1,721,063 research outputs found
Teacher leadership in (in)action: three case studies of contrasting schools
No full textTeacher leadership is a concept that is gaining increasing interest from both practitioners and researchers, but at present the literature is characterised by a largely normative rather than empirical orientation, which has led to a lack of in-depth information on what teacher leadership looks like in practice, and what school factors can facilitate or present barriers to its development.In this paper we will present findings from three case studies in the UK. These three schools can be characterised as exhibiting developed, emergent and restricted teacher leadership. Differences and similarities between the schools were examined, leading us to conclude that purposive action by the head, school culture and school structures were the key distinguishing factors. Teacher leadership requires active steps to be taken to constitute leadership teams and provide teachers with leadership roles to overcome initial reticence among teachers. A culture of trust and collaboration is essential, as is a shared vision of where the school needs to go. Clear line management structures and strong leadership development programmes in which all staff were involved were also found to facilitate the development of teacher leadership. In the developed and emergent teacher leadership schools, barriers to teacher leadership were mainly external to the school. In particular, the strong culture of accountability, a plethora of government initiatives and time constraints hindered teacher leadership. In the school we described as exhibiting restricted teacher leadership, internal factors such as poor communication and weak leadership from the head were also key barriers<br/
Alien Registration- Harris, Alma V. (Danforth, Washington County)
Full text linkhttps://digitalmaine.com/alien_docs/2050/thumbnail.jp
Comparing performance: a cross-national investigation into the teaching of mathematics in primary classrooms in England and China
No full textThis article presents initial findings from an empirical study of the effectiveness of mathematics teaching (EMT). The article explores the teaching of mathematics in two very different contexts: England and China. Within each country, the target cohort of pupils were those aged 9–10 and overall, 19 teachers, 10 from England and nine from China, participated in the study together with their pupils (n = 562). Two internationally validated instruments were used to collect the data and teacher behaviours were also measured systematically. In addition, structured observation was undertaken in classrooms in both countries. The results show that, on average, Chinese teachers scored higher on effective teaching measures and Chinese pupils outscored their English peers in the tests that were part of the study. This research project is currently collecting qualitative data but its findings, to date, reinforce the findings from previous research studies suggesting that certain teacher behaviours and classroom factors work effectively to improve student learning outcomes
Conceptions du rôle de conseiller pédagogique dans la formation à distance des enseignants
No full textThis paper focuses on the Open University's PGCE and considers mentoring within the context of a distance learning teacher education programme. It explores various perceptions of the mentor role and outlines approaches to mentoring as described by Open University mentors. It reveals that there are distinctive features of mentoring associated with a distance learning context but argues that dominantCet article a pour objet la formation initiale des enseignants dans le
cadre de l'Open University et considère le conseil pédagogique dans le contexte de la formation à distance des enseignants. On y explore différentes perceptions du rôle du conseiller pédagogique et on y rend compte brièvement des manières d'aborder le conseil pédagogique telles que les décrivent les conseillers pédagogiques de l'Open University. Cet article établit qu'il existe des traits distinctifs du conseil pédagogique associés au contexte de formation à distance et démontre que les savoirs décrits par les conseillers pédagogiques tendent à être polarisés en deux champs épistémologiques : l'un techni- ciste et l'autre réflexif. On conclut que les manières d'aborder le rôle de conseiller pédagogique doivent transcender cette polarisation et s'aligner plus étroitement sur les différentes étapes de l'apprentissage et au développement professionnel continu. L'article affirme que le programme de formation de l'Open University a la possibilité de créer une telle diversité et un tel changement dans le contexte d'une formation à distance.Deane Michèle, Harris Alma. Conceptions du rôle de conseiller pédagogique dans la formation à distance des enseignants. In: Recherche & Formation, N°23, 1996. Pratiques de formation initiale et continue des enseignants. pp. 55-71
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
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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