1,721,014 research outputs found
Social Exclusion and Education
No full textThis overview of policy and policy implementation is based on three individual papers presented in November 2001, and on their discussion by Fellows of the Centre for Social Policy at Dartington. It critically examines the challenge of ‘joined‐up’ working, and calls for better engagement of parents and children in action to promote social inclusion and improve opportunity. After a detailed general review by Peter Mittler, who led the seminar, specific consideration to the education of children in care is given by Sonia Jackson, and to the prospects for evidence‐based inter‐agency developments by Judy Sebba, who was a guest contributor.</jats:p
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Policy and practice in assessment for learning: the experience of selected OECD countries
No full textThis chapter reports on the case studies on formative assessment funded by OECD within which the author was responsible for that undertaken in Queensland. The full report of the research, on which this chapter draws, was peer reviewed through OECD. The empirical basis for this study made an original contribution to understanding formative assessment across cultures
Policy and practice in assessment for learning: the experience of selected OECD countries
No full textThis chapter reports on the case studies on formative assessment funded by OECD within which the author was responsible for that undertaken in Queensland. The full report of the research, on which this chapter draws, was peer reviewed through OECD. The empirical basis for this study made an original contribution to understanding formative assessment across cultures
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Evaluation of the Villiers Park Scholars Programme
No full textAn evaluation of the Villiers Park Scholars Programme was carried out by Louise Gazeley, Judy Sebba, Sarah Aynsley and Angela Jacklin from the Department of Education at the University of Sussex between 2009 and 2011. The Villiers Park Scholars Programme identified young people from less advantaged backgrounds who displayed high academic potential and sought to improve their chances of gaining entry to 'centres of excellence at leading universities'. The evaluating team focused on tracking the impact of the programme on its first cohorts of scholars over a two year period. A multi-site case study approach was adopted for which data was collected in three phases for each of the 10 participating institutions. The main impact at school level related to improvements in the identification of high potential. Analysis of the quantitaive data showed Year 11 scholars in three schools performing favourably at GCSE level in relation to the top 25 per cent of their peer group. Feedback from the scholars themselves indicated that the mentoring they had received had contributed to changes in their academic and study skills that contributed to improved attainment. Staff, parents and scholars all felt that changes in the performance of identified scholars was seen in their motivation, self-esteem and confidence in particular. Greater impact was seen in relation to Year 11 scholars and those without a parent who had been to university. Staff and scholars also considered that the programme had improved scholars' knowledge of higher education. Analysis of the destinations data for Year 13 scholars revealed that around half of those for whom data was available took up places in 'leading' universities. Scholars who did not have a parent who went to university were found to be more likely to say that their involvement in the programme had changed their future plane
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
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
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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