1,720,958 research outputs found
Metaphorical Awakening: Curricular Reconceptualizations of Aesthetic Experience
No full textThis article details the author’s efforts to become wide-awake while engaging with art during a semester in Maxine Greene’s course on an aesthetic experience. Juxtaposing narrative accounts with a close reading of Releasing the Imagination (1995), the author outlines some of the difficulties of this engagement by sketching the visual metaphors that appear throughout Greene’s work. She ultimately argues that the presentational immediacy of visual metaphors grounds the ways in which wide-awakeness can be experienced. The paper concludes with questions about what it might mean to dwell in the spaces in between, by gesturing toward the words of Ted Aoki
Paradigm shifts and English language learning: A study of LINC student experience of PBLA
No full textA Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum and Instruction, University of Regina. vii, 87 p.This thesis explores the experiences of four students in a Language Instruction for Newcomers Canada (LINC) program in a technical training institution in Canada. Specifically, this study focuses on their experiences of Portfolio Based Language Assessment (PBLA), an approach which has been used nationwide in Canada. This relatively new assessment method has not yet been researched well enough to understand how students feel about this new approach to assessment and leaning. In light of these changes to the Canadian LINC program, this qualitative study explores students’ experiences with PBLA.
The data for this study was collected from interviews with four immigrant students all enrolled at the same technical training institution in a LINC program. Multiple case study methodology was used to investigate the LINC student experiences with the PBLA approach. The data collection instrument was a one-on-one, face-to-face interview. Interview data was coded and analysed using a phenomenological reduction approach in order to understand "How students feel about PBLA?"
The data from this study reveal that students experience frustration with PBLA and that the shift to this new assessment approach is still in progress. The data collected showed that the participants are unfamiliar with not only the term PBLA but also its content, framework, vocabulary, and main concepts. The following adjectives were used to describe the participants’ feelings towards PBLA: happy, positive, upset, frustrating, confusing, and disappointing. This finding illustrates the PBLA implementation is still a work in progress even after many years. With this study, I contribute to academic understanding of student perceptions of PBLA as assessment approach in LINC programs in Canada.Studentye
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
“Beg, Borrow, and Steal”: School Division Perspectives of Assessment Policy Creation in Saskatchewan
Get PDFThis study focused on school division needs pertaining to classroom-based assessment policies in Saskatchewan. Using a critical policy analysis framework, this project narrowed in on the creation of assessment policies within school divisions in the province through the lens of superintendents (n = 16). Applying Verhoest et al.’s (2004) organizational autonomy framework, school divisions were interpreted as having both a minimum level of financial autonomy and a higher (though ultimately ambiguous) level of policy autonomy. Interviews revealed a tension between policy creation at the school-division level and within the Ministry, highlighted the impact of higher policy autonomy and lower financial autonomy on policy development and implementation at the division level, and called attention to a desire from school divisions for provincial guidance.
Keywords: Classroom-based assessment; policy; school divisions; Saskatchewan; Ministry of Education
Cette étude a porté sur les besoins des divisions scolaires en matière de politiques d\u27évaluation en classe en Saskatchewan. À l\u27aide d\u27un cadre d\u27analyse critique des politiques, ce projet s\u27est concentré sur la création de politiques d\u27évaluation au sein des divisions scolaires de la province dans l\u27optique des directions générales (n = 16). En appliquant le cadre d\u27autonomie organisationnelle de Verhoest et al. (2004),on a perçu les divisions scolaires comme ayant à la fois un niveau minimum d\u27autonomie financière et un niveau plus élevé (bien qu\u27en fin de compte ambigu) d\u27autonomie en matière de politiques. Les entrevues ont révélé une tension entre la création de politiques au niveau de la division scolaire et au sein du ministère, ont mis en évidence l\u27impact d\u27une autonomie politique plus élevée et d\u27une autonomie financière plus faible sur l\u27élaboration et la mise en œuvre de politiques au niveau de la division et ont attiré l\u27attention sur le désir des divisions scolaires d\u27obtenir une orientation de la part de la province.
Mots clés : évaluation en classe ; politique ; divisions scolaires ; Saskatchewan ; ministère de l\u27Éducatio
Assessment in Saskatchewan: Examining Provincial Approaches to Contemporary Assessment Principles through School Division Administrative Policies
Get PDFIn Saskatchewan, school divisions have been largely tasked with creating classroom-based assessment policy as, until very recently, the province lacked a current, Ministry-produced guiding document. Using an inductive and qualitative approach to summative content analysis, informed by a policy analysis framework, this project focused on school division administrative policies (n=26) to ascertain their alignment with contemporary assessment principles. Three principles—standards-based assessment, reliability and validity, and fairness and equity—and seven sub-principles—ongoing/continuous, transparent, (involves) stakeholders, (excludes) extraneous/arbitrary factors, triangulation, differentiation, and inclusion—served as the focus of analysis, with particular attention given to how clearly and consistently principles were addressed.
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
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
Assessment in Saskatchewan: Examining Provincial Approaches to Contemporary Assessment Principles through School Division Administrative Policies
No full textIn Saskatchewan, school divisions have been largely tasked with creating classroom-based assessment policy as, until very recently, the province lacked a current, Ministry-produced guiding document. Using an inductive and qualitative approach to summative content analysis, informed by a policy analysis framework, this project focused on school division administrative policies (n=26) to ascertain their alignment with contemporary assessment principles. Three principles—standards-based assessment, reliability and validity, and fairness and equity—and seven sub-principles—ongoing/continuous, transparent, (involves) stakeholders, (excludes) extraneous/arbitrary factors, triangulation, differentiation, and inclusion—served as the focus of analysis, with particular attention given to how clearly and consistently principles were addressed
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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