Analysis of equivalence mapping for terminology services

This paper assesses the range of equivalence or mapping types required to facilitate interoperability in the context of a distributed terminology server. A detailed set of mapping types were examined, with a view to determining their validity for characterizing relationships between mappings from selected terminologies (AAT, LCSH, MeSH, and UNESCO) to the Dewey Decimal Classification (DDC) scheme. It was hypothesized that the detailed set of 19 match types proposed by Chaplan in 1995 is unnecessary in this context and that they could be reduced to a less detailed conceptually-based set. Results from an extensive mapping exercise support the main hypothesis and a generic suite of match types are proposed, although doubt remains over the current adequacy of the developing Simple Knowledge Organization System (SKOS) Core Mapping Vocabulary Specification (MVS) for inter-terminology mapping

Past, Present and Future in Teacher Education

In every edition of Research in Teacher Education we publish a contribution from a guest writer who has links with the Cass School of Education and Communities. In this month’s edition our guest writer is Professor Gary McCulloch. Gary is the inaugural Brian Simon Professor of History of Education, and founding director of the International Centre for Historical Research in Education (ICHRE), at UCL Institute of Education London. He is currently president of the British Educational Research Association (2017-2019) and editor of the British Journal of Educational Studies. His recent publications include Educational Reform Legislation in the 20th Century (ed., 2018), and A Social History of Educational Studies and Research (with Steven Cowan, 2018)

Past, Present and Future in Teacher Education

Vol. 8. No. 2 Nov 2018 In this month's edition our guest writer is Professor Gary McCulloch. Gary is the inaugural Brian Simon Professor of History of Education, and founding director of the International Centre for Historical Research in Education (ICHRE), at UCL Institute of Education London. He is currently president of the British Educational Research Association (2017-2019) and editor of the British Journal of Educational Studies. His recent publications include Educational Reform Legislation in the 20th Century (ed., 2018), and A Social History of Educational Studies and Research (with Steven Cowan, 2018)

Terminology server for improved resource discovery: analysis of model and functions

This paper considers the potential to improve distributed information retrieval via a terminologies server. The restriction upon effective resource discovery caused by the use of disparate terminologies across services and collections is outlined, before considering a DDC spine based approach involving inter-scheme mapping as a possible solution. The developing HILT model is discussed alongside other existing models and alternative approaches to solving the terminologies problem. Results from the current HILT pilot are presented to illustrate functionality and suggestions are made for further research and development

History of education in Britain since 1960

This article reviews the historiography as it has developed in Britain over the past sixty years in the history of education. This encompasses three key phases. From 1960 until about 1975 it was a field that was based mainly in key texts while new journals and societies began to emerge. From 1975 to the end of the century as it lost its mass market in teacher education, general texts in the history of education declined while specialised journals research grew in importance. In the early decades of the twenty-first century, specialisation continued in an increasingly diversified research field with a growing emphasis on theory, methodology, comparative and transnational approaches, and engagement with the social sciences. Initially quite insular and tending to focus on local and national concerns, it became prominent in international activities and in contributing to research with international, comparative and transnational vistas. Overall, the map of the history of education in Britain has changed both in form and in content, as well as in the audience towards which it was principally directed

Fred Clarke, the Institute of Education (London) and educational studies

Fred Clarke (1880–1952) made a significant national contribution to the institutionalisation of educational studies in his position as director of the Institute of Education (IOE), London, UK, and afterwards. He encouraged distinct specialisms in particular areas of educational studies and promoted an international basis for teaching, research and professorships at the IOE. He also led the first national survey of its type on educational studies and research and cultivated a favourable public discourse for educational studies, especially through his published work The Study of Education in England