1,720,993 research outputs found
Yates, Lyn, and Michael Young, Globalization, Knowledge, and the Curriculum, European Journal of Education, 45(No. 1, 2010), 4-10.
No full textAddresses five key issues facing curriculum policy makers and researchers in a global context; 1) the impact of global economic pressures on curriculum, 2) issues of inequality, 3) how to continue to reflect one\u27s nation traditions and concerns under international pressures, 4) general vs vocational education, and 5) knowledge issues; introduces a set of articles on the topic from writers in five countries
Yates, Lyn, Is Women\u27s Studies a Legitimate School Subject? An Outline of an Agenda for Discussion, Journal of Curriculum Studies, 18(January-March, 1986), 17-30.
No full textRaises several issues about the form and appropriateness of including women\u27s studies in the secondary curriculum
How do young people think about self, work and futures
No full textMcLeod, Julie and Yates, Lyn (1998) How do young people think about self, work and futures. Family Matters 49:pp. 28-33, published by Australian Institute of Family Studies. Copyright Commonwealth of Australia reproduced by permission.The 12 to 18 Educational Research Project, commenced in 1993, is a longitudinal study that is following a number of young people at four different Victorian schools through each year of their secondary schooling. Twice each year, interviews are conducted with 24 students (six students at each of the schools), either alone or with their friends, the interviews are video- and audiotaped. The aim of the study is to follow qualitatively the thinking of these young people, and their pathways as they go through schooling and then enter life beyond this.In this article, we discuss some findings from this work in progress looking in particular at how young people in the early and middle years of secondary schooling are thinking about self, work and futures, and we consider in what ways gender is an issue in their approach
Narratives, insights and next steps for questions of literary knowledge and English teaching
No full textThe substantive chapters of the book have shown that, as the researchers, we have approached the project's key questions about literature in English with different emphases, reflecting our own backgrounds, knowledges and experiences, our literary and teacher education, and our professional experiences and standpoints (Smith, 2005). As we indicated in Chapter 2, it is through these personal and professional narratives that we, like the participatns in our project, have perceived the intersecting fields of English education, literature teaching, curriculum studies, and literary studies research. The interdisciplinary nature of the project and our conversations - in person and in the pandemic world of 'Zoom", and with colleagues in Australia and internationally, who have generously offered feedback on our thinking - have produced many possiblities for considerations of literature, knowledge and the making of English teachers. This complex work has made us attuned to the value of our different perspectives, and the importance of a multi-vocal conversation when drawing out insights and key findings
Autobiographies of the question
No full textThe title of this chapter derives from an essay that Jane Miller wrote a few years ago where she describes a strategy she used with students about to embark on research for a higher degree. Students typically arrive at their first meeting with their supervisor with a topic or question they would like to investigate, but rather than sending them off to begin reading the literature of the field in which they wanted to work, Miller would ask them to start by telling a story about why they had become interested in the topic they wished to explore. She calls this writing ‘the autobiography of the question’ (Miller, 1995, p.23). The strategy was partly directed at a preconception commonly held by her students – mainly teachers or people ‘in the process of becoming teachers’ – that as researchers they should achieve the ‘detachment’, ‘disinterestedness’ and ‘impartiality’ they felt characterised ‘scientific’ inquiry (p.23). She aimed to affirm the potential of the stories they might tell about their classrooms to yield insights that elude ‘abstractions that are deaf to questions of “Who?” “When?” “Where?”’ (p.23). And this was more than an attempt to allow teachers’ voices to be heard within a research community whose fundamental principles of scientific ‘objectivity’ would otherwise go unchallenged. By investigating the autobiographical impulse behind their work, Miller’s students began to recognise the values and beliefs that shaped it. The ‘autobiography of the question’ was not something that, once written, constituted a mere pretext for the research, but a means for cultivating a reflexive awareness that they sustained throughout their inquiries (p.26)
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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