1,721,013 research outputs found
Is There a Glass Ceiling for Internationally Educated Teachers in Alberta? A Critical Interpretive Analysis
Full text linkInternationally Educated Teachers (IETs) seek active participation in the labor market as they come to Canada with a wealth of knowledge, skills and experience, which are significant human capital resources. Canada has been a lead in developing bridging programs for immigrant professionals that help them in their professional licensure and integration. This study explores the narratives of the IETs who face challenges when they evaluate their foreign credentials that they need for their teaching certification and employment with schools in Alberta. More specifically, I seek to understand the meanings that IETs in Alberta give to their experiences of being certified teachers in Alberta and to critically interpret relevant policies of teaching certification and employment.
Under a critical libertarian pedagogy theoretical framework, the study highlights the power/knowledge dynamics that benefit some but not others and explores possibilities of humanization, emancipation and prosperous inclusion. The use of critical interpretive methodology informed by interpretive policy analysis and political discourse analysis provides a new approach to the issue of the IETs that deepens insights on the human ability for making sense of their lived experiences. Interviews, observation and policy documents are deployed in the study to generate, analyze and interpret data and to answer the research questions.
In my analysis of findings, I identify that the research participants have common and divergent understandings regarding the process of IET certification in Alberta and that the relevant policy rhetoric is generic and standardized. The research findings reveal that there are personal and structural barriers to the certification and inclusion of IETs, and there is a gap between what policy says and what it does. In addition to the discretionary decision-making of the Registrars, bureaucracy is a major roadblock that inhibits the full integration of the immigrant teachers. It is also discussed the use of language proficiency and accent as a system of triage of immigrant and aboriginal minorities. The study concludes with recommendations that could bring change to the situation of these global teachers by raising the critical awareness of the research participants and policy makers. There is a call for equitable policies and practices in the evaluation of foreign credentials, teaching certification and recruitment to schools
A Study of Race and Equity in U.S. Mathematics Education Policy
Full text linkThis dissertation aims to disentangle how the idea of, what I am calling, achievement as accountability has come into being and works within existing deficit narratives around who is seen to be capable in mathematics education. In particular, I interrogate U.S. federal education legislation and national level mathematics education policies in an effort to determine how race, racism, and racialization impact conceptions of equity in mathematics education. To accomplish this goal I rely on a theoretical framework of Critical Race Theory combined with governmentality, which simultaneously centres race while working to end the subordination of all peoples by acknowledging how policy impacts discourse and practice. As a way to frame my analysis I used historical ontology as my methodology which relies on history, temporal context, as well as historical conceptions of an idea to determine how terminology has been used to limit how people are perceived in the present. Through the use of Critical Discourse Analysis and Political Discourse Analysis I examine the historical record of legislation and policies that impact how mathematics is conceived of in K-12 schooling. My findings suggest the continued existence of racism within policy as well as the delinking of mathematics with racial terminology in the legislation allowing for mathematics education policies to completely erase the importance of how racism and racialization impact societal ideas of who is seen to be mathematically able
The Politics of Implementation Knowledge: A Research of the Implementation Framework of the Free Senior High School Policy in Ghana
No full text“The Politics of Implementation Knowledge: A Research of the Implementation Framework of the Free Senior High School Policy in Ghana” investigates how actors’ understanding of the implementation processes influences the outcomes and impact of education policies. This study addresses a pressing issue, especially at a time when there is increased call for attention to African policy research and implementation studies to generate holistic and nuanced knowledge on how to achieve successful implementation. The history of public policy implementation in Africa reflects a pattern of unrealized goals, with many policies aimed at tackling persistent developmental challenges falling short in practice. This recurring cycle of failure have sparked significant concerns, prompting questions about why policies often fail during the implementation phase.
Using an interpretive approach and drawing on insight from the Consolidated Framework for Implementation Studies (CFIR), a theoretical heuristic that suggests the need for a multi-analytic approach, this study investigates the intricate interplay between social, technical and political factors that shape implementation outcomes.
By synthesizing perspectives from interviews and cross-disciplinary literature, this study provides a comprehensive understanding of policy implementation, emphasizing the critical role of context and the importance of context-specific differences. This extensive and in-depth exploration of the implementation framework of an educational policy in the African context provides penetrating insight into the necessity of fostering linkages, alignment and coordination among diverse actors and systems across multiple levels. to achieve high system performance in policy implementation
Schooled by Scrolling the Trans Mountain Pipeline? Tracing (Anti)colonial Public Pedagogy on Instagram
Full text linkIn opposition to the Trans Mountain pipeline, overlapping networks of concerned citizens, Indigenous land protectors, and environmental activists have used Instagram to document pipeline construction, policing, and land degradation; teach using infographics; and express solidarity through artwork and re-shared posts. These expressions constitute a form of “public pedagogy,” where social media takes on an educative force, influencing publics whether or not they set foot in the classroom. Working with digital methods, visual methodologies, and close reading practices, this dissertation draws on Instagram’s large-scale data to trace and analyze how publics reinforce and resist settler colonialism as they engage with the Trans Mountain pipeline controversy online.
While much public pedagogy research focuses on the hegemonic functioning of culture, a study of the Trans Mountain issue provides a crucial analysis of social media’s anti-colonial possibilities. Instagram’s public pedagogy intersects in a social and ecological issue within and against the economies and cultures of digital media, racist and colonial representational regimes, and the broader ecology of relations under the settler state. Public pedagogy on Instagram indeed reveals a complex intermingling of user and platform agency in a pedagogy that takes on a connected, aesthetic, and situated force, according to the networked, image-based, and locative affordances available on the platform. While some visions and enactments are profoundly decolonial, mainstream colonial norms are unevenly reinforced, contested, subverted, and bypassed on a platform driven by corporate agendas and situated within colonial-capitalist processes. Considering the complexity of attending to these nuances from an anti-colonial perspective, this dissertation introduces an anti-colonial methodology for archiving, visualizing, and interpreting large-scale digital data in accountable ways that undermine colonial hierarchies and categorizations inherent to data structuring and use.
This large-scale examination of the Trans Mountain issue public pedagogy contributes visions for Indigenous land protection and an anti-colonial approach to environmental justice emerging from participant publics, holding implications for more formal justice-based climate and environmental education, and opening spaces of possibility – along with the persistent restrictions – in working towards altered relations
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
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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