121,949 research outputs found
The influence of the school on the decision to participate in learning post 16
No full textThe paper reports on work in progress for a Department for Education and Skills (DfES) funded research project on “The Influence of the School in the Decision to Participate in Learning Post-16”. The primary aim of the project is to identify the nature and influence of school-based factors in the choices of young people about their post-16 education, training and career pathways. Twenty-four schools were selected to represent schools with rising attainment. The sampling frame included schools both with and without sixth forms, in nine Metropolitan, Urban Unitary, and Shire County Local Education Authorities (LEAs)in Engaland. A profile of schools whose ‘catchment’ areas represented different social and economic status was created using data on the number of pupils receiving free schools meals. Schools with and schools without rising levels of participation post-16 were also included in the sample. Pupils from Year 11 and Year 10 were interviewed in single sex focus groups providing a total of 48 pupils in each school. Each pupil interviewed completed a questionnaire. Year 11 pupils will also take part in follow up interviews planned for Autumn 2003 when they have left compulsory education. Semi-structured interviews were also carried out with head teachers, senior careers teachers and Year 11 tutors, LEA and local Connexions service representatives. The study also analysed secondary data relating to each school to build a profile for the schools in terms of its social and economic context, ethos and organisation. The secondary data included; inspection reports, DfeS and LEA published data for each school as well as school produced promotional material. The study identified the attitudes and preferences of the pupils, their teachers and advisors towards post-16 education and training. The factors that influenced the pupils’, the teachers’ and advisors’ attitudes and preferences were identified and compared to those factors considered in previous research. The DfES commissioned the study to look specifically at the influence of the school rather than factors beyond the school, and aimed at contributing an understanding of the impact of schooling, thereby informing the policy development for widening participation post-16. In addition to the investigation of school based factors that influence the choices young people make about post- 16 learning the study had two other aims:
To identify implications for the development of careers education and guidance and decision making awareness amongst pupils in schools.
To enhance further the modelling of pupil decision-making in education and training markets, and in the labour markets. This paper considers some of the preliminary findings of the research, carried out in 2003
'Barriers' to participation in higher education? Depends who you ask and how
No full textIn this article, we draw on evidence from a large-scale research project to explore the metaphorical concept of "barriers" to participation in higher education (HE) and to show how our data challenge the idea that non-participation by under-represented groups can be attributed to individuals experiencing a range of readily identifiable barriers. First, we briefly outline the perspectives of policy and practice stakeholders in widening participation (WP) in HE which suggest that the discourse of barriers is central to their understanding of "non-participation" and how to reduce it. Second, we introduce findings from two case studies. Each case study consists of interviews with an individual aged over 21 who has the qualifications (level 3) to enter HE but who has not (yet) done so, as well as members of his or her self-nominated "networks of intimacy" (Heath and Cleaver, 2003) consisting of friends and family. These interviewees do not tend to talk in terms of barriers in their accounts of their educational, employment and personal histories and the influences on their participation decisions. This evidence suggests that patterns of participation and non-participation in HE are strongly embedded in and explained by people's interwoven social, historical and biographical circumstances and experience. This article contributes to the debate about the utility of the barriers metaphor and challenges the policy assumption that individual non-participation can be "solved" solely by the removal of predefined obstacles. We conclude by arguing that the opportunity to collect multiple accounts with members of social networks indicates the value of looking at participation in and decision-making about education across the life course and as a socially embedded practice
Work-based learning and student agency: developing strategic learners
No full textThis paper will propose that a new approach to work-based pedagogy is required to enable mobile learners – often negotiating various physical, social and virtual learning environments – to develop greater personal agency and subsequent control over their Higher Education (HE) experience. A relatively new group of employer-sponsored, Foundation degree (Fd) students will be the focus of discussion, though it is hoped that issues raised are of wider relevance. Themes from ongoing research will offer perspectives on the importance of identity, purpose and relationships to students of health and social care, who have potential to become more strategic in their approach to learning
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Evolution or extinction? Reflections on the future of research in educational leadership and management
No full textConsideration of the quality, relevance and utility of research in educational leadership and management has been a growing concern of researchers, policy-makers and practitioners, but there is little agreement about its current state or priorities for development. The article reflects on the key criticisms that have been made of research in educational leadership and management in this issue, and elsewhere. It considers how we might begin to devise better ways of understanding its audiences, judging its quality and identifying priorities for the future. It argues that the research reflects its capture by those with particular interests or values, and impacts in ways which are complex and indirect. If educational leadership and management research is to be secure in its perceived value and contribution in the future, several developments are needed, including a greater emphasis on interdisciplinarity, an expansion of the range of methodologies, particularly qualtitative studies; and these shifts must be evident in training researchers as well as in the conduct of research
A Multi-Language Comparison of Influences on Author Verification using Character N-Grams
No full textWe create a new multi-language corpus for author verification based on Wikipedia talkpages, and evaluate the influence that differences in topic and time have on character n-gram author profiles. Topic alignment between two texts is found to increase author verification precision, and an authors writing style is found to change over time, but not more significantly after 3 years than after 1 year.Information ArchitectureWISElectrical Engineering, Mathematics and Computer Scienc
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe 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
Educational marketisation and the head’s psychological well-being: a theoretical conceptualisation’
No full textOne of the most important changes in the environment of schooling during the last decade has been the establishment of educational markets and inter–institutional competition which, in turn, has led to the development of a new management culture in schools. In the light of these developments, this paper draws together the research on heads' responses to marketisation and suggests theoretical hypotheses on the impact of its underlying features on their psychological well–being. Our argument is that the major features of educational marketisation may promote the emergence of both the determinants of professional growth and self–renewal and of occupational stress and job burnout among headteachers. These determinants, in turn, lead to the appearance of two types of well–being among school heads. To support our hypothesis we refer to the work of others and empirical findings from various fields of study
The vanishing author in computer-generated works: a critical analysis of recent Australian case law
No full textAbstract
The use of software is ubiquitous in the creation of many copyright works, yet the requirement in copyright law that every work have a human author who engages in independent intellectual effort means that its use may prevent copyright subsistence. Several recent Australian cases have refocused attention on authorship as an essential criterion of copyright subsistence, and these cases suggest that much computer-produced output may be authorless and thus lack copyright protection. This article, the first in a two-part series, analyses how each case deals with the question of authorship of computer-produced works and why the use of software diminishes copyright protection for a significant number of computer-generated works. The article critiques the application of conventional notions of human authorship developed in the pre-computer age to modern productions and suggests alternative approaches to authorship that satisfy both the major objectives of copyright policy and the need to adapt to the computer age. The article argues that, without a broader judicial approach to authorship of computer-generated works, Parliament must remedy the lacuna in protection for these ‘authorless’ works. Possible solutions for reform are suggested. In a forthcoming article, the author comprehensively examines those reform proposals
Diffusive author(s), cohesive author: Analysis of S/N (1994)
No full textThis study indicates the ways in which various aspects of the author(s) are brought forth in Dumb type’s performance art, the S/N production. Previous research has suggested a non-hierarchical organization of Dumb type and the absence of a “privileged author” in Dumb type’s collaborative work, S/N. However, the results that I have investigated from member’s interviews on the creative process of S/N along with my analysis of the recorded images of S/N, indicate a different aspect of the author(s). First, S/N was created through, so to speak, the collective ideas of the members of Dumb type. Further, S/N has at least nine quotations from previous performances, installations, and printed writings, besides the work-in-progress technique. Explicating one of the “author functions” as given by Michel Foucault, each text has plural subjects of the author. However, it has been revealed from members’ interviews that Teiji Furuhashi had a decision-making role in selecting the members’ ideas within the performance. Since then, S/N has had plural subjects of creation; however, Furuhashi is one of the subjects of creation along with the “privileged author.” S/N has plural authors (diffusive authors) yet at the same time, it has a “privileged author,” Teiji Furuhashi (cohesive author)
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