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142.
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Thomas E. Pinelli Rebecca O. Barclay John M. Kennedy 《Publishing Research Quarterly》1997,13(2):48-68
The U.S. government technical report is a primary means by which the results of federally funded research and development
(R&D) are transferred to the U.S. aerospace industry. However, little is known about this information product in terms of
its actual use, importance, and value in the transfer of federally funded R&D. Little is also known about the intermediary-based
system that is used to transfer the results of federally funded R&D to the U.S. aerospace industry. To help establish a body
of knowledge, the U.S. government technical report is being investigated as part of the NASA/DoD Aerospace Knowledge Diffusion Research Project. In this article, we summarize the literature on the U.S. government technical report and present the results of a survey
of U.S. aerospace engineers and scientists that solicited their opinions concerning the format of NASA Langley Research Center
(LaRC)-authored technical reports. To learn more about the preferences of U.S. aerospace engineers and scientists concerning
the format of NASA LaRC-authored technical reports, we surveyed 133 report producers (i.e., authors) and 137 report users
in March–April 1996. Questions covered such topics as: (a) the order in which report components are read; (b) components used
to determine if a report would be read; (c) those components that could be deleted; (d) the placement of such components as
the symbols list; (e) the desirability of a table of contents; (f) the format of reference citations; (g) column layout and
right margin treatment; and (h) writing style in terms of person and voice. Mail (self-reported) surveys were used to collect
the data. The response rates for report producers (i.e., authors) was 68% and for users, was 62%. 相似文献
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School funding is a principal site of policy reform and contestation in the context of broad global shifts towards private- and market-based funding models. These shifts are transforming not only how schools are funded but also the meanings and practices of public education: that is, shifts in what is ‘public’ about schooling. In this paper, we examine the ways in which different articulations of ‘the public’ are brought to bear in contemporary debates surrounding school funding. Taking the Australian Review of Funding for Schooling (the Gonski Report) as our case, we analyse the policy report and its subsequent media coverage to consider what meanings are made concerning the ‘publicness’ of schooling. Our analysis reveals three broad themes of debate in the report and related media coverage: (1) the primacy of ‘procedural politics’ (i.e. the political imperatives and processes associated with public policy negotiations in the Australian federation); (2) changing relations between what is considered public and private; and (3) a connection of government schooling to concerns surrounding equity and a ‘public in need’. We suggest these three themes contour the debates and understandings that surround the ‘publicness’ of education generally, and school funding more specifically. 相似文献
149.
Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority 总被引：1，自引：0，他引：1
The ‘theory-practice divide’ in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator’s authority to determine what is relevant educational theory. This research aimed to explore student teachers’ views of ‘educational theory’ and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the ‘theory-practice’ gap. 相似文献
150.
Janice W. Y. Wong Melissa O’Donnell Donna Bayliss Janet Fletcher Rebecca Glauert 《Educational Research for Policy and Practice》2017,16(2):109-127
Policies aiming to improve educational outcomes are typically based on academic testing data. However, such data only reflect the performance of students who completed the tests. It is possible that students who were absent have shared characteristics. The proportion of students absent out of all eligible school students and whether they have shared characteristics has not been investigated, as this is only possible through the use of linked administrative data. Participants were born in Western Australia in 1994 and 1995, and their birth records were linked to participation status in the Year 9 academic tests to determine the proportion of students who were absent. Logistic regression was conducted to investigate characteristics which predicted absence on test day. A proportion of non-Aboriginal (3.2 %) and Aboriginal students (21.9 %) were absent on test day. Risk factors which predicted the absence included contact with Child Protection and Family Services, history of maternal mental health problems, and fathers aged below 20 years at the time of their child’s birth. A significant proportion of students was absent and therefore not represented in academic achievement information. These students were more likely to have experienced adverse events and therefore are not randomly absent. As these data are typically used to inform policies which aim to improve educational outcomes, they may lack the necessary information to adequately address the complex needs of students who are absent on test day. However, findings suggest that service providers, as well as schools may play an important role in encouraging participation in school. 相似文献