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ABSTRACT: This paper draws on the work of Basil Bernstein to offer a (re-) conceptualisation of creativity for the English further education (FE) sector. It begins by locating creativity within the political economy of FE and argues that teaching and learning is constrained by an instrumental remit for the sector, which prioritises perceived economic needs over broader conceptions of education and training. The paper goes on to analyse the FE curriculum, relating Bernstein's work on generic modes to critiques of competence. It proposes a central role for knowledge and broad conceptions of skill in FE in order to contest an instrumental approach to teaching and learning arising from official discourse on competitiveness. The paper uses Bernstein's typology of vertical and horizontal discourse to argue that creativity needs to be re-defined in a way that recognises the value of principled, conceptual knowledge in vocational education whilst acknowledging the socially constructed nature of creativity and knowledge. 相似文献
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This article is concerned with exploring the ways in which head teachers’ leadership for social justice is understood and enacted within the context of inclusion. Head teachers’ leadership praxis is influenced by individual understandings of social justice, as well as dominant institutional realities and policy priorities that indicate the extent to which there is commitment to the process of socially just change. This commitment is significantly manifested in the ways in which an educational system advances new forms of professionalism, effectiveness indicators and accountability regimes that are aligned with concerns about providing socially just and non-discriminatory learning communities for learner diversity. 相似文献
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Keith S. Taber 《Educational studies》2001,27(2):159-171
This paper considers some of the reasons why motivated students in suitable learning environments may fail to learn from competent teachers. It draws upon work in the psychology of learning, and the considerable body of research that has been undertaken to explore the nature and origin of learners' alternative conceptions in science. A synthesis of ideas from this previous work suggests a simple typology of 'learning impediments' in terms of the mismatch between the learner's cognitive structure and the teacher's expectations. It is suggested that this classification system may be a useful tool that, alongside techniques to probe prior knowledge, can help teachers diagnose and overcome such impediments to intended learning, and thus make teaching more effective. Although deriving from research into the learning of science, it is suggested that the typology can be applied to conceptual learning across the curriculum. 相似文献
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Stephen J. Aguilar 《TechTrends》2018,62(1):37-45
We are still designing educational experiences for the average student, and have room to improve. Learning analytics provides a way forward. This commentary describes how learning analytics-based applications are well positioned to meaningfully personalize the learning experience in diverse ways. In so doing, learning analytics has the potential to contribute to more equitable and socially just educational outcomes for students who might otherwise be seen through the lens of the average student. Utilizing big data, good design, and the input of the stakeholders, learning analytics techniques aim to develop applications for the sole purpose of reducing the classroom size to 1. Over time, these digital innovations will enable us to do away with a model of education that teaches toward the non-existent average student, replacing it with one that is more socially just—one that addresses the individual needs of every student. 相似文献
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Jeff Adams 《British Journal of Sociology of Education》2010,31(6):683-701
Contemporary art is a popular feature of the cultural landscape in the United Kingdom, and recent research has recommended introducing its practices into state education. Yet these practices are still rare in schools, and this paper argues that the many difficulties that arise from attempts to introduce them are indicative of their socially contingent character, which threatens to disrupt the ideological underpinnings of orthodox school practices. The school art projects ‘Room 13’ and ‘Teaching through contemporary art’ are used as prominent examples of contemporary art practices that support a relatively high degree of learner autonomy within state education, yet are situated outside of government initiatives. Through these projects the paper explores the dilemmas that the participants face, which include questions of learner agency, choice and creative risk, and the effects of regulatory assessment systems upon collaboration, experiment, play and ephemeral learning outcomes. The paper concludes by examining the possibilities of encouraging these more ‘risky’ contemporary practices in schools. 相似文献
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The ESRC Teaching and Learning Research Programme is the largest ever programme of educational research in the UK. This article reports the purposes, processes, outcomes and issues arising from cross-programme thematic work on the conceptualization of, and research into, ‘enhancing learning outcomes’ which is a key aim of the programme. Early documentation from thirty projects is analysed, especially in relation to a classification of learning outcomes, dominant metaphors of learning, sector differences and evidence of outcomes. Discussion focuses upon persistent issues concerning the assessment of the broad range of outcomes, what leads to them, and how knowledge of these links might be established. 相似文献
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Concerned about the phenomena of early school leaving in our region, we are two teachers who initiated and developed a new school from the ‘ground up’ to re-engage young people disenfranchised with schooling back into formalised learning. Using critical action research methodology over a three and a half year developmental period, this endeavour involved us in exercising particular dimensions of leadership to engineer a sustainable second chance school. Twelve years after its development, the school continues with enrolments of over 100 senior secondary students in recent years. The schooling justice work we pursued during the developmental period drew us into ‘emancipatory’ leadership work that called us to be; (1) teacher activists embracing social entrepreneurial strategies imbued with (2) relational sensibilities, and (3) architects of socially just school design informed by (4) critical praxis within a university led professional learning community. The ‘second chance school’ has re-engaged over 1000 students back into formalised learning since its inception and has offered pathways into post-school tertiary study, apprenticeships and training for the majority of these students. 相似文献
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While much of recent study abroad research has focused on identifying and measuring different learning outcomes in terms of specific skills, competencies, perspectives and attributes acquired during study abroad opportunities, less research has considered how students’ deeper conceptions and understandings of international experience may change and develop during such educational encounters. This paper presents a phenomenographical research study that explored how students conceive of and make meaning out of their international education experience in a study abroad context. The data are based on detailed semi-structured interviews conducted with a sample of 28 undergraduate students at an American university who engaged in a variety of different study abroad opportunities. Guided by Variation Theory of Learning, the analysis of the data resulted in a typology of student conceptions of international experience (SCIE) that identified four distinct categories of conceptions of international experience (observing, interacting, participating and embracing) described across three constitutive features (being in the other culture, relating to the other culture and learning in the other culture). Hierarchically related through nine critical aspects of variation, the typology provides a unique and useful framework against which to map the “messiness” of students’ complex, often complicated understandings of their experience. It offers study abroad programmers opportunities to better understand and design student learning experiences and assessment instruments that go beyond competencies, skills and other learning outcomes. 相似文献
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The article builds on prior arguments that research on issues of social justice in education has often lacked constructive engagement with education policy-making, and that this can be partly attributed to a lack of clarity about what a socially just education system might look like. Extending this analysis, this article argues that this lack of clarity is perpetuated by a series of contradictions and dilemmas underpinning ‘progressive’ debate in education, which have not been adequately confronted. At the heart are dilemmas about what constitutes a socially just negotiation of the binarised hierarchy of knowledge that characterises education in the UK, Australia and elsewhere. Three exemplar cases presented from contemporary education curriculum policy in England and Australia are used to illustrate these dilemmas. We then extend this argument to a series of other philosophical dilemmas which haunt education and create tensions or contradictions for those concerned with social justice. It is maintained that we need to confront these dilemmas in efforts to extend conceptual clarity in what it is we are seeking to achieve, which in turn can better equip us to provide the empirical and conceptual information necessary to effectively engage policy-making to remediate inequalities in education. 相似文献
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Abel Barasa Atiti 《Environmental Education Research》2004,10(3):371-386
This paper reports on findings from a recent collaborative participatory action research study that involved a group of teachers from two Kenyan schools in a review and development of interpretation resources and materials. It focuses on an engaging process between teachers and non-formal educators in which interpretive capital (the tools and skills of interpretation) were socially constructed, shared and made available for the transformation of school grounds to foster environmental learning. The concept of 'mobilising interpretive capital' has been applied to describe the process of generating theoretical and practical accounts of the symbolic capital within non-formal education organisations. Social construction and circulation of interpretive capital for transformation of school grounds as discussed in this paper highlights that interpretation is a learning process in which meaning is created jointly in a specific context. The teacher-centred approach adopted in this study provides an example of how research design decisions may contribute to environmental education praxis, social transformation and change. 相似文献
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Michael David Clements Bonnie Amelia Cord 《Assessment & Evaluation in Higher Education》2013,38(1):114-124
As industry demands increase for a new type of graduate, there is more pressure than ever before for higher education (HE) to respond by cultivating and developing students who are prepared for these workplace challenges. This paper explores an innovative experiential learning programme built on the principles of work-related learning that develops students to attain graduate qualities for competitiveness in the business sector. The role and importance of assessment as a core influence for learning is recognised and embedded into the programme, as well as the prevalence of meeting the needs of its stakeholders. Issues concerning assessing work-oriented learning are explored as well as what assessment methods might be most appropriate for enhancing and evaluating learning in this context. Feedback from stakeholders on the structure of the programme and its assessment are discussed as well as the question of how to maintain work-related programmes in HE. If such programmes continue to focus assessment and design around student learning, students will not only have the opportunity to apply their knowledge in a practical context, they will also be maximising their personal learning outcomes with the added advantage of being better equipped to compete in an increasingly competitive marketplace. 相似文献
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Laurette Bristol 《International Journal of Inclusive Education》2013,17(8):802-820
In Australia, recent policies for educational development have emphasised the importance of stakeholder involvement and advocacy in the promotion of student outcomes. There is robust support for the promotion and development of inclusive educational communities able to respond to the various educational needs of students, communities and staff. This paper advocates a practice perspective and establishes a direct correlation between leading practices and the formation of more inclusive school communities. It provides a consideration of the practice architectures which co-construct the ways in which six educational leaders draw on the potential of teacher talk as a vehicle for practice modification. Teacher talk, as a characteristic of leading practice, responds to the increasing dynamism in the profile of schools, students and teachers in rural New South Wales (NSW), socially, cognitively, economically, linguistically and culturally. This paper uses the medium of teacher talk to: explore the relationship between leading and inclusion – leading-for-inclusion – and interrogate socially just (inclusive) practices in the domain of the professional advocacy of the community. The paper reflects upon the practices of leading-for-inclusion (in the context of change management) and the development of more inclusive school cultures. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(4):26-35
Abstract To optimise the development and learning of kindergarten children, education can be developmentally, individually and socially appropriate as well as teach significant content. Appropriate performance assessment, in a number of domains, is essential to confidently support decisions about early intervention for children who may experience learning difficulties. Delays in the provision of intervention based upon the identification of actual needs can have a substantial impact on learning, attention and self‐esteem. The Kindergarten Screening Instrument for school children was longitudinally validated for school children aged age 4.6–6.0 to inform instruction and referral. Study results indicated interventions based upon assessed needs had positive outcomes for children. 相似文献
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Assessment,and the literacy practices of trainee PCET teachers 总被引：1，自引：0，他引：1
Jonathan Tummons 《International Journal of Educational Research》2008,47(3):184-191
Drawing on concepts of learning as socially situated within communities of practice and of literacy as social practice (the New Literacy Studies), this paper seeks to explore the assessment practices of a part-time teacher training course for teachers working in the post-compulsory education and training sector. This paper argues that the ways in which student teachers make sense of the assessment requirements of their course is not related to their prior experiences as students or as teachers, contradicting notions of transferable study skills. This paper also posits a conceptual framework for exploring the assessment process that seeks to reconcile assessment and pedagogy with the community of practice model. 相似文献
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Formative Assessment: Assessment Is for Self-regulated Learning 总被引：1，自引：0，他引：1
Ian Clark 《Educational Psychology Review》2012,24(2):205-249
The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values,
theories, and goals of formative assessment. This article will discuss the extent to which formative feedback actualizes and
reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL is predictive of improved
academic outcomes and motivation because students acquire the adaptive and autonomous learning characteristics required for
an enhanced engagement with the learning process and subsequent successful performance. The theory of formative assessment
is found to be a unifying theory of instruction, which guides practice and improves the learning process by developing SRL
strategies among learners. In a postmodern era characterized by rapid technical and scientific advance and obsolescence, there
is a growing emphasis on the acquisition of learning strategies which people may rely on across the entire span of their life.
Research consistently finds that the self-regulation of cognitive and affective states supports the drive for lifelong learning
by: enhancing the motivational disposition to learn, enriching reasoning, refining meta-cognitive skills, and improving performance
outcomes. The specific purposes of the article are to provide practitioners, administrators and policy-makers with: (a) an
account of the very extensive conceptual territory that is the ‘theory of formative assessment’ and (b) how the goals of formative
feedback operate to reveal recondite learning processes, thereby reinforcing SRL strategies which support learning, improve
outcomes and actualize the drive for lifelong learning. 相似文献
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This paper reports on a study that was conducted to examine formative assessment as a form of assessment that promotes critical pedagogy in teaching and learning. Using Freire’s notion of critical pedagogy as an analytic framework, the argument is that formative assessment should transcend grading, selection and accountability for learning and elevate each student’s learning threshold. Critical pedagogy is concerned with reconstructing the traditional student/teacher relationship and developing spaces and practices that nurture dialogue and possibilities. The study adopted a case-study research design. Discussions with educators and an examination of students’ workbooks provided insights about how the educators understood formative assessment and how it can be used to promote socially just education. The findings indicate that even though the teachers viewed themselves as competent in using this assessment, this was not evident in their practices as well as the views they expressed about it. They appreciated the importance of the assessment for promoting socially just education but still had some misconceptions regarding its implementation, for example, the teaching of Business Studies. The teachers’ professional understanding of formative assessment as a concept and a practice highlighted the need for teacher development. If teachers are encouraged to examine their practices, this will permit them to embrace formative assessment, and to stimulate students’ interest, and performance in Business Studies. 相似文献
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Anna Tsatsaroni Konstantinos Ravanis Anna Falaga 《International Journal of Science and Mathematics Education》2005,1(4):385-417
This paper explores pre-school pedagogic practices related to science, and argues for the relevance of sociology of education for such exploration. It also argues that this approach has a wider applicability in analysing the effects of changes in education policy on (pre)school practice. A basic characteristic of pre-school organization in many western societies for many decades has been its play-like activity. This has required teachers to structure the experiences of young children by acting upon the contexts of learning rather than the content. However, current policy initiatives and developments in a number of countries in the 1990s, including Greece, demand that teachers make systematic use of specialised content from science, mathematics and other subjects to structure pre-school curriculum activities. In order to analyse pedagogical practice in a systematic way, and to explore issues such trends in policy might raise, we have obtained data by video-recording school science activities in a nursery classroom, and have developed a tool of analysis based on Bernsteins conceptual framework. In demonstrating the usefulness of the analytical tool, we provide evidence to support developing concerns that the emerging discourse of pre-school teaching and learning of specialised content is in tension with dominant pre-school pedagogical practices, and that the contradictory demands placed upon teachers might lead to a narrowing of the view of learning in pre-school classrooms. 相似文献
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Dean Garratt 《Cambridge Journal of Education》2011,41(2):211-225
This paper argues for a more nuanced perspective on learning that takes account of the real and situated contexts of student experience. It is presented against a backdrop of the agenda to widen participation in higher education (HE) in the UK, which has led to a rise in students from non-traditional backgrounds entering into HE. Responding to this, an argument is made in favour of widening ‘capability’ in learning, to produce a more socially just pedagogy. Drawing on examples of the student learning experience a series of reflections is produced from an undergraduate programme of education studies. Such reflections, linking personal knowledge with wider social and cultural practices, are used to produce notions of ‘cultural wealth’ across informal and formal learning contexts. It is argued that by creating choice and freedoms in student learning the exclusivity of university education may be challenged and a more socially just pedagogy usefully considered. 相似文献
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Colleen McGloin 《Gender and education》2016,28(7):839-850
In Australian universities, non-Indigenous educators teaching Indigenous studies and/or Indigenous content must engage critically with anti-colonialism, not simply as lip service to syllabus content, but also, as an ethical consideration whereby consultation and collaboration with Indigenous scholars must necessarily direct praxis. Such an engagement might be referred to as a ‘critical alliance’: an engagement with Others about whom we are speaking that forms the basis for an ethical relationship. A ‘critical alliance’ with Others seeks always to undermine the colonial relations of power that discursively position both Indigenous and non-Indigenous subjects. This paper explores what such an alliance might ‘look like’ as a feminist practice, what will sustain it or give it substance so it can be a productive contribution to a more socially just pedagogy that gives emphasis to Indigenous struggles and Indigenous knowledge. 相似文献