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1.
《British Journal of Educational Studies》2012,60(1):26-35
Abstract A recent article on education in China succeeded in giving a fresh tweak to the arguments concerning whether aptitude or achievement testing is more likely to promote equality of educational opportunity. In ‘The Diploma Disease’ Ronald Dore expounded the view that aptitude testing is to be preferred for selection purposes on the grounds that it gives more weight to ‘innate potential’ (his term) than does achievement testing which produces results more affected by quality of schooling, an influence which is all too variable, especially in emerging countries. Although shot through with considerable ambivalence, Dore's view could still be instrumental in persuading educational and political authorities in those countries that aptitude testing will do what he says it will do ‐ ‘make for greater equality of educational opportunity and be more effective in mobilizing all available talent’. And even if these authorities have never set eyes on Dore's book, there is sufficient evidence that some of them are acting as if they had taken Dore's view on board for it to be worth re‐opening the question. It is argued here that Dore's position cannot be supported. 相似文献
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Brian Cooksey Sibylle Riedmiller 《Assessment in Education: Principles, Policy & Practice》1997,4(1):121-136
In the 1970s, policies restricting the growth of post‐primary education and guaranteeing government employment for the few graduates limited the spread of the ‘diploma disease’ in Tanzania. The economic crisis of the 1980s meant growing underfund‐ing of education, which, combined with bureaucratic inefficiency and corruption, has led to the collapse of educational quality. Consequently, the majority rural poor have increasingly turned away from formal schooling, while the urban middle class continue to compete through education for the limited number of modem‐sector jobs. Liberalisation has resulted in rapid informalisation of the economy and the shrinkage of the public sector. But, just as previous reforms were unsuccessful in promoting rural development, so the present education system is incapable of promoting self‐employment in the informal sector. Dore predicted that, as a ‘late developer’, Tanzania would suffer an acute attack of certification sickness. That the symptoms are only now appearing among a relatively small segment of the population suggests, perhaps, that Tanzania is an even later developer than Dore imagined. 相似文献
3.
Assessment for learning? Thinking outside the (black) box 总被引：1，自引：0，他引：1
Eleanore Hargreaves Corresponding author 《Cambridge Journal of Education》2005,35(2):213-224
This article draws on a survey of 83 teachers, to explore the concepts of ‘assessment for learning’, ‘assessment’ and ‘learning’. ‘Assessment for learning’ is categorized as meaning: monitoring pupils' performance against targets or objectives; using assessment to inform next steps in teaching and learning; teachers giving feedback for improvement; (teachers) learning about children's learning; children taking some control of their own learning and assessment; and turning assessment into a learning event. Conceptions of assessment include assessment‐as‐measurement and assessment‐as‐inquiry. These conceptions are related to two conceptions of learning: learning‐as‐attaining‐objectives and learning‐as‐the‐construction‐of‐knowledge. The conceptions of assessment‐as‐measurement and learning‐as‐attaining‐objectives are dominant in English educational policy today. The article suggests that these conceptions need to be challenged and expanded, since conceptions held by those who have power in education determine what sort of assessment and learning happen in the classroom, and therefore the quality of the student's learning processes and products. 相似文献
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In the 20 years which have elapsed since Ronald Dore's celebrated diagnosis, the ‘diploma disease’ has continued to take its toll. In many countries, pupils still prepare for major national examinations by ritualised learning, involving the rote memorisation of large quantities of poorly understood factual material. Dore proposed a radical cure: students should no longer be selected for scarce and highly valued opportunities in further education or employment on the basis of their scores in achievement‐based examinations. Instead other instruments—aptitude tests, school quotas, or even lotteries—should be used. The argument of this paper is that reform of examinations is a more viable alternative. It is not examinations per se that are the problem, but rather examinations of low quality. The most pervasive weakness of many national examinations is their propensity to focus on the testing of passive, inert knowledge: they require candidates to do no more than reproduce what they have remembered, in unchanged form. Good examinations, by contrast, test active ideas: they require candidates to think about what they know, and to restructure it in some way. Such examinations can be supportive, not subversive, of attempts to improve pedagogy. The fact that an education system employs achievement‐based examinations to allocate scarce opportunities does not mean that passive pedagogy and ritualised learning—the twin indicators of the diploma disease—are inevitable. 相似文献
5.
Jon Baggaley 《Distance Education》2010,31(3):337-343
The bicentenary in 2011 of the Luddite Revolt prompts us to ask ‘what would Ned Ludd think of today’s automated styles of distance education?’ He would no doubt echo the common criticism that educational technologies create an impersonal style of teaching and learning, and devalue the teacher. He would probably agree that online methods have major potential for millions of distance‐based students who cannot attend classroom‐based education and training; but he would emphasise the need for quality assurance and cost‐effectiveness studies in distance education implementation. He might also ask why anyone would encourage the development of e‐learning in countries where the Internet is largely inaccessible. This article uses the Luddites’ views of workplace automation to explore how global distance education practices might be improved. It suggests that the intentions of the original Luddites were laudable and worthy of application in distance education today. 相似文献
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Education is criticized for producing inert knowledge and for paying too little attention to skills such as cooperating and problem solving. Powerful learning environments have the potential to overcome these educational shortcomings. The goal of this research was to find out ways in which a ‘learning enterprise’ can best be supported (coached) in order to constitute a powerful learning environment aimed at teaching certain cooperative skills in a business context. This ‘learning enterprise’ constitutes an entrepreneurial context in which students in secondary or higher education are working together to conceptualize and eventually commercialize a product. In this research, the impact of different ways of supporting a learning enterprise will be compared. These ways are based on existing guiding principles for the design of powerful learning environments and on a further elaboration of these principles in what is conceptualized as an ‘equilibrium model’. In this model, the balances that are needed between motivating students, activating them towards self‐regulated learning, coaching, structuring and steering the learning processes have been elaborated. Based on this model a differentiation between a ‘student‐controlled’, a ‘teacher‐controlled and a ‘coached approach’, as an equilibrated way between the various approaches to coaching a learning enterprise, has been worked out. We hypothesize that the coached approach will give the best learning results in relation to cooperative skills. A combination of self, peer and teacher assessment of these skills, and an adequate feedback‐strategy based on these assessments, should be an important part of approaches used. These approaches were put into practice in a design experiment, and the impact was compared by means of a pre‐test/post‐test design. Results confirmed the postulated hypotheses that there will need to be a balance between, on the one hand giving students enough freedom for self‐discovery and self‐regulation, and on the other hand steering the students in such a way that certain problems can be avoided and that every student can get optimal learning chances. An adequate assessment‐strategy is needed to search for this balance. Further, a systematic action research of the design experiences resulted in more information on how best to coach a learning enterprise. This information has been summarized in the form of general guidelines. 相似文献
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ABSTRACT The French special education system has been formed around two educational groups, according to the perception of the possibilities of schooling for disabled children and adolescents. One has been organized around learning difficulties, and concerns children and adolescents whose abnormality is produced by the school institution. The other was developed around re‐education, and the re‐education of disabled children refused admission by the schools. The 1970s witnessed the appearance of an indisputable official policy in favour of integration into schools, implemented through diverse and numerous private and public initiatives. This policy and these initiatives are being translated more and more clearly, in many respects, into reality, yet they come up against the prevailing ways of thinking on institutionalization of care and education of children said to be disabled. In particular, the persisting dichotomy between an educational approach which is focused on the management of learning difficulties in schools, and the education of children with disabilities rooted within a medical orientation, stressing ‘re‐education’ (the teaching of social skills to children) or ‘re‐adaptation’ (training of various sorts with the intention of improving employment prospects) continues to exert a strong influence on possible reforms. 相似文献
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Tony Lawson Chris Comber Jenny Gage Adrian Cullum‐Hanshaw 《Technology, Pedagogy and Education》2013,22(3):295-314
In the past two decades, as new capabilities for video communication have emerged, their use in educational contexts has steadily increased. Initially located in higher education, the use of videoconferencing for a broad range of learning purposes is now established in many schools. Although a considerable body of literature exists that describes the experience of videoconferencing using traditional pedagogies, much less has been published on the contextual factors that lead to effective learning outcomes and innovative uses of videoconferencing. The purpose of this review is to establish a baseline for researchers interested in the area. In focusing on educational uses in both higher education and mainstream schooling, the review examines the affordances and barriers to effective teaching and learning, with what are increasingly robust and easy‐to‐use technologies. The paper concludes with a call for further research into the more innovative possibilities of videoconferencing. 相似文献
10.
在中国近代教育史上,“中学”与“西学”的论争是贯穿始终的课题。甲午中日战争结束以后,维新派和洋务派根据各自的出发点,在“中学”与“西学”方面进行了一场针锋相对的思想论争。这场论争增强了人们向西方学习的勇气和信心,加速了封建教育制度的破产和崩溃,直接推动了中国教育近代化的进程。 相似文献
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Vasilis Koulaidis Kostas Dimopoulos Anna Tsatsaroni Athanassios Katsis 《Educational studies》2006,32(4):343-359
The aim of this study is to explore how Greek youth understands their relationship to education, and how this understanding might change as a result of the interplay between participation in different educational/social arrangements and structural factors such as gender, socio‐economic background and area of residence. In total, 800 young people (i.e. four groups—students in upper‐secondary school, tertiary education, vocational education and training and working young people) were surveyed. The results yield an impressive homogeneity of the young people’s views corresponding to a ‘pragmatic’ image of schooling, though they are partially differentiated with respect to attitudes and practices. Moreover, boundaries are discerned between the young people following academic and non‐academic educational trajectories, and between the learning opportunities provided within and outside the formal educational system. Finally, females appear to be more mobilized, but less satisfied by educational services. These findings are contextualized and discussed against a background of relevant trends in other European countries, as well as of wider social, historical and political forces affecting Greek society. 相似文献
12.
Graham Parr Scott Bulfin Renee Castaldi Elisabeth Griffiths Charmaine Manuel 《Cambridge Journal of Education》2015,45(2):133-148
Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore dialogic forms of critical autobiographical writing as part of an ongoing process of examining and clarifying their views and values about English teaching. Drawing on Cavarero, we argue that the writing these preservice teachers do provides a space for them to negotiate ‘what’ and ‘who’ narratives as they journey to become English teachers. Their writing productively grapples with generic ‘what’ stories such as what standards documents attempt to tell about English teaching, and the ‘unrepeatable uniqueness’ of ‘who’ stories developed out of their individual cultural, educational and linguistic difference. 相似文献
13.
《Support for Learning》2004,19(1):31-37
Conductive education is a distinctive style of teaching and learning for pupils with physical difficulties. It is practised in the UK in some maintained, non‐maintained and independent special schools and centres (here collectively termed ‘conductive‐education schools’). In this article Mike Lambert investigates the extent to which these conductive‐education schools have links with mainstream schools, and the purposes and nature of such links It discusses what conductive‐education schools may need to do if they are to develop effective and valuable roles in respect to mainstream schooling This report has relevance for all schools, but particularly for those special schools with an interest in, or practising, conductive education and for mainstream schools interested in working with them. 相似文献
14.
Sólveig Jakobsdóttir 《Technology, Pedagogy and Education》2013,22(1-2):87-100
Abstract In this article the author describes the changing of traditional teaching patterns, how difficult and time-consuming such changing can be and how use of information and communications technology (ICT) may affect that change process. She gives an overview of some effects ICT appears to be having on teaching and learning in the Icelandic educational system. Teaching practices at the compulsory level of schooling in Iceland are described and indications presented on how little they appear to be changing. Effects on teaching practices in teacher education at Iceland University of Education are also discussed, with the trend towards distance education and net-based teaching and learning being by far the most noticeable 相似文献
15.
《British Educational Research Journal》2003,29(4):471-488
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning. 相似文献
16.
毛新 《湖南师范大学教育科学学报》2010,9(4):93-96
实践教学在学校素质教育中扮演着极为重要的角色。然而当前学校在选拔、考核、教育培养等方面对实践教学重视不够,导致实践教学未能得到有效实施,普遍存在较为严重的虚化现象。要改变实践教学长期虚化的局面,必须对涉及实践教学的各个环节进行制度上的创新和重构,以弥补学校实践教学的制度性缺陷,提高实践教学在学校素质教育中的作用,为培养创新型人才创造条件。 相似文献
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Increasingly, the imperative for improving educational quality in schooling systems throughout the developing world is harnessed to a particular set of teaching and learning practices, such as child-centred, child-friendly or learner-centred pedagogy (LCP). Such was the case in Timor-Leste where, after independence, LCP was heavily promoted as a panacea for an education system that was perceived to be irrelevant, outmoded and of poor quality. While LCP was readily adopted into policy discourse, less support and attention were given to the substantive incorporation of LCP into teacher practice. When strategically borrowed in such a fashion, the paper suggests little promise remains for LCP to meaningfully improve student learning processes or outcomes in Timorese classrooms. 相似文献
19.
ABSTRACTAssessment is a major component of education, significant in directing what is identified as valued student learning. This paper is framed within an understanding of imperative and exhortative policy. Two paradigmatically different, and potentially contesting, assessment policy directions in Australian education – educational accountability to monitor school and teacher performance, and teacher assessment practices to improve learning (assessment for learning [AfL] or formative assessment) – are examined for their impact on teacher professionalism. Both approaches have official endorsement in Australian policy. Mandated participation in national tests is indicative of educational accountability assessments under national direction. While also endorsed nationally, AfL implementation is reliant on state and territory direction. Our examination reveals tensions in the alignment of both policies. This is evident in the impact of accountability assessment on AfL implementation, in particular, teachers’ understandings of valued assessment evidence. We conclude that a paradigmatic shift to support student learning in Australian schools is a policy imperative that includes the need for professional development and learning support for teachers. 相似文献
20.
This paper argues that the repositioning of Asian countries as new ‘centres’ for world trade and commerce and the transformation of Australian society and economy to accord with this global consolidation, includes a general restructuring of all levels of Australia's ‘education industry’ and specifically the (re)forming of its initial teacher and professional‐education programmes. The need for such reformation arises in part from the restructuring of the work of teaching based on a broader definition of the people and educational settings that are involved in the teaching/learning process, a reworking of this teaching/learning process, the higher status given to certain substantive areas of study, such as languages other than English, and the management of education along corporatist lines. This paper suggests further that teacher‐education programmes should also provide students with the resources to critically analyse these changes, giving consideration to issues such as identity, the impact of new technologies on culture and learning, the use of language in promoting particular discourses, and the repositioning of education as a tool for economic reform. 相似文献