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1.
Pluralism in children's reasoning about social justice   总被引：2，自引：0，他引：2  
To determine if children construe the fairness of societal practices as dependent on the implicit contract or definition of a situation, first (M = 6.8 years), third (M = 8.8 years), and fifth (M = 11.0 years) graders were questioned about 3 situations: one emphasizing learning or mastery, a contest, and a test. For each situation, they judged the fairness, alterability of fairness, effectiveness, and harmfulness of 3 teaching or coaching practices: having more able individuals help the less able, having individuals compete publicly, and having them perform independently. Children judged the fairness and effectiveness of each practice differently for each situation. They also recognized that unfair practices could become fair with participant consensus or over time, and that the potential of a practice to cause harm differed depending upon the context. These results were comparable for educational and athletic activities. In these respects, children's conceptions of the fairness of societal practices resemble those of philosophers who advocate pluralistic conceptions of justice.  相似文献   

2.

This interpretive study of the implementation of a school-based assessment scheme of biology practical work in Hong Kong examines three teachers' struggles with the issue of fairness in relation to their classroom actions. Though the teachers' discourses were dominated by, and their classroom actions were pre-eminently influenced by, the notion of fairness, they did so in three qualitatively different ways: (1) fair in the sense of assessing students on a fair basis; (2) fair in the sense of not jeopardizing students' chances to learn the subject matter while they are being assessed; and (3) fair in the sense of not depriving students' of opportunities of receiving all-round education. The implication is that assessment innovation is a necessary, but not a sufficient, mechanism for changes within our educational system. The role of the teacher is challenged by the new assessment scheme?the co-existence of assessment and learning requires a significant change in the teacher's pedagogy. For teachers to implement the new programme their existing understanding and beliefs concerning assessment must be challenged and opportunities provided for them to come to terms with the philosophy of the new assessment scheme. Most importantly, the teachers themselves must undertake such a learning process.  相似文献   

3.
ABSTRACT

Adjustment in university students admitted based on their high school counselors' or advisors' recommendation is an issue for revealing the appropriateness and fairness of the nontraditional admissions procedure. The newly-issued admissions procedure in Hong Kong has not been subject to empirical investigation. To evaluate the procedure, the present study surveyed 21 new students admitted by high school principals' recommendation and 29 of their classmates admitted by traditional means. They generated 93 cases from three waves of surveys over one year. Analysis of the data controlled for all available background and academic factors and random disturbances due to students and their groupings with their classmates. It revealed no significant effect due to nontraditional admissions on the student's grade-point-average, attachment, and adjustment in academic, social, and personal-emotional aspects. Moreover, detailed analysis discovered only a few significant differentials in the admissions effect due to background and academic factors. Thus, the nontraditional admissions procedure appears to be effective and fair.  相似文献   

4.
Motivation research could profitably represent students as critics of schooling, rather than simply "active" learners of the lessons presented to them or perceivers of classroom climate, and engage students in dialogue about the nature and ends of education. We review complementary interview and ethnographic research on but one of the many topics that could be addressed from this perspective: students' interpretations of classroom tests and test-like assignments and their conceptions of fair and effective practices for implementing tests. Conceptions of testing change with age, whereas theories about the role of testing seem to reflect the existing school context. Students' critiques of school activities can be considered motivation rather than cognitions that mediate motivation. Research of this type might be of value to educators who seek to involve students more fully in the construction of the purposes that govern their own education.  相似文献   

5.
With the widespread use of learning analytics (LA), ethical concerns about fairness have been raised. Research shows that LA models may be biased against students of certain demographic subgroups. Although fairness has gained significant attention in the broader machine learning (ML) community in the last decade, it is only recently that attention has been paid to fairness in LA. Furthermore, the decision on which unfairness mitigation algorithm or metric to use in a particular context remains largely unknown. On this premise, we performed a comparative evaluation of some selected unfairness mitigation algorithms regarded in the fair ML community to have shown promising results. Using a 3-year program dropout data from an Australian university, we comparatively evaluated how the unfairness mitigation algorithms contribute to ethical LA by testing for some hypotheses across fairness and performance metrics. Interestingly, our results show how data bias does not always necessarily result in predictive bias. Perhaps not surprisingly, our test for fairness-utility tradeoff shows how ensuring fairness does not always lead to drop in utility. Indeed, our results show that ensuring fairness might lead to enhanced utility under specific circumstances. Our findings may to some extent, guide fairness algorithm and metric selection for a given context.

Practitioner notes

What is already known about this topic
  • LA is increasingly being used to leverage actionable insights about students and drive student success.
  • LA models have been found to make discriminatory decisions against certain student demographic subgroups—therefore, raising ethical concerns.
  • Fairness in education is nascent. Only a few works have examined fairness in LA and consequently followed up with ensuring fair LA models.
What this paper adds
  • A juxtaposition of unfairness mitigation algorithms across the entire LA pipeline showing how they compare and how each of them contributes to fair LA.
  • Ensuring ethical LA does not always lead to a dip in performance. Sometimes, it actually improves performance as well.
  • Fairness in LA has only focused on some form of outcome equality, however equality of outcome may be possible only when the playing field is levelled.
Implications for practice and/or policy
  • Based on desired notion of fairness and which segment of the LA pipeline is accessible, a fairness-minded decision maker may be able to decide which algorithm to use in order to achieve their ethical goals.
  • LA practitioners can carefully aim for more ethical LA models without trading significant utility by selecting algorithms that find the right balance between the two objectives.
  • Fairness enhancing technologies should be cautiously used as guides—not final decision makers. Human domain experts must be kept in the loop to handle the dynamics of transcending fair LA beyond equality to equitable LA.
  相似文献   

6.
This article investigates the relationship between grading fairness and university students’ dropout intentions. Our focus is on the extent to which students assess the grading procedures as fair from a procedural justice perspective. We distinguish between control-related and validity-related aspects of procedural justice. The fairness of grading procedures is incorporated into a rational choice model on educational decision-making. We theorize that students consider questions of procedural justice in determining their chances of success. Thus, unfair grading practices lead to an increased risk of the students developing dropout intentions. Further, we investigate the relationship between students’ socioeconomic characteristics and procedural justice. Data from the first wave of the CampusPanel are used (n = 1393). Results show that dropout intentions are significantly affected by evaluations of procedural justice. Further, there is evidence that students with low parental socioeconomic status as well as students with an immigrant background are especially prone to exhibit dropout intentions when confronted with low procedural justice.  相似文献   

7.
This study aimed to identify the manner in which university students construe ‘fair treatment’ and how justice related processes are perceived to influence students’ psychological identification with their academic department. In the first study, 342 undergraduate psychology students completed two questionnaires: one measured various aspects of interpersonal, procedural and outcome fairness in their department, and the other measured their level of psychological identification with the department. Students construed the fairness of their learning environment in terms of two conceptually distinct justice factors: respectful partnership between staff and students reflecting primarily interpersonal justice considerations; and systemic fairness reflecting a concern for accessible information and effective problem‐solving procedures. Hierarchical regression analyses indicated that although both justice factors significantly influenced students’ psychological identification with their department, interactional justice concerns (i.e., respectful staff–student partnership) were most strongly predictive. In the second study (n = 87), students’ perceptions of fairness were found to share substantial variance with their ratings on the good teaching and clear goals scales of the Course Experience Questionnaire.  相似文献   

8.
研究生招生工作是否公平有效不仅关系到人才选拔而且具有广泛的社会意义,然而,就现实情况来看,当前研究生招生录取过程中存在着严重的效率与公平冲突。要改变这种局面,需要不断完善复试体制,提高其透明度、客观性与开放性,并逐步增加其权重;需要限制并不断降低各高校的保研生比例,提高人才选拔的公平性。只有从制度上消除教育歧视和教育寻租的温床并协调好各方利益,才能实现研究生录取环节效率与公平的统一,推动我国研究生教育事业朝着更高的水平发展。  相似文献   

9.
ABSTRACT

This article contemplates the unique responsibilities of teacher educators toward immigrant students and teachers in a changing immigration landscape. The article highlights scholarship in critical care pedagogy and culturally sustaining pedagogies and identifies three “action areas” where teacher educators can apply these theories. The authors also recommend practices that can be adopted to create more caring and culturally sustaining spaces for immigrant teachers and students.  相似文献   

10.
ABSTRACT

In order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.  相似文献   

11.

Assessment practices in higher education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to include the preparation of students for sustainable assessment. Sustainable assessment encompasses the abilities required to undertake those activities that necessarily accompany learning throughout life in formal and informal settings. Characteristics of effective formative assessment identified by recent research are used to illustrate features of sustainable assessment. Assessment acts need both to meet the specific and immediate goals of a course as well as establishing a basis for students to undertake their own assessment activities in the future. To draw attention to the importance of this, the idea that assessment always has to do double duty is introduced.  相似文献   

12.

Historically, much of the teaching-learning transactions in criminal justice classrooms have been teacher-centered. Teacher-centered approaches are rooted in the behavioral and cognitive theories of education. Andragogy, a philosophical orientation for adult education, receives little attention in the criminal justice literature. Yet the tenets of andragogy form an organizing framework that is consistent with many contemporary and evolving criminal justice practices. This paper defines andragogy and presents an “andragogical guide,” which may be useful for criminal justice educators who desire to experiment with innovative approaches to foster a more effective teaching-learning transaction.  相似文献   

13.
《学校用计算机》2013,30(3):51-59
Abstract

Online interaction creates a desirable learning situation. Transferring traditional instruction to an online environment usually does not generate effective interaction for learning. This paper discusses theories and practices for an interactive collaborative learning community in an online environment. Three theoretical constructs-interactivity, social context, and technologiesare discussed to provide a theoretical foundation. Effective online interactive strategies and activities, communications, online discussions, technology selections, peer evaluations, team moderations, team projects/presentations, and online learning specialists are recommended to maximize online learning interaction.  相似文献   

14.
Abstract

This article discusses how extension should be taught at the undergraduate, M.Sc. and Ph.D level in India. Major changes are needed to prepare students to work in a rapidly changing environment. Extension education is at present in a crisis, because it has not yet adjusted to these changes. As extension graduates are not prepared to perform the roles the market demands, they have difficulties to find a job. In order to prepare the students for the present needs, more training is needed in participatory extension approaches, organizing farmers’ groups, planning extension strategies to meet farmers’ needs, Human Resource Development and the use of Information and Communication Technologies. The students ought to learn how to apply theories in these areas in the field situation. For this purpose not only agricultural graduates, but also other social scientists should participate in teaching extension. It should become clear which students will be trained to become an extension field worker, and extension manager or an extension researcher. J Agr Educ Ext (2000, 7 2, pp 69–78)  相似文献   

15.
Abstract

In an effort to better understand what it means to enact curriculum that helps students conceptualize issues of injustice and racism, this article describes an approach to comply with mandated responsibilities while offering curriculum that promotes an understanding of social justice and equity in the community. Challenges and barriers to implementation of these curricular changes are also described, as well as guidance to those who wish to begin the process of enacting curriculum that pushes students to critically consider power, justice, and fairness within their community.  相似文献   

16.
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17.
Background: Research has primarily concentrated on adults’ implicit theories about high quality science education for all students. Little work has considered the students’ perspective. This study investigated high school students’ implicit theories about what helped them learn science.

Purpose: This study addressed (1) What characterizes high school students’ implicit theories of what facilitates their learning of science?; (2) With respect to students’ self-classifications as African American or European American and female or male, do differences exist in the students’ implicit theories?

Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively.

Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p < .05 to ascertain ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged.

Conclusions: African American and European American students’ implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students’ implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think and perceive to be important, addressing students’ implicit theories may be one way to enhance science education reform.  相似文献   

18.
Abstract

Verbal praise, a type of external reward addressed in many theories of motivation, has often been recognized as an important mediator in the development of students' motivation in the classroom. However, the lack of consistently replicated findings regarding students' reactions to verbal praise, combined with the paucity of research on post-secondary students, prompted the current investigation. Using an experimental design, the author found that college students exposed to well-administered verbal praise by a professor spent significantly more time doing homework than did students who received no verbal praise. Characteristics of effective verbal praise that contributed to the results, the potential usefulness of verbal praise as an enhancer of student motivation, and directions for future research are discussed.  相似文献   

19.
ABSTRACT

Drawing from Black, feminist epistemologies as well as theories of critical consciousness, and adolescent digital literacies, this paper analyzes the narratives of 7 Black, female high school students who experience oppressive practices, including racial microaggressions, silencing, harsh discipline, and marginalization within a predominately White school environment. At this juncture in which race, politics, and activism intersect with school, media, and identity, this study discusses how Black, female students resist oppression and use digital and social media as well as other available tools to speak out against injustice and heighten the racial awareness of their school community. This qualitative case study uses individual and focus group interviews to examine the ways in which Black female students develop critical resistance strategies, working individually and collectively within existing structures to fight for their humanity and liberation.  相似文献   

20.
Abstract

This article describes activities and experiences that encourage students to construct and reconstruct knowledge of self and teaching through community building and reflective practices. Following the assumption that teacher education should focus on the human and ethical dimensions of teaching, and the conscious development of a sense of self, specifically the inner self, the author makes the claim that teaching is an act of “soul turning,” or self‐transformation. When students of teaching are given opportunities to reflect on who they are in the context of their teaching and in relationships with others, possibilities exist for the development of greater self‐understanding and awareness. © 2005 Elsevier Inc. All rights reserved.  相似文献   

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