189,193 research outputs found
Assessment at the boundaries: service learning as case study
No full textThis is the accepted version of the following article: Shay, S. 2008. Assessment at the boundaries: service learning as case study. British Educational Research Journal. 34(4): 525-540. DOI: 10.1080/01411920701609406., which has been published in final form at http://dx.doi.org/10.1080/01411920701609406.This article explores the value systems which inform assessment practices in higher education, specifically how particular forms of knowledge valued in the curriculum shape and constrain assessment practices. The data for this article is drawn from two courses which participated in a service learning research and development project at the University of Cape Town. Drawing on Pierre Bourdieu and Basil Bernstein, the article argues that the location of these courses—within the field of higher education and a particular kind of institution, faculty and department—shapes their assessment systems, practices and outcomes in certain ways. What is valued in this field (Bourdieu) is a form of knowledge production which requires students 'to step out of the particularities'. This form of knowledge operates as a regulative discourse, constituting what counts as legitimate. Using the assessment system as a 'window', this article explores how these service learning courses constitute and are constituted by the regulative discourse of the field. While the constraints of the field are powerful, this project offers some hopeful signs of forms of curriculum, pedagogy and assessment that, at the very least, name and challenge these underlying value systems
dictionaria/hdi: Hdi Dictionary
No full text<p>Frajzyngier, Zygmunt and Eguchi, Paul and Prafé, Roger and Schwabauer, Megan (with Erin Shay and Henry Tourneux). 2017. Hdi dictionary. Dictionaria 2. 1-1681 (Available online at <a href="https://dictionaria.clld.org/contributions/hdi">https://dictionaria.clld.org/contributions/hdi</a>)</p>
The assessment of complex tasks: a double reading
No full textThis is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 15 August 2006, available online: http://www.tandfonline.com/10.1080/03075070500339988.Drawing on Bourdieu's theory of social practice, the author challenges common-sense notions of objectivity and subjectivity which inform assessment practice, and argues for assessment as a socially situated interpretive act. A case study of an engineering community of practice at a South African university illustrates the multiple subjectivities that shape assessors' interpretations of student performance. This case study contributes to an understanding of academic professional judgment as a ‘double reading' - an iterative movement between different modes of knowledge which comprise the objective and the subjective. The author concludes with a brief discussion of the theoretical and practical implications of this for how academic communities of practice come to judge and how these judgments are validated
Conceptualising design knowledge and its recontextualisation in the studiowork component of a design foundation curriculum
No full textIncludes abstract.Includes bibliographical references.Universities of Technology have traditionally prepared students for the world of work and their close ties with industry directly impact on vocational curriculum, which has to impart subject knowledge and specialized knowledge valued by industry, whilst simultaneously encouraging the acquisition of vocational identity. This study of a Design Foundation Course’s curriculum is located at a University of Technology which is currently undergoing a process of re-curriculation, which has initiated a process of examining subject knowledge and its structuring in various course’s curricula. In the light of these developments, an examination of the nature of design knowledge and the role of the foundation curriculum in the transfer of core disciplinary knowledge to underprepared students appeared both timely and necessary
Supplemental Material - What Explains a Representative’s Staffing “Style”? Exploring the Relationship between Congressional Staffing Decisions and Electoral Considerations
No full textSupplemental Material for What Explains a Representative’s Staffing “Style”? Exploring the Relationship between Congressional Staffing Decisions and Electoral Considerations by Jason S. Byers, Laine P. Shay in American Politics Research</p
Supplemental – Supplemental material for States Testing the Legal Limits: The Effect of Electoral Competition on the Constitutionality of State Statutes
No full textSupplemental material, Supplemental for States Testing the Legal Limits: The Effect of Electoral Competition on the Constitutionality of State Statutes by Bryan M. Black and Laine P. Shay in State Politics & Policy Quarterly</p
Term limits in state legislatures are linked to more powerful speakers
No full textFifteen US states have introduced some form of term limit on state legislators which prevents them from running for office for more than set number of times. While some past research has suggested that term limits can lead to weaker state legislatures, new research from Laine P. Shay suggests that they can empower the party in power’s Speaker. He finds that compared to states without term limits, a state with the most stringent term limit law is associated with an 11 percent increase in tools delegated to the Speaker’s position
States with a Democratic governor and women-headed public health agencies were more likely to implement Covid-19 stay-at-home orders earlier
No full textMuch of the US response to the COVID-19 pandemic has been the responsibility of state governments, with some issuing stay-at-home orders earlier than others, and some not issuing them at all. In new research which analyses the timing of state stay-at-home orders, Laine P. Shay finds that Democratic states were over 400 percent more likely to implement early stay-at-home orders, and almost 250 percent more likely if their state public health agency was headed by a woman
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
- …
