1,720,973 research outputs found
CSI Literacy: The Forensic Application of Basic Skills Testing
Full text linkThis presentation is a reflection on the application of literacy testing in a criminal case in the UK. A woman of retirement age was charged with fraud on the basis of a repeated false statement on a benefit form. The author was asked by defense lawyers to provide an expert opinion on whether the defendant’s claim to have misunderstood the question due to limited literacy skills was credible. The presentation reviews the procedures developed by the author to come to an informed opinion, and discusses some of the limits of literacy testing the process revealed
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
Build It But They May Not Come: Subjective Factors In Participation Decisions Among Under-represented Groups
Full text linkThis discussion presents a model for thinking about participation in learning for under-represented groups. The model is designed specifically to be useful for thinking about this question in the context of policymaking rather than a re-theorization of participation itself
No More Classes? Framing Pedagogy in a Self-Paced Secondary School
Full text linkAnalysis of an outcome-based, self-paced high scliool in Western Canada demonstrates the difficulty of changing the grammar of schooling even through extensive reform. Aiming to be a school for everyone, the institution studied lias ended up as an alternative high school for students who possess middle-class cultural capital: the very people wlio tend to succeed in conventional schools. Discussion shows how the frames of pedagogy at the school are interrelated, so that cluinging one produces a compensatory effect in the otfiers; and how tlie need to be seen as a successfid school ultimately undermines the motivation for reform.L\u27analyse d\u27une école secondaire à rythme Fibre et fondée sur les résultats dans l\u27Ouest du Canada démontre à quel point les fondements pédagogiques sont difficiles à changer, mime avec une reforme poussée. En essayant de se constituer en une école pour tous, l’institution à Fétide s\u27est transformée en école secondaire alternative pour les élèves possédant un bagage culturel typique de la classe moyenne - et c\u27est précisément le genre d\u27élèves qui réussissent dans les écoles conventionnelles. L\u27article explique que, d\u27une part, l’interdépendance des cadres pédagogiques de Fécule est telle que la modification d\u27un des cadres provoque un effet de compensation dans les autres et que, d\u27autre part, le besoin d\u27être considérée une école exemplaire vient miner, à la longue, la motivation visant la reforme
Cracking the code: Problems and possibilities of curriculum analysis in adult education
Full text linkIn this paper I argue for the importance of explicit curriculum analysis as a critical approach to adult education research, and highlight several intriguing and challenging aspects of the endeavour. The discussion is illustrated with examples from my own work on the structures of knowledge in our vocation
A Qualified Success? Credit frameworks and lifelong learning
Full text linkConsiders the potential of credit and qualifications frameworks to support learners in gaining formal credit for informal and conformal learning. Makes recommendations to increase learner mobility and enhance access and equity
What we do with words, and what they do with us
Full text linkThis is an invited paper based on the keynote presentation that Professor Ralf St Clair made at the 2019 Australian Council for Adult Literacy Conference in Sydney, Australia on 4 October
A very adult curriculum? How the new BC Education plan reflects the andragogical commitments of adult education
Full text linkAnalyzes the recently introduced BC K-12 Curriculum through the lens of andragogy to understand the extent to which the values of adult education have informed policy and practice. Bernstein\u27s code theory is used to frame the discussion
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
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