1,721,041 research outputs found
Teacher Education: Innovation, Intervention and Impact
Full text linkThis book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times in teacher education research. This book marks an historically significant shift in the collective work and outreach of the Australian Teacher Education Association (ATEA) as it endeavours to become an even more active contributor to a research-rich foundation for initial teacher education and to a research-informed teaching profession. The book showcases teacher education research and scholarship from a wide range of institutional collaborations across Australia. Studies highlight the multiple ways in which teacher education researchers are engaging with students, teachers, schools and communities to best prepare future teachers. It informs both teacher education policy and practice and is ‘a must read’ for those engaged in the education community. Above all it marks a shift for teacher educators to build a research rich teaching profession
Preparing pre-service teachers for rural teaching: A new approach
No full textIn Australia, recruitment of high quality teachers is seen as critical for the future of rural education provision. A national inquiry into rural and remote education conducted in 2000 by HREOC supported this claim stating that there is a crisis for rural schools attracting new teachers and blamed teacher education for not doing enough to equip beginning teachers with the skills and knowledge needed for teaching in rural and remote Australia. Although state governments provide financial incentives for potential graduates to embark on a rural practicum placement, this incentive does not appear sufficient. There is an urgent need in teacher education to consider alternative ways to generate interest in a rural teaching career. This paper describes a pre-service initiative between the metropolitan Burwood campus of Deakin University and a Victorian rural school community. The initiative was designed to enable a cohort of 45 city-based student teachers studying a particular unit to better understand rural issues, pedagogy and ultimately to foster interest in country teaching
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
Developing a rural teacher education curriculum package
Full text link<a href="http://epubs.library.msstate.edu/index.php/ruraleducator/article/view/147">Article free to read on journal website</a>\ud
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This paper documents the development of a new website (www. rrrtec. net. au) specifically designed to better equip teacher educators to prepare graduates to teach in rural and regional communities. The two year study (2009-2011) that informed the website's creation included three data sources: A literature review of research into rural teacher education, a survey of pre-service students who had completed a rural practicum and interviews with teacher educators about the current strategies they used to raise awareness and understanding of the needs of rural students, their families, and communities. An analysis of the data revealed that teacher educators need to focus more on developing graduates to be not only 'classroom ready ' but also 'school and community ready'. This analysis provided the framework for the creation of a set of curriculum modules and resources including journal articles, film clips, websites and books that teacher educators could readily and publicly access and use in their own classroom teaching
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
Extending the knowledge base for (rural) teacher educators
No full text<b><a href="https://journal.spera.asn.au/index.php/AIJRE/article/view/103/77">Free to read at publisher website</a></b>\ud
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This paper, and its position within this special issue, seeks to contribute to the growing discussion and debates about the importance of adding the 'rural' to all matters 'education'. Advocating that indeed rurality is everybody's business, not just for those who live in rural places. The central argument of 'adding the rural' is that in its absence, 'a metro-urban normative approach' (Green, 2013) remains the dominant position thereby marginalising and silencing those who live beyond the city. In this paper I seek to contribute further to the debate and explore the notion of 'adding the rural' to teacher educators' knowledge base and their professional learning. I thus examine the 'good theoretical tools' (Corbett, 2016) that all teacher educators might need to equip themselves with, in order to be inclusive of rural students' needs. To think through this question I revisit and draw from the growing rural education literature and recent rural studies, identifying three emerging themes: Namely 'funds of knowledge' (Moll, Amanti, Neff & Gonzalez, 1992); 'rural social space' (Reid, Green, Cooper, Hastings, Lock &White, 2010) and 'place consciousness' (Gruenwald, 2003). These three unfold as key theoretical tools, for all teacher educators to utilise. The themes offer a form of trialectical thinking for teacher educators, opening new spaces to explore the preparation of teachers. The triad is consistent with the notion of 'third or hybrid spaces' (Zeichner, 2010) which can move us away from unhelpful rural-urban binaries and towards a more activist, generative and transformative response for teacher education and the broader rural education research community to consider
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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