Assessing scientific performance

A method for assessing scientific performance is proposed and illustrated. Advantages over existing methods are: (1) increased objectivity; (2) increased emphasis on what was rather than who contributed; and (3) increased accuracy in theme identification. The procedure is based on relationships displayed numerically in the published documents. These relationships are extracted and organized as a graphic display representing the conceptual structure for a subject. Individuals or groups contributing to the knowledge of the discipline can be identified. The extent of their contributions also can be documented.The method is illustrated using published documents in Pediatric Oncology for the period 1979–1982. The contributions of a major clinical investigations group, the Childrens Cancer Study Group, are analyzed. The results show increasing contributions by the Group as the conceptual structure changes from the simplest measure of survival to ones requiring sophisticated follow-up and clinical evaluation procedures.     

From Day School to High School: An Exploratory Study on Jewish Adolescent Girls’ Identity Development

ABSTRACT

What does it mean to be a Jewish girl today and how do Jewish adolescent girls navigate their identity? The study that I undertook is exploratory and designed to understand how three girls, who are recent day school graduates, experience the process of identity development as they begin high school. While the sample is small, the study reveals new directions for looking at Jewish girls and questions that need to be asked when researching their lives. It concludes with a few suggestions for thinking about how to conduct future research with Jewish girls.     

Uniquely Similar or Similarly Unique? Education and development of teachers in Europe

Teacher education is at present being re-shaped in some, mainly Anglophone, countries by a variety of policies. Although some of the same trends are discernible in mainland Europe, other inheritances and perspectives are also evident. The present paper focuses on five European trends in the education and development of teachers: professionalism, inheritances, research, feminisation and globalisation. It is proposed that "Anglophone" policies (which are equated with neo-liberalism) and "European" policies (which are equated with social democracy) have different emphases and priorities, though, in turn, are shaped by specific national cultures and histories. At the same time, shared concerns are evident across nations, policies, cultures and histories--hence the question posed in the title of the paper as to whether teacher education in different countries is "Uniquely Similar or Similarly Unique?".     

Strategizing for Public Policy: The Information Literacy State Proclamation Project

This article describes a project designed to raise the awareness of policymakers about the importance of information literacy to achieve societal goals. Issues benefit from the governmental support, prioritization, mandates, and funding that can result when there is policy behind them. Studies indicate that many people lack the ability to draw on quality sources of information for a variety of purposes. Attention by policymakers would accelerate the inclusion of information literacy in settings such as education, workforce training, citizenship preparation, and lifelong learning. One way to raise awareness of policymakers is by recommending a proclamation to government executives.     

Critical action research and third wave feminism: a meeting of paradigms

Critical action research emphasises participation, democracy and social critique, and thus has had considerable potential for feminist scholarship and action. Feminist action research, in turn, has gained a foothold in education, for example, through the work of Hollingsworth, Miller, Lather and others, although much action research might still be termed gender blind. This theoretical resource provides a discussion of recent developments in feminist ideas and their relevance for critical action research, suggesting that there is much to unite the two paradigms. The resource's overall aim is to call attention to the importance of feminist ideas for action research, and to demonstrate what feminist action research has to offer, not only for girls and women pupils and teachers, but for other marginalised and discriminated groups.