1,720,976 research outputs found
Perlstein, Daniel, William Van Til and the Nashville Story: Curriculum, Supervision, and Civil Rights, Journal of Curriculum and Supervision, 20(Fall, 2004), 31-38.
No full textCovers the role of curriculum leader William Van Til in desegregation efforts in Nashville in the 1950s; also contains other biographical information on his professional life and work
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
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Fanon's Children: The Black Panther Party and the Rise of the Crips and Bloods in Los Angeles
Full text linkBlack nationalists of the Black Power era often viewed Black criminality as an essential component to Black political consciousness. "There have been those black Americans who have resisted white America," activist Julius Lester argued. "These were the field niggers during slavery, Nat Turner, the Black abolitionists, Garvey, and in our own time, Malcolm, the hustler on the corner and the high-school dropout." Scholars have amply demonstrated the ideological logic of Julius Lester's thinking about the guy on the corner, but how the guy on the corner makes sense of the Nationalist argument is undertheorized in the current literature. In an era when gangsta rap has come to be seen to epitomize urban Black manhood, this question remains crucial today. What then is the relationship between oppositional, self-destructive notions of Black identity and Black political consciousness as lived and experienced by urban Black youth? Building on the work of Franz Fanon and more recent theories of coloniality, the study explores the relationship between the two as they have evolved in the lives of young Black men. The historical relationship between the Black Panther Party and the Crips and Bloods serves as a lens through which I examine the interplay of criminality and radicalism in Black consciousness in the United States. Thus, this dissertation is not primarily a study of gang activity or the Black Panther Party. Rather, it is a sociological study of how evolving political activism, state actions and economic conditions have shaped Black consciousness. The relationship between self-destructive notions of Blackness and resistance is complex. That organizations like the Black Panther Party have attracted significant numbers of gang members is well documented. Still, it is a fact that most Black youth have not been in gangs or in radical organizations such as the Black Panther Party. Nevertheless, I argue, the historical relationship between the two social collectivities illuminates a fundamental aspect of Black consciousness. This tension between criminality and radicalism has long been recognized in Black life. Whether in celebrations of the folk figure Stagger Lee, Richard Wright's Bigger Thomas, or Hip Hop artist Tupac Shakur, the intersection of oppression, resistance and criminality occupies a crucial place in the Black experience. However, the particular, shifting balance of these tendencies at any given moment is a matter of critical importance in how Black Americans navigate their American dilemma
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
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The Rise of Educational Consciousness: Racial and Class Politics of the Detroit Public Schools, 1943-1974
Full text linkThis study examines the development of radical educational consciousness in Detroit, 1943-1974. This study draws on precepts of critical social theory to analyze archival data, memoir and biography, personal archival collections, extant oral history interviews, and 16 original oral history interviews conducted in Detroit. Utilizing a relational historical ethnography research design, this study asserts the emergence of radical educational consciousness was informed by a critique of capitalist relations of production and experiential knowledge of a geography of spatial racism. This radical analysis directly challenged racialized administrative control over the school system. In Detroit, a radical conception of community control of schools was articulated as a rejection of both racial liberalism and bourgeois cultural nationalism. By the late 1960s, radical educational consciousness conceptualized educational struggle as a front of broader liberation struggle
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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ARTELIA GREEN’S & OLIVIA WILLIAMS’ LEGACY: A STUDY ON THE PEDAGOGICAL PRACTICES THAT IMPROVE HEALTH FOR BLACK CHILDREN
Full text linkThis dissertation examines the relationship between caring teaching practices and greater health outcomes for black children. Public health theory suggests that Black youth generally experienced greater levels of adversity compared to non-black youth (Schilling et al., 2007; Marie, 2016). Exposure to these frequent and/or sustained stressors without the buffering care of a supportive adult can change children’s brains and bodies, including disrupting learning, behavior, immune systems, and even the way DNA is read and transcribed. My research examines the efficacy of critical classroom pedagogy (Duncan-Andrade & Morrell, 2008) and social design-based research (Gutierrez, 2016) as a framework to address and attenuate the impacts of toxic stressors that black youth embody.This study honors research principles grounded in care (Angelou, 1979; Noddings, 1988; Duncan-Andrade, 2006), to generate grounded theory for social transformation. This dissertation anchors data (field notes, classroom video, in-depth interviews) in order to integrate the fields of education and public health to produce ecologically valid findings that: 1) highlight and reproduce that types of teaching practices and conditions that mediate healthier children and 2) reframe our understandings of the possibilities of education
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