共查询到20条相似文献，搜索用时 15 毫秒
1.
W. James Popham 《The Teacher Educator》2013,48(4):265-273
This article presents reflections and guidance concerning assessment literacy in teacher education. Previous inadequacies in teacher training in educational assessment highlight the need for teachers to be assessment literate. Assessment literacy consists of an individual's understanding of the fundamental assessment concepts and procedures deemed likely to influence educational decisions. Due to the current focus on accountability assessments, it is in teachers' best interest, and also the students', that teachers develop a level of understanding in assessment. Assessment, when used appropriately, is also a powerful tool for learning. What is needed to facilitate assessment literacy in teacher education is more than a brief mention of assessment in a course. A course in assessment with an appropriate text is necessary to bring a more complete understanding of assessment to beginning teachers. 相似文献
2.
Yewande Lewis-Fokum Carolyn Colvin 《Changing English: An International Journal of English Teaching》2017,24(1):11-23
In an attempt to understand how a narrowed version of accountability in the form of high-stakes assessment deepens inequity rather than improves educational equity, we examine three education documents in Jamaica using critical discourse analysis. Our two research questions were: How did each government document position the Grade Four Literacy Test? What did that positioning signify in terms of accountability and equity? Our analyses reveal that the discourse of equity becomes silenced or overpowered in the presence of powerful discourses of accountability. It is to this extent, we contend, that a narrower version of accountability in the form of high-stakes testing serves to compound and complicate inequities in education. We offer the view that a more comprehensive framework for accountability in which teachers are supported and literacy projects are comprehensive and sustained moves closer to achieving, over the long run, the equity that is needed in literacy at the primary level in Jamaica. 相似文献
4.
Bronwen Cowie Beverley Cooper 《Assessment in Education: Principles, Policy & Practice》2017,24(2):147-163
AbstractA number of trends are converging to drive the need for more informed teacher data use. These include advocacy for formative assessment and the need for teachers to account for student learning. In this context, assessment literacy and data literacy have emerged as a focus in research and professional development. Problematically, research signals that developing assessment/data literacy is challenging with evidence that teachers may not have mastered relevant aspects of mathematics and statistics. This paper reports lecturer, student teacher and school leader views of the role and requirements of data literacy using data from a larger study into how to foster student teacher mathematical thinking for the breadth of teacher professional work. Data were generated via interviews, surveys and document analysis. Findings suggest a concern and opportunity to develop assessment/data literacy as this calls on mathematical and statistical understanding. 相似文献
5.
David Hanauer 《Teaching and Teacher Education》1997,13(8):847-862
Current conceptions of literacy education require reading/writing teachers who have rich internal representations of the multiplicity of text types found in the school environment.This study focused on student teachers who specialize in reading and writing. The purpose of this study was to describe the representations of discipline-specific, literacy practices. Using the research methods of self-completion questionnaires and focus-group discussions, 50 reading/writing student teachers described the literacy practices of seven school disciplines: Literature, Bible, History, Geography, Chemistry, Biology and Computers. The participants' data was analyzed qualitatively and was then analyzed for its underlying structure using a hierarchical cluster analysis technique. The results show that these student teachers have a separate representation for the literacy practices of each school discipline which includes a set of specific characteristic features and an underlying structure of similarities between school disciplines in relation to these literacy practices. In addition, an affective component was identified for these groupings of literacy practices. The underlying structure of this inner world of text types involved the broad differentiation between the sciences and the humanities. The student teachers of this study had more detailed and professional knowledge of the humanities than the sciences and they also preferred the humanities. These results indicate a bias against literacy practices in the sciences. 相似文献
6.
Over the last two decades, teachers in Australia have witnessed multiple incarnations of the idea of ‘educational accountability’ and its enactment. Research into this phenomenon of educational policy and practice has revealed various layers of the concept, particularly its professional, bureaucratic, political and cultural dimensions that are central to the restructuring of educational governance and the reorganization of teachers’ work. Today, accountability constitutes a core concept of neoliberal policy-making in education, both fashioning and normalizing what counts as teacher professionalism in the ‘audit society.’ This article focuses specifically on the recent introduction by the Australian Federal Government of standardised literacy testing in all states across Australia, and raises questions about the impact of this reform on the work practices of English literacy teachers in primary and secondary schools. We draw on data collected as part of a major research project funded by the Australian Research Council, involving interviews with teachers about their experiences of implementing standardised testing. The article traces the ways in which teachers’ work is increasingly being mediated by standardised literacy testing to show how these teachers grapple with the tensions between state-wide mandates and a sense of their professional responsibility for their students. 相似文献
7.
John Vincent 《Literacy》2006,40(1):51-57
Multimedia has had a widely recognised impact on society, but it is still under‐represented in the literacy pedagogies of many schools. This may relate to the way we view assessment for literacy, which is still almost wholly monomodal. Students assessed at a low level as producers of verbal text may respond positively when working multimodally, but the only assessment instruments we have do not reveal this. In a class of 26 ten‐year‐olds in Victoria, Australia, with rich access to computers, five children performed at a very low level when working with verbal expression only, but responded remarkably when invited to work multimodally. A programme of text production was monitored and the results analysed, progressing from handwritten monomodal work, through stages of multimodality to full multimodal expression. The results suggest strongly that some children need multimodal scaffolding in order to communicate complex ideas effectively. This, however, requires an acceptance of multimodal texts as part of the primary literacy curriculum. It is therefore suggested that assessment of multimodal composition, both narrative and other texts, should be developed to help teachers accept the value of introducing multimodal literacies into the classroom. 相似文献
8.
《The Journal of educational research》2012,105(4):135-142
AbstractThe purpose of this study was to measure Michigan's K-8 teachers' understanding of, and attitudes toward, a state department of education demand for accountability and assessment of learning outcomes, using Barnard's theory of authority as a framework for analysis.A 32-statement instrument, based on Barnard's four principles of the authoritative ness of organizational communications was developed, field tested, and mailed to 500 systematically selected K-8 Michigan teachers so that data could be collected to determine the degree to which the K-8 teachers: (1) can and do understand the accountability and assessment communications, (2) believe the accountability and assessment communications consistent with the purposes of the school organization as they understand them, (3) believe the accountability and assessment communications compatible with their personal interest, and (4) are able, mentally and physically, to comply with the accountability and assessment communications. Using these criteria, this sample of K-8 Michigan teachers theoretically will withdraw their vital cooperation from the state's accountability and assessment program. 相似文献
9.
Over the past thirty years, it has often been stated that primary school education should endeavour to improve and protect
the environment through producing an ‘environmentally informed, committed and active citizenry’. Even so, existing research
shows that the implementation of environmental education in primary schools is problematic and has had limited success. However,
the reasons for these shortcomings are far from clear, with present research merely speculating about barriers to effective
implementation. This paper presents a detailed discussion and analysis of primary school teachers knowledge and beliefs about
environmental concepts and environmental education. In so doing, the paper identifies a perceived gap within the field of
environmental education research and literature. This field has neglected studies of Australian primary school teacher’s knowledge
and beliefs about environmental education as a factor affecting the capacity of schooling to achieve environmental education
goals. To these ends, we utilise the concept of ‘environmental literacy’ to assess primary school teacher’s knowledge and
beliefs about environmental education. Based upon preliminary data analysis, we tentatively claim that current Queensland
primary school teachers are variably committed to and demonstrably lack content knowledge of environmental concepts and environmental
education. More significantly, these primary school teachers tend to dismiss the importance of content knowledge, preferring
to focus upon attitudes towards environmental education and environmental concepts. Clearly these levels of environmental
literacy are inadequate if environmentally literate students and thus an environmentally literate citizenry are to be achieved
within schools. We conclude that the introduction of environmental literacy in educational policy would advance the goals
of environmental education, namely the production of an informed, committed and active citizenry. 相似文献
10.
11.
Nicole Hulin Lydie Mousselin Université Pierre Marie Curie 《International Journal of Science Education》2013,35(3):323-326
The ongoing reform in science education in many countries, including Israel, has attainment of scientific literacy for all as one of its main goals. In this context, it is important to provide teachers with the opportunity to construct meaning for the term science literacy and by doing so to obtain a clear understanding of the new teaching goals. Here we report on a study in which teachers, as part of their professional development, were involved in defining the term ‘chemical literacy’; they discussed the need for it, and suggested educational experiences that are necessary in order to attain it. The programme was conducted as part of a reform in the content, as well as in the pedagogy, of chemistry education in Israel. The collected data provide some insights regarding the process by which the teachers’ perception of ‘chemical literacy’ developed and the way actual school practice influences teachers’ perception of ‘chemical literacy’. 相似文献
12.
Alisa Hindin Catherine Cobb Morocco Emily Arwen Mott Cynthia Mata Aguilar 《Teachers and Teaching》2013,19(4):349-376
Teaching is often characterized as an isolated activity, yet opportunities for teachers to work and learn together in schools are increasing. Underlying this shift is the view that as teachers work on new practices and teaching challenges together, they will express varied perspectives, reveal different teaching styles and experiences, and stimulate reflection and professional growth. Despite strong research interest in teacher learning groups, few studies have looked at the relationship between teachers' conversations and collaboration outside the classroom and their actual classroom teaching. Drawing on data from a larger study of literacy instruction with middle‐school teachers, this article describes how three teachers participated in an ongoing literacy program with a research group. Two were seventh‐ and eighth‐grade language‐arts teachers, the third was a special‐education teacher who taught a substantially separate class of cognitively delayed and learning‐disabled students. Case studies of each teacher draw on meeting observations, classroom observations and interviews to describe how each participated in after‐school meetings, how they used the work of the group in the classroom, and how they brought teaching successes and challenges back to the group. Although each of the teachers participated actively in the teacher learning group and changed their practice, the teachers with the most advanced teaching of literacy practices did not bring that expertise into the teacher group as fully as they might have. The analysis raises questions about how teachers participate and learn and how to structure teacher groups to maximize teacher learning. 相似文献
13.
校长,作为学校的领军人物,对学校成员的培养有着举足轻重的作用。校长开展德育,能够加强对教师和学生的思想教育,让教师和学生拥有一个良好的发展空间,能够顺利完成自己的本职工作。校长可以扎根道德素养、职业素养、行为规范、课堂生活、个性发展等方面,对教师和学生进行多角度培养,让教师和学生成为学校的主要推动者。 相似文献
14.
Gavin W. Fulmer Kelvin H. K. Tan Iris C. H. Lee 《Assessment in Education: Principles, Policy & Practice》2019,26(2):166-183
This study examines teachers’ conceptions of assessment and related contextual factors at the classroom, school and national levels. A representative survey of Singaporean secondary school teachers resulted in a final sample consisting of 229 teachers from 9 secondary schools. Findings on that, teachers endorse views of assessment for school accountability, student accountability and student improvement, but little endorsement of assessment as irrelevance. Teachers report feeling capable and qualified to use assessments, but concerned about how much they are trusted as assessors at school and national levels. Follow-up latent class analysis identified groups of teachers based on their responses to the irrelevance of assessment; teachers who found assessment irrelevant were present across all schools and subjects, but showed lower sense of preparation for assessment, school-level support and importance of academic success in society. 相似文献
15.
Val Klenowski 《Studies in Educational Evaluation》2011,37(1):78-83
Developments in school education in Australia over the past decade have witnessed the rise of national efforts to reform curriculum, assessment and reporting. Constitutionally the power to decide on curriculum matters still resides with the States. Higher stakes in assessment, brought about by national testing and international comparative analyses of student achievement data, have challenged State efforts to maintain the emphasis on assessment to promote learning while fulfilling accountability demands. In this article lessons from the Queensland experience indicate that it is important to build teachers’ assessment capacity and their assessment literacy for the promotion of student learning. It is argued that teacher assessment can be a source of dependable results through moderation practice. The Queensland Studies Authority has recognised and supported the development of teacher assessment and moderation practice in the context of standards-driven, national reform. Recent research findings explain how the focus on learning can be maintained by avoiding an over-interpretation of test results in terms of innate ability and limitations and by encouraging teachers to adopt more tailored diagnosis of assessment data to address equity through a focus on achievement for all. Such efforts are challenged as political pressures related to the Australian government's implementation of national testing and national partnership funding arrangements tied to the performance of students at or below minimum standards become increasingly apparent. 相似文献
16.
Nektarios Stellakis 《Literacy》2012,46(2):67-72
This work describes a survey conducted in Syros Island in Greece. The intention was to ascertain kindergarten teachers' perceptions about early literacy and the skills and knowledge they consider as important for pre‐school aged children. The participants were all the kindergarten teachers of the island (N = 19) and the data were collected during a workshop where three groups tried to make a conceptual map of ‘literacy’. The results show that, overall, kindergarten teachers adopt a very broad definition of literacy as communication ability but restrict their practices to phonics instruction. Because this attitude differs significantly from the provisions of the official curriculum, which is based on emergent literacy perspective, it is obvious that due to the lack of specialised education and support the participants prefer a hidden curriculum, which is based on the assumption that mere acquaintance with graphophonemic relations is enough for the initial level of education. The findings of this research show that teachers lack awareness of recent research and pedagogy concerning early literacy development and demonstrate the urgent need for development of specialised educational programmes for in‐service kindergarten teachers. 相似文献
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18.
P. Taylor Webb 《教育政策杂志》2013,28(2):189-208
This discussion reconsiders issues of educational accountability. To do so, I report on a qualitative case study of a public elementary school that identified how a model of educational accountability threatened to punish educators through a sophisticated network of surveillance. Data indicated that district personnel used standardized tests to monitor teachers in attempts to coerce them into accepting normalizing judgments of their practice. The study also described the surveillance within the school, including strategies by curriculum developers, reading facilitators, parents, and the principal to monitor teachers’ work. The analysis examined the effects surveillance had on participants and described the ways teachers amplified the effects of surveillance in the school. The analysis rethinks such punitive accountability practices and suggests replacing them with opportunities for teacher education and teacher learning. 相似文献
19.
In many countries today schools have been subjected to a testing and accountability agenda tied to a return to 'basic skills' in reading, maths and science and a demand that all children, regardless of race and class, learn these skills. In this paper I argue that current work in sociolinguistics, cognitive science, and literacy studies, work not directly involved with assessment, suggests a more complicated view of assessment and its ties with learning and equity. This view challenges the current testing and accountability agenda, but can also redefine more broadly how we have to think about learning, assessment, and equity in schools. I develop this view around one key notion, namely opportunity to learn . In each section of the paper I discuss some area of current research relevant to learning and assessment and then state a principle about opportunity to learn. While I centre my discussion around assessing reading, in the end I make clear that my argument applies to assessment of all content areas in school (e.g. maths and science). 相似文献
20.
Public education in post-industrial societies has been restructured based on a human capital model that prioritizes the economic value of citizens for the benefit of globally competitive national economies. In a policy-as-numbers climate [Lingard, B. (2011). Policy as numbers: Ac/counting for educational research. The Australian Educational Researcher, 38(4), 355–382], school administrators and teachers struggle to ‘produce results’ and ‘close gaps’ within accountability systems built on standardized measures of learning. What possibilities exist for critical literacy as viable classroom pedagogy in such an environment? This article offers a contextual–empirical analysis of efforts to implement critical literacy in mainstream secondary classes in Singapore. Drawing on Freire’s notion of generative themes, it identifies key political-policy constraints, showing how they impacted the pedagogical enactment of critical literacy tenets and pinpointing a focal direction for critical literacy in Singapore’s English education. More generally, the article argues that critical literacy, more than ever, must be a localized practice responding to exigencies emerging at the global–local nexus. 相似文献