1,720,962 research outputs found
Inclusive education: Two steps forward and one step back
No full textIn this chapter I take a critical and self-indulgent perspective and reflect on my professional life as a teacher and academic in the fields of special education and inclusive education in Australia. Inclusive education is not a simple matter of progression from special education. Rather, it requires a fundamental paradigm shift because it is an international social movement against structural, cultural and educational exclusion of students who are marginalized and "different" (Carrington, 1999; Slee, 2005).\ud
Much of my time working in schools has been in Queensland, Australia. In 2001-2005 there were a number of key initiatives that enabled the government department of education in Queensland to identify and dismantle barriers to progress an inclusive approach to schooling. Robyn Gillies and I discussed these reforms in a paper published in the Asia Pacific Journal of Education (Gillies and Carrington, 2004).\ud
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This chapter is a more detailed version of a keynote presentation that I gave at an Inclusive Education Summit in Melbourne, 2015. It is indeed a wonderful opportunity to reflect on my time in the field and my ongoing learning about children, families and how we can work to achieve a more inclusive society. In this chapter I draw on key experiences that occurred with an international and national cultural and policy contexts. In many ways, the challenges that I document have been momentous for children, teachers, families and societies. My own reflections are confronting to read and I know that when I share the stories with my students at university, they also find them difficult to comprehend. Yes, we have moved forward; however, our cycles of policy and practice seem to stall at times and we take a step backwards. We still have deep and challenging work ahead to achieve a more inclusive society
Inclusive education: making sense of everyday practice: Innovations and controversies: interrogating educational change
No full textInclusive education has emerged internationally over the past thirty y ears as a way of developing democratic citizenship. Core to inclusive principles are that improved equity in education can only be achieved by eliminating the economic, cultural and physical barriers that curre ntly impede learning for particular students. To strengthen inclusive practice to this end inexorably requires that we attempt to make sense of it in its current form: to examine how it is enacted in educationa l settings from early childhood, schools, and communities and further and higher education; to contemplate the restrictions that it might in advertently create; and to consider its effects on members of educatio nal communities. Contributions to this edited collection represent div erse perspectives, yet share a commitment to challenging existing form s of educational marginalisation through policy, practice, theory and pedagogy. The chapters emerged from discussions at the inaugural Inclu sive Education Summit that was held at Victoria University, Australia in 2015. They present research that was conducted in Australia, New Ze aland, Indonesia, Bangladesh, Spain and the UK—illustrating transnatio nal interests and diverse approaches to practice. Presented in four se ctions—provocations, pushing boundaries, diverse voices, and reflectio ns, the chapters explore everyday practice across a range of contexts: from educating culturally and linguistically diverse, refugee, and/or socially and economically disadvantaged students, to issues of divers ity brought about by and through gender, giftedness and disability. Th e book will appeal to academics, students and practitioners in discipl ines including: education, sociology, social work, social policy, earl y childhood, disability studies, and youth studies
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
[Compte-rendu] Patrick Dunleavy, Authoring a PhD. How to Plan, Draft, Write and Finish a Doctoral Thesis or Dissertation, 2007
Full text linkInternational audienceBook reviewed: Patrick Dunleavy, Authoring a PhD. How to Plan, Draft, Write and Finish a Doctoral Thesis or Dissertation, Palgrave Macmillan, 2007.Ouvrage recensé : Patrick Dunleavy, Authoring a PhD. How to Plan, Draft, Write and Finish a Doctoral Thesis or Dissertation, Palgrave Macmillan, 2007
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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