1,720,969 research outputs found
Null, J. Wesley, Deliberative Curriculum, pp. 149-182 in J. Wesley Null, Curriculum: From Theory to Practice. Lanham, MD: Rowman & Littlefield, 2011.
No full textExplains the deliberative tradition in curriculum theory (Reid, Westbury, Schwab, McKeon) and analyzes it in terms of Schwab\u27s commonplaces
Null, J. Wesley, An Intellectual Progressive Educator: Toward a Rereading of William Chandler Bagley, 1874-1946, TheEducational Forum, 67(Summer, 2003), 300-307.
No full textCorrects some earlier views of Bagley\u27s position on progressive education and gives a summary of his life and contributions to education
Null, J. Wesley, Social Efficiency or Vocational Efficiency?: Toward a Deeper Knowledge of a Misunderstood Term, Curriculum History (SSCH), (2001), 41-47.
No full textTraces the various uses of the phrase social efficiency\u27 in curriculum history, with special reference to Snedden, Bagley, Bobbitt, and Dewey
Null, J. Wesley. Efficiency Jettisoned: Unacknowledged Changes in the Curriculum Thought of John Franklin Bobbitt, Journal of Curriculum and Supervision, 15(Fall, 1999), 35-42.
No full textPoints out the changes in Bobbitt\u27s thinking about curriculum from his 1918 book to his 1941 book; corrects a misconception in the history of curriculum thought
Null, J. Wesley, Social Efficiency Splintered: Multiple Meanings Instead of the Hegemony of One,\u27 Journal of Curriculum and Supervision, 19(Winter, 2004), 99-124.
No full textSets forth three distinct definitions of social efficiency in early 20th century curriculum history as opposed to one definition often assumed by historians
Null, J. Wesley, William Bagley versus Arthur Bestor: Why the Standard Story is Not True, The Educational Forum, 72(No. 3, 2008), 200-214.
No full textRecovers the distinctive positions on teacher education curriculum held by these two men; shows what institutional forms these different conceptions took historically in higher education
Null, J. Wesley, Deciding Aims and Purposes of Subject Matter, pp.3-10 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015.
No full textTraces the emergence of several views from recent curriculum theorists on the role subject matter can play in reaching educational goals or ends
Null, J. Wesley, Curriculum Development in Historical Perspective, pp. 478-490 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008.
No full textDiscusses contributions of Tyler, Smith/Stanley/Shores, Taba, Schwab, and other scholars to the evolving concept of curriculum development in the United States
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
- …
