1,720,967 research outputs found
From voting to engaging: promoting democratic values across an international school network
Full text linkUsing a mixed methods design, the researchers investigated understandings and practices of democracy across Round Square, a worldwide network of 180 schools committed to shared values. An extensive questionnaire received 4020 student and 863 teacher returns; additionally, leaders, students, and parents from five case study schools on different continents were interviewed. All stakeholder groups were found to value democracy highly, but saw its implementation in their schools as challenging and limited. While staff and parents espoused more holistic understandings of democratic practices and cultures, students focused primarily on systems of election and representation. A philosophically informed framework for developing ‘responsible leadership’, and a values-led approach to school improvement, are offered to deepen students’ democratic agency through informed, active, and reflective engagement with people, situations, and curricula
Peer-led focus groups as 'dialogic spaces' for exploring young people's evolving values
Full text linkAlthough peer-led focus groups are widely used in research with children and young people, surprisingly little has been written that evaluates their methodological appropriateness. Drawing on data from 10 peer-led focus group sessions across 5 international schools, this article demonstrates how focus group discussions around moral and social values, which become more meaningful though the self-reflection provoked in encounters with different experiences and perspectives, can be advantageous for research. Peer-moderators, as both participants and facilitators, run focus groups that open dialogic spaces for exploratory talk that avoids the self-censure and deference that can emerge in the presence of an adult moderator. This is particularly important when participants are structurally disadvantaged and lack similar spaces for collaborative inquiry into their shared experiences. Video capture allows researchers in-depth access to these focus groups after the event, revealing evidentially and pedagogically rich dialogues
The emergence of makerspaces, hackerspaces and fab labs:Dewey’s democratic communities of the 21st Century?
Full text linkA new form of learning space has emerged across the world, marking a shift from Do-It-Yourself (DIY) to Do-it-Together (DIT). This space, generically known as a makerspace, is located inaccessible and affordable venues, both within communities and serving communities. It offers are source that allows people to discover their latent capabilities through exploration, experimentation and iteration, alongside the knowledge openly shared by those around them. The underlying rationale is found in the work of John Dewey, notably Democracy and Education (D&E, 1916).This chapter examines this newer form of space to gain insight into what it implies for learning and education. It commences with a reflection of salient aspects of Dewey’s D&E (1916) and how this informs understanding on what is desirable in a learning space. This is followed by a reflection upon research on makerspaces to establish how they can be conceptualised. A case study provides rich insights into characteristics, ethos and practices, whilst acknowledging that each space is unique and not representative of them all. Nevertheless, it foregrounds the essence of what defines a makerspace. The chapter closes with discussion of the implications and what may be concluded.Whatever has transpired between the publication of Dewey’s D&E (1916) and the present, his vision of the empowered individual clearly manifests in the makerspace. It allows an individual to break free from the limitations of the formal educational system and as part of a social learning community,discover their potential in new, natural, non-linear and often unexpected ways. Further, and perhaps only just beginning to be understood, is its wider potential to ignite alternative approaches on howto contribute to society and catalysing new directions for the future of work. With increasing research insights alongside broadened awareness of the possibilities, individuals can gain the capability to design and build for their future - that is only limited by their capacity to imagine it
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
The emergence of makerspaces, hackerspaces and fab labs:Dewey’s democratic communities of the 21st Century?
Full text linkA new form of learning space has emerged across the world, marking a shift from Do-It-Yourself (DIY) to Do-it-Together (DIT). This space, generically known as a makerspace, is located inaccessible and affordable venues, both within communities and serving communities. It offers are source that allows people to discover their latent capabilities through exploration, experimentation and iteration, alongside the knowledge openly shared by those around them. The underlying rationale is found in the work of John Dewey, notably Democracy and Education (D&E, 1916).This chapter examines this newer form of space to gain insight into what it implies for learning and education. It commences with a reflection of salient aspects of Dewey’s D&E (1916) and how this informs understanding on what is desirable in a learning space. This is followed by a reflection upon research on makerspaces to establish how they can be conceptualised. A case study provides rich insights into characteristics, ethos and practices, whilst acknowledging that each space is unique and not representative of them all. Nevertheless, it foregrounds the essence of what defines a makerspace. The chapter closes with discussion of the implications and what may be concluded.Whatever has transpired between the publication of Dewey’s D&E (1916) and the present, his vision of the empowered individual clearly manifests in the makerspace. It allows an individual to break free from the limitations of the formal educational system and as part of a social learning community,discover their potential in new, natural, non-linear and often unexpected ways. Further, and perhaps only just beginning to be understood, is its wider potential to ignite alternative approaches on howto contribute to society and catalysing new directions for the future of work. With increasing research insights alongside broadened awareness of the possibilities, individuals can gain the capability to design and build for their future - that is only limited by their capacity to imagine it
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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