Centre for Health Information Quality     

Bob Gann 《Health information and libraries journal》1998,15(4):295-296

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Editorial     

Bob Davis 《Journal of Philosophy of Education》2012,46(2):iii-v

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Booknotes     

Bob Davis 《Journal of Philosophy of Education》2004,38(4):683-688

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Editorial     

Bob Bibby  Tim Noble 《English in Education》1987,21(3):1-2

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English in the 1990s     

Bob Bibby 《Curriculum Journal》2013,24(1):53-63

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Johnny Cash and the Paradox of American Identity by Leigh H. Edwards     

Bob Batchelor 《Journal of American culture (Malden, Mass. : 2003)》2010,33(2):160-161

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The Mass Observers: A History, 1937–1949     

Bob Snape 《Cultural and Social History》2013,10(3):438-440

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Book reviews     

Peter Woods  Mari Boyle  Bob Jeffrey  Geoff Troman 《International journal of qualitative studies in education》2013,26(1):85-97

There are signs that teams are becoming more popular in ethnographic research. New technology and, in the UK, the Research Assessment Exercise have facilitated the establishment and continuance of teams. In this paper, the authors discuss their experiences in one particular research team in recent years. Securing adequate funding has been the essential structural prerequisite. The authors distinguish among project, federated, and whole teams, depending on function and level of analysis. They consider team structure, approach, business, and processes, and the relationship between individual and team. Teamwork has enabled a wider and deeper coverage of work, a broader comparative base, and multiple researcher triangulation. The team provides a forum for the discussion of ethical issues, an immediate supportive reference group. It has opened up horizons, and promoted individual change and development. It has aided analysis and writing, and promoted clearer and more robust arguments. The article concludes with some caveats.  相似文献   

Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014     

Aspa Baroutsis  Bob Lingard 《教育政策杂志》2017,32(4):432-449

This paper empirically documents media portrayals of Australia’s performance on the Program for the International Student Assessment (PISA), 2000–2014. We analyse newspaper articles from two national and eight metropolitan newspapers. This analysis demonstrates increased media coverage of PISA over the period in question. Our research data were analysed using ‘framing theory’, documenting how the media frames stories about Australia’s performance on PISA. Three frames were identified: counts and comparisons; criticisms; and contexts. Most of the media coverage (41%) was concerned with the first frame, counts and comparisons, which analysed PISA data to provide ‘evidence’ that was then used to comparatively position Australia against other countries, reference societies, which do better, with particular emphasis on Finland and also Shanghai after the 2009 PISA. The other two frames dealt with criticisms and contextual issues. This paper only focuses on the first frame. The analysis demonstrates the ways in which media coverage of Australia’s PISA performance has had policy impact.  相似文献   

Policy as numbers: ac/counting for educational research   总被引：1，自引：0，他引：1  

Bob Lingard 《The Australian Educational Researcher》2011,38(4):355-382

This paper provides an account and a critique of the rise of the contemporary policy as numbers phenomenon and considers its effects on policy and for educational research. Policy as numbers is located within the literatures on numbers in politics and the statistics/state relationship and, while recognising the longevity of the latter relationship, it is argued that the governance turn and neo-liberalism have strengthened the role of numbers in contemporary education policy. This phenomenon is situated in the contemporary ‘structure of feeling’, which sees politics reduced to managing the everyday and the evisceration of a progressive imaginary. The paper then documents the impact within education, focusing both on the emergent global education policy field and on the national agenda in Australian schooling and the related rise of ‘gap talk’, both globally and nationally. The paper concludes by drawing out some implications for educational research, suggesting that we as educational researchers are also being positioned by policy as numbers.  相似文献