1,720,965 research outputs found
Creating Efficient, Effective, and Just Educational Systems through Multi-Sector Strategies of Reform
No full textThis RISE Working Paper is based on a multi-year engagement of joint research between the Harvard School of Education and Harvard Kennedy School of Government, authored by Mark Moore, member of the RISE ILT. It offers ways of examining conditions for systemic reform by developing concepts that can help in analysing national educational systems and generating ideas about how the scale and quality of such efforts might best be expanded.
In this paper, Moore develops a scheme for describing a “national educational system”, outlining the advantages of sustaining a broad view of systems, despite their complexity. Looking broadly across a national society, he defines and measures the aggregate “demand” for education, looking at the wants, needs, rights and obligations to educational services and finding that most national systems are mixed, such as between private and public sectors. He also considers the importance of national government in shaping and improving the performance of the national educational system, naming and identifying the tools that can be used to shape social production systems and outcomes.
Moore finds that further study into concepts of systems is needed, with knowledge about how the structure, conduct and performance of a national education system can be affected by tools of governance, remaining insufficient. His paper concludes that the main challenge facing national governments regarding educational policy is in figuring out how to use these tools to build a national educational system that can learn by doing, and by talking about what is valuable that is being produced
sj-docx-1-cpc-10.1177_10556656221093292 - Supplemental material for YouTube as a Source of Patient Education for Transcranial Craniosynostosis Procedures
No full textSupplemental material, sj-docx-1-cpc-10.1177_10556656221093292 for YouTube as a Source of Patient Education for Transcranial Craniosynostosis Procedures by Catrin Stallwood-Hall, Andrew May and Mark Moore in The Cleft Palate-Craniofacial Journal</p
Creative Destruction or Idiot Winds: Schumpeterian Theory Meets the Educational Sector in Developing Countries
No full textThe challenge: imagining a system that can generate steady productivity gains through innovations
The basic theoretical and practical issue facing the RISE initiative is to imagine and test a national level educational policy intervention that can produce steady productivity gains in the educational sectors of developing countries (RISE, Website).
That goal is very ambitious -- one that extends over many billions of individual learners, tens of millions of educational providers, and draws on assets and capacities from all three sectors of society – the government sector, the voluntary sector, and the commercial sector. It is also a goal that is animated and guided by many different social purposes, measured in many different ways. And while the urgency of achieving the varied goals is present and compelling now, it will take many years and much trial and error to achieve them.
The important question is how we can best continue to make progress, and accelerate the rate of learning.
At the outset, one should note that progress has already been made in terms of expanding the accessibility of educational services to children throughout the developing world. But, as RISE researchers have shown, much less progress has been made in improving the quality and impact of those educational services on those the system now reaches (Pritchett, 2018). We have achieved a certain scale, but not the quality at a scale that can help to improve the individual and social well-being of the next generation of children growing up in developing societies.
The question before us, then, is what do we know (or more likely, what hypotheses should we entertain) about the methods that can be used to sustain increases in accessibility, while dramatically improving quality and impact.
We start with a big assumption: namely, that important productivity gains in the educational systems of developing countries will not be solved simply by increasing the scale of resources committed to the task. Additional resources are always welcome, of course, and, all other things being equal, might produce improved educational impact as well as wider access.
But the fact of the matter is that much greater national spending on educational services does not seem to have much improved desired educational outcomes (Pritchett, 2018). This suggests that little improvement can be made until we find methods that can improve the productivity and quality of educational services. That, in turn, suggests that we need to innovate widely and quickly to find better ways of providing educational services to produce better educational outcomes
A Public Value Approach to Analyzing and Intervening in National Educational Systems
No full textAny analysis of a “National Educational System” reveals a highly complex social production system that is neither a hierarchical organization, nor a market, nor simply a misaligned system of principals and agents. It is, instead, a complex array of social actors bound together through various social structures and processes on one hand, and important functional relationships on the other.
In approaching the challenge of moving that system towards sustained productivity gains, national governments naturally fall prey to the assumption that, in the principal/agent framework they are the principals of the system. But, as we have seen empirically, this idea overestimates the capacities of most central governments in developing countries (Pritchett 2013, Pritchett 2015, Moore and Spivack 2022). The world at large has learned that it is hard to centrally manage complex economies to produce economic prosperity and social equity. It is not obvious that the search for educational improvement is any less difficult.
Of course, it is not wrong to imagine that the national government can become an important catalyst, motivator, and director of the system that will enhance its productivity – broadly understood.
The important question, however, is how exactly it should practically do so? How can the central government develop a “strategic capacity” that can keep the widely distributed system as a whole moving towards improved performance with respect to both educational goals, and the wider economic, social, and political purposes that a polity hopes to advance through the provision of educational services.
Answering that question for a broad class of national governments seeking to promoted sustained educational productivity relative to their goals is the task we will tackle in this essay (Moore and Spivack 2022)
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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