1,720,999 research outputs found
Learning about inclusion from developing countries : using the index for inclusion
No full textThere is a need for a more critical perspective and reporting about the value of taking a model of inclusion developed in western countries and based upon the human rights ethos applying it in developing countries.\ud
This chapter will report firstly on how the Index for Inclusion (hereinafter referred to as the Index) was used in Australia as a tool for review and development; and secondly how the process of using the Index is adjusted for use in the Pacific Islands and other developing nations in collaborative and culturally sensitive ways to support and evaluate progress towards inclusive education. Examples are provided from both contexts to demonstrate the impact of the Index as an effective tool to support a more inclusive response to diversity in schools
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
Promoting inclusion by addressing the needs of local communities: working together to promote social and educational cohesion
No full textEfforts to create more inclusive education systems which are adequately equipped to manage a diverse range of learning and social needs have focused largely upon models of school improvement (Ainscow, 1997; Giangreco, 1997; Skidmore, 2004). Schools have been at the centre of debates about how those students who are perceived as difficult to educate may best have their needs met in classrooms, and in many countries legislation aimed to promote inclusion has focused upon changing schools in order that they may become more accessible to all students. However, such approaches, which concentrate efforts upon within school factors can be seen to have had limited success in areas of high socio-economic need. This paper, which draws upon research conducted in the UK (Rose & Jones, 2007; Rose, Smith, & Feng, 2006) suggests that a more holistic approach to inclusion, which addresses community needs and places schools at the hub of activity aimed to promote change may be beneficial. In particular it is argued that the successful promotion of inclusion must be predicated upon a more cohesive commitment to involvement of local communities to ensure positive attitudes to schools and their place in societ
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
Training tension in an international and intercultural context
No full textThis chapter describes the process of providing international students undertaking post graduate study in an English university with experiences of English schools. An initiative involving a critique of the transferability of learning from this experience across cultures and the value of international study in education is presente
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
A national strategy for supporting teacher educators to prepare teachers for inclusion
No full textHow teachers might best be prepared to work in schools with an increasingly diverse pupil population is of concern to educational academics, professionals and governments around the world. Changes that have taken place in legislation and practice often fail to taken into account how practitioners can ensure that all children and young people are able to achiev
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