1,721,062 research outputs found
Teacher talk in primary school science: a focus on the exploration phase
No full textIn this article, we narrow our investigation to the talk provided by one teacher in the exploration phase of a primary school science project. The exploration phase warrants attention given its role in providing students with a common base of science activities that draws on their prior knowledge. We examine lesson excerpts from a grant-winning primary years science teacher who sets up her Year 3 students to explore garden ecosystems. The study's analytic framework is derived from Systemic Functional Linguistics and focuses on the way the teacher uses certain aspects of ideational, interpersonal and textual functions to mediate between the instructional and regulative discourses. Our findings show that the teacher orientated to the regulative discourse to provide students with access to an instructional discourse. Additionally, the teacher used a significant number of pronouns for signalling, and sequencing connectives that flowed on to a significant number of complex noun groups. We draw attention to the range of speech functions and comment on their role in school science lessons.Full Tex
Sensory literacies: the full sensorium in literacy learning
No full textConventional views of language have yet to explore the elemental enigma of how meanings are constituted in everyday embodied experiences. A sensory literacies approach foregrounds the vital role of the senses, the body, and real-world referents in communication. It theorizes new forms of embodiment across a multiplying range of digital and non-digital practices. Drawing on empirical principles of embodied cognition and sensory studies, this approach recognizes that embodiment is integral to both the practical and abstract dimensions of literacy practices. Implications are examined for developing a critical awareness of the senses across levels of education and throughout the life course.No Full Tex
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
Using Halliday's Functional Grammar to Examine Early Years Worded Mathematics Texts
No full textThis paper examines the grammatical complexity of six worded mathematics texts. These texts come from a Maths worksheet (Way, 2004) and are typical of those put to early years students to assess their competencies for relating everyday experiences to mathematical operations of addition, subtraction, division and multiplication. Functional grammar (Halliday, 1990), in particular analyses of mood type, clause structure and cohesion, is used to analyse the means of representing experience and instruction in these worded maths texts. This level of analysis exposes the grammatical complexities of these tasks. The research then maps these grammatical forms onto the outcomes of the Queensland Studies Authority (QSA, 2005) draft English Syllabus Years 1-10 and the support document, English Syllabus Years 1-10 Elaborations. The purpose of such an undertaking is to raise questions about what grammatical forms young learners might be able to bring from their experiences in subject English to the demands made of them in subject Maths. The findings reveal that worded maths texts contain distinct grammatical forms not considered as outcomes in subject English for these students. Thus this paper makes two contributions to the literature. Firstly it showcases the usefulness of functional grammar as a tool for understanding the grammatical complexity of aspects of subject specific literacies, in this case, worded maths texts. Secondly it makes a strong statement about the need for teachers to be aware of, and respond to, the specific literacy demands of discrete subject areas.Full Tex
Guest edited edition
No full text'Twas a warm and dry winter in July 2014 when hundreds of English and Literacy educators gathered on the red soil of the Larrakeyah people in the city known as Darwin in the governance area of the Northern Territory to continue their conversations and learnings about their field of practice. The AATE/ALEA conference planning committee, led by Helen Chatto (ALEA NT State Director) and John Oakman (ETANT President), invited national and international keynote speakers to hold court about the conference theme of ‘aNTicipating new territories: building strong minds, places and futures’. Eight articles within this volume of the Australian Journal of Language and Literacy (AJLL) are written recounts of these keynote sessions delivered by Peter Freebody (University of Sydney), Kathryn Glasswell (California State University, USA), Jennifer Rennie (Monash University), Janet Scull (Monash University), Lisa Kervin (University of Wollongong), Beryl Exley (Queensland University of Technology), Jill Spector-Lewis (New Jersey City University, USA) and Robyn Ewing (University of Sydney). An additional article by Jeffrey Wilhelm (Boise State University, USA) is included, although his conference keynote was not delivered due to an unexpected and rather serious personal matter which precluded him from travelling to Darwin in July 2014.Full Tex
Uncritical framing: Lesson and knowledge structure in school science
No full textThere is contention over the shape and formation of science curriculum and, ultimately, over what will count as scientific knowledge, skill, capacity and world view. The Cold War set the policy context for an ongoing focus on science education across Western nations. Sputnik-era US and UK educational policy offered a broad premise for the purpose of school science: in a risky geopolitical environment, high levels of advanced scientific expertise were central to the national interest and necessary for the maintenance of
military/industrial and technological power. Half a century on, in the context of global economic and environmental crisis, as a justification for digital, industrial and biomedical innovation, the rationale for the production of scientific capital is central to curriculum settlements and educational policy in Europe, Asia and the Americas. The Australian federal government’s 2008 commitment to a National Science Curriculum has revived debate over what will count as scientific knowledge and literacy in schools. In early 2009 the national newspaper, The Australian, an influential player in educational policy, criticized the National Curriculum Board’s (2008) argument for a “thematic” approach to science education. “In all disciplines, there is no substitute for teaching the basics” (Curriculum Values, The Australian, March 17, 2009, p. 11) , its editorial column read, restating its consistent argument for basic skills, facts and knowledge and a universal focus on canonical disciplinary and literary content (Luke, 2009). The framing paper commissioned by the National Curriculum Board (2008) attempts to strike a balance between the production of high levels of scientific expertise and the production of a broad scientific literacy for everyday life and civic participation:
The main objective of school science education is to develop young people’s science capabilities. It is imperative that Australia’s future citizens have scientific knowledge and understanding that enable them to make personal and societal decisions on the basis of evidence and reason. . . . [P]eople who are scientifically capable can make informed decisions about the products they buy, the food they eat, the environment in which they live or the lifestyle they adopt.Full Tex
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
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
- …
