Institutional conceptualisations of teacher education as academic work in England

This is the post-print version of the final paper published in Teaching and Teacher Education. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2012 Elsevier B.V.Through an analysis of job recruitment texts, and interviews with academic leaders, this article shows how the university-based teacher educator is produced as a category of academic worker in England. Focussing on the discursive processes of categorisation provides insights into how English universities conceptualise teacher education. Variations in conceptualisations are noted within and between institutions, with the teacher educator produced as a hybrid or exceptional category. Often, variations are produced around a practitioner/researcher contradiction. The article concludes by asking whether such variations and potential lack of coherence matter, in the context of national policy and funding constraints, and internationally

Peer - Mediated Distributed Knowledge Management

Distributed Knowledge Management is an approach to knowledge management based on the principle that the multiplicity (and heterogeneity) of perspectives within complex organizations is not be viewed as an obstacle to knowledge exploitation, but rather as an opportunity that can foster innovation and creativity. Despite a wide agreement on this principle, most current KM systems are based on the idea that all perspectival aspects of knowledge should be eliminated in favor of an objective and general representation of knowledge. In this paper we propose a peer-to-peer architecture (called KEx), which embodies the principle above in a quite straightforward way: (i) each peer (called a K-peer) provides all the services needed to create and organize "local" knowledge from an individual's or a group's perspective, and (ii) social structures and protocols of meaning negotiation are introduced to achieve semantic coordination among autonomous peers (e.g., when searching documents from other K-peers). A first version of the system, called KEx, is imple-mented as a knowledge exchange level on top of JXTA

The distance selling directive: consumer champion or complete irrelevance?

This paper investigates the origins, significant content, UK and EU implementation and outcomes of Directive 97/7/EC on distance selling, hereafter referred to as the Distance Selling Directive (DSD). The DSD has been implemented in national legislation by all EU Member States. In the UK this legislation was the Consumer Protection (Distance Selling) Regulations 2000 (SI 2000 No. 2334), hereafter referred to as the CPDSR

Building and Delivering the Virtual World: Commercializing Services for Internet Access

This study analyzes the service offerings of Internet Service Providers (ISPs), the commercial suppliers of Internet access in the United States. It presents data on the services of 2089 ISPs in the summer of 1998. By this time, the Internet access industry had undergone its first wave of entry and many ISPs had begun to offer services other than basic access. This paper develops an Internet access industry product code which classifies these services. Significant heterogeneity across ISPs is found in the propensity to offer these services, a pattern with an unconditional urban/rural difference. Most of the explained variance in behavior arises from firm-specific factors, with only weak evidence of location-specific factors for some services. These findings provide a window to the variety of approaches taken to build viable businesses organizations, a vital structural feature of this young market.

Valuable assets : a general formal investigation into the role and status of classroom assistants in Scotland's primary school

Based on the earlier pilot research conducted by SCER, the EOC instigated a General Formal Investigation (GFI) of the role and status of classroom assistants in Scotland's primary schools. As part of the GFI, SCER was commissioned to conduct a national survey of classroom assistants, teachers and head teachers. Primary data was generated from a Scotland-wide, large scale survey sent to over 1000 primary schools. Interviews were also conducted with Directors of Education and the Scottish Executive Education Department

Special Libraries, March 1945

Volume 36, Issue 3https://scholarworks.sjsu.edu/sla_sl_1945/1002/thumbnail.jp

Special Libraries, April 1952

Volume 43, Issue 4https://scholarworks.sjsu.edu/sla_sl_1952/1003/thumbnail.jp