1,721,076 research outputs found
The curriculum arguments of Michael Young and John White
Full text linkMichael Young’s ideas about the school curriculum have proved to be enormously fertile, in particular his thinking about ‘powerful knowledge’ and his argument that the main function of schools is to enable all students to acquire knowledge that takes them beyond their experience. Young’s ideas are examined in this chapter, particularly in the light of John White’s long-standing views about the curriculum and his argument that the main aim of schools should be to promote human flourishing. I conclude that if applied inflexibly or naively Young’s ideas could result in some students receiving an inappropriate education. Applied sensitively they have the potential to complement the work of other educationalists, including John White, and enrichen the education that schools provide. A start is being made on such fine-grained work – notably in respect of geography. It would be good to see such work extended to other subjects
Introduction: Darwin-inspired learning
Full text linkThis book is both a celebration and a clarion call. It is a celebration of all that has been done by the Charles Darwin Trust and others to enhance education by drawing on Darwin’s life and ways of working. It is a clarion call because of the editors’ and authors’ beliefs that there is still much to be done
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
The potential of earth science for the development of primary school science
Full text linkThis thesis considers that teaching and learning of parts of the science curriculum in English primary schools may be successfully developed through using aspects of earth science. Earth science is identified as a subject that could enhance knowledge, understanding and enthusiasm that would be ongoing through primary school, using local examples and leading to increased interest in science at secondary level and beyond. The author, an experienced earth scientist and teacher, reviews the literature pertaining to teaching and learning, especially in primary schools and in science curriuculae. A mixed methods approach was adopted for data collection. A questionnaire to trainee primary teachers revealed a lack of memorable childhood science. A second questionnaire administered with primary science leaders showed whilst most of them preferred to teach in a constructivist manner, classroom sizes and class numbers along with an overloaded curriculum lessens the feasibility of this. The analyses of these questionnaires also identified some shortfalls in primary teachers’ thinking about the nature of science. Intervention earth science lessons in two primary schools where the teachers were provided with after school CPD sessions, identified ways that earth science could increase children’s knowledge and understanding, along with enjoyment in the classroom. Classroom observations identified the motivating influence of using a well-known local resource: soil. Teacher self-efficacy also increased. Finally, an analysis of trainee teacher and children’s earth science workshops showed that, when properly taught, short, up to two hour, sessions of earth science CPD improved knowledge, understanding and confidence as well as proving motivational. It is argued that earth science examples can be used to exemplify chemistry and physics concepts through using everyday events to the benefit of understanding more about how our planet works. Over time, it is proposed, this could increase general interest in science and scientific literacy
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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