1,721,000 research outputs found
Macropolitics caught up in micropolitics: the case of the policy on quality control in Flanders (Belgium)
No full textUsing the case of the Flemish policy on educational quality and based on a series of case studies, the author argues that the impact of central policy measures on educational practices in schools is never simply straightforward. Policy measures are always interpreted by and translated to the particular context of a school. In these processes of interpretation the teachers' and principal's agenda of professional interests plays a crucial role. Taking up the micropolitical perspective on schools as a descriptive and analytical theoretical lens, the author argues that these interests reflect different types of working conditions that are considered valuable or necessary by the teachers and principal to do a good job. If these conditions are absent, threatened or lost, people will engage in micropolitical actions in order to establish, safeguard or restore the desirable working conditions. Five different categories of professional interests were identified in the analysis of the case study data. Describing these categories, the author shows how the macropolitical agenda gets caught up in the micropolitics of the local schools during the policy implementation.status: Publishe
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
Who I am in how I teach is the message. Self-understanding, vulnerability and reflection
No full textThe person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this article the author
argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. These studies have been inspired – both conceptually and methodologically – by teacher thinking-research as well as the narrative-biographical approach to teaching and teacher development. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are ‘professional self-understanding’ and ‘subjective educational theory’ as components of the personal interpretative framework every individual teacher develops throughout his/her career. This personal framework results from the reflective and meaningful interactions between the individual teacher and the social, cultural and structural working conditions constituting his/her job context(s). As such the framework is the dynamic outcome of an ongoing process of professional learning (development).
Furthermore, it is argued, that the particular profes-sionalism or scholarship of teachers is fundamentally characterised by personal commitment and vulnerability, which eventually have consequences for the kind of reflective attitudes and skills professional teachers should master.status: Publishe
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
"Should I stay or should I go"? Unpacking teacher attrition/retention as an educational issue
No full textThe paper starts from the observation that teacher attrition/retention seems to be a wicked issue: it seems to have strong face validity and a commonsense meaning, but the literature doesn’t provide a clear and distinctive definition. In the first section, the author analyzes the different ways in which the issue of teacher attrition and retention is problematized—in general and educationally—as the basis for a definition: as an educational issue, teacher attrition and retention refers to the need to prevent good teachers from leaving the job for the wrong reasons. Arguing that teacher attrition/retention constitutes both a problem and a challenge, he continues in the second part of the article foregrounding several lessons learned from the research on teacher attrition. A first lesson is related to the central role of social relationships and teachers’ need for social recognition as well as sense of belonging. Secondly, the impact of performativity policies on teacher attrition is discussed. A final lesson looks at teacher attrition and retention from the perspective of career and teachers’ work lives. The conclusion section outlines an agenda for teacher education, teacher induction, and school development to positively deal with the challenge to keep the good teachers in teaching.status: Publishe
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
Who I am in how I teach is the message: Self-understanding, vulnerability, and reflection
No full textThe person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this chapter the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. These studies have been inspired – both concep-tually and methodologically – by teacher thinking-research as well as the narrative-biographical approach to teaching and teacher development. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are ‘professional self-understanding’ and ‘subjective educational theory’ as components of the personal interpretative framework every individual teacher develops throughout his/her career. This personal framework results from the reflective and meaningful interactions between the individual teacher and the social, cultural and structural working conditions constituting his/her job context(s). As such the framework is the dynamic outcome of an ongoing process of professional learning (development). Furthermore, it is argued that the particular professionalism or scholarship of teachers is fundamentally characterised by personal commitment and vulnerability, which eventually have consequences for the kind of reflective attitudes and skills professional teachers should master.status: Publishe
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe 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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