, achievement and competences) and the inputs utilized (human and technical resources). Technology holds the promise of increasing the efficiency of schools' operations, although empirical evidence on this is still scarce. This paper explores whether the ICT availability and use in 2757 schools from 10 Latin American countries are associated with higher efficiency, relying on PISA 2018. A method based on a double-bootstrap Data Envelop-ment Analysis (DEA) is employed. The results highlight that the availability of ICT is positively correlated with higher school efficiency. This evidence is relevant for policy implications in setting the post-COVID priorities for educational systems in the region
Achieving Equitable Education
No full textThis is an open access title available under the terms of a CC BY-NC-ND 4.0 License. It is free to read, download and share on Elgaronline.com. Achieving Equitable Education argues that critical gaps in education data are hampering the achievement of one of the UN’s Sustainable Development Goals: “inclusive and equitable quality education…for all”. This book critically explores education data gaps across regions, themes and levels of education, highlighting key relationships and disconnects between national, regional and global data needs.Publishe
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
Gender, missing data and SDG 4
Full text linkGender equality is central to the Sustainable Development Goals, including the education goal - SDG 4. Progress has been made towards equal numbers of girls and boys (gender parity) in attendance in formal schooling, with substantial improvements in Education Management Information Systems and documenting learning outcomes in reading and mathematics. Nevertheless, significant data-related challenges remain, relating to more substantive understandings of gender and intersecting inequalities, including uneven or non-existent availability of data, narrow focus of data and inconsistent reporting of data by countries. There is thus an urgent need to improve data collection and use. This chapter explores some of these challenges as well as attempts to address them. It makes particular reference to the Accountability for Gender Equality in Education (AGEE) project, which is developing an innovative indicator framework for gender equality in education, using existing data
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
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