1,720,970 research outputs found
The Boston University-Chelsea school district partnership: a case study of knowledge management
No full textThe longstanding partnership between Boston University and the Chelsea Public School District of Chelsea, Massachusetts is unique for many reasons. Perhaps the most recognizable feature of this Partnership, however, is that it is the only example of an American university engaging in the day-to-day management of a public school system.
The initial partnership agreement was for a ten-year period (1988-1998), though the agreement was extended for five years in 1998 and for another five years in 2003. Per the agreement, the Chelsea School Committee ceded its general authority to a management team of Boston University personnel. This team would appoint and oversee the school superintendent and take any action necessary to fulfil the partnership’s goals, so long as such actions complied with state and local law. Despite this seemingly great degree of autonomy, the agreement did require that the management team continuously report to the school committee, and the school committee retained the authority to veto decisions with which it did not agree. However, in nearly twenty years of partnership, disagreements between the district and management have not resulted in significant alterations to policies proposed and implemented by the university. While it would be misleading to assert that the partnership, even after nearly twenty years, has achieved all of its goals, the strong trust that the district continues to place in the university is just one example of the many ways in which the partnership has been a success
Alcune riflessioni sullo sviluppo di strumenti di (auto)controllo e di intervento organico nei sistemi formativi
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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
Some remarks on School Accountability
No full textI’d like to raise some general comments on School Accountability, in particular on multiple goals and multiple principals for public education, measurement limits and incentives, family choices and finally on identity. These aspects can be dealt separately, but are nonetheless interdependen
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