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1.
In this paper, we use the development of the Australian Professional Standards for Teachers (APST) as an illustrative case to examine how national schooling reforms are assembled in Australia’s federal system. Drawing upon an emerging body of research on ‘policy assemblage’ within the fields of policy sociology, anthropology and critical geography, we focus on interactions between three dominant ‘component parts’ in the development of the APST: the Australian federal government; New South Wales state government agencies; and the Organisation for Economic Cooperation and Development. While policies like the APST claim to be national in form and scope, our analysis suggests ‘the national’ is much more disjunctive and nebulous, constituted by a heterogeneous and emergent assemblage of policy ideas, practices, actors and organisations, which often reflect transnational traits and impulses. We thus see national reforms such as the APST as having a phantom-like nature, which poses challenges for researchers seeking to understand the making of national policies in federal systems. 相似文献
2.
Malcolm Skilbeck 《Tertiary Education and Management》2013,19(2):101-111
The significance of competing conceptions of civic engagement is increasingly apparent as efforts are made to respond to the measurement imperative that characterises contemporary higher education. The importance of devising appropriate means of recognising and incentivising civic engagement is asserted in this paper and the potential offered by emerging measurement and mapping methodologies is considered. The empirical basis for the argument derives from a multi‐site case study of the process of embedding community‐based learning within Irish higher education. Analysis of interview data from four cases, drawn from the university and extra‐university sector, yielded, inter alia, a typology of orientations to civic engagement. Findings are discussed, including those relating to orientations, ambivalence, scepticism, and legitimisation strategies. The case is made that these themes and the factors which impact on sustainability are mirrored within the wider domain of civic engagement—hence the opportunity to learn from a civically engaged pedagogy. 相似文献
3.
Richard Garner 《英语辅导》2004,(6)
Britain's biggest teachers' union yesterday voted overwhelmingly in favour of backing strike action in schools if classroom assistants are allowed to take over lessons from teachers. 相似文献
4.
Geraldine Ditchburn 《Asia Pacific Journal of Education》2012,32(3):259-269
The introduction of an Australian curriculum is likely to have a widespread and long-term impact on schools, teachers and students, and yet there has been a swift and an almost unquestioning acceptance of its introduction by the Australian public and by educators. This paper will use theoretical frameworks informed by Gramsci's cultural hegemony and the discourses and concepts related to global neo-liberalism, to contribute to an understanding of the overwhelming acceptance of the idea of a national curriculum. The paper will refer to critiques of neo-liberalism that have shaped a range of educational priorities internationally and in Australia. Using a critical approach to sources from the Australian Curriculum, Assessment and Reporting Authority and elsewhere, it will be argued that the introduction of an Australian curriculum is intentionally positioned to primarily meet the needs of global markets and the economy. The paper will conclude by suggesting that economic interests under neo-liberal conditions are driving and defining our approach to an Australian curriculum and that this agenda has the potential to sideline other important considerations, such as addressing issues of diversity and local contexts that must inhere in any curriculum provision. 相似文献
5.
Monika Schatz Ana Popovic Fred Dervin 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):172-184
Since the recent global paradigm shift in the governance of higher education toward business and marketing, internationally competitive education is increasingly considered as an asset for governments. Consequently, governments started to invest in education branding and marketing their educational systems. In Finland, national interest in education branding rose especially since the country's success in the programme for international student assessment studies created a positive reputation of its basic education. In this article, the authors investigate how this reputation is transformed into a general Finnish education brand, based upon Finland's official Country Brand Report (2010). The governmental discourse on Finnish education reveals a fusion of education and national branding, which is why the authors suggest to discuss the Finnish education brand as Finnish education®. The article provides an analysis of the elements constituting the brand and opens up a critical discussion on the ethics of branding education through cultural and national characteristics. 相似文献
6.
Tracey Peter Jason D. Edgerton Lance W. Roberts 《International Studies in Sociology of Education》2013,23(3):241-264
Research on welfare state regimes and research on educational policy share a common concern for the reduction of social inequality. On one hand, welfare state research is typically designed within a comparative approach where scholars investigate similarities and differences in social institutions across selected countries. On the other hand, the basic model of educational policy research is usually country specific and seldom identifies why and how we are to understand cross‐national differences pertaining to social inequality. The goal of the research is to bridge these two areas by testing socio‐economic gradients and educational outcomes among 15 industrialised countries (using 2003 PISA data) from a welfare state perspective. Results support Esping‐Andersen's ‘three worlds’ typology in that the level of between‐school educational inequality is the highest in conservative welfare states and is the lowest in social‐democratic countries. 相似文献
7.
Steve Graham Karen R. Harris Linda Mason Barbara Fink-Chorzempa Susan Moran Bruce Saddler 《Reading and writing》2008,21(1-2):49-69
A random sample of primary grade teachers from across the United States was surveyed about their instructional practices in
handwriting. Nine out of every ten teachers indicated that they taught handwriting, averaging 70 minutes of instruction per
week. Only 12% of teachers, however, indicated that the education courses taken in college adequately prepared them to teach
handwriting. Despite this lack of formal preparation, the majority of teachers used a variety of recommended instructional
practices for teaching handwriting. The application of such practices, though, was applied unevenly, raising concerns about
the quality of handwriting instruction for all children.
Preparation of this paper was supported by the Center to Accelerate Student Learning, funded by the U.S. Department of Education’s
Office of Special Education Programs Grant H324V980001. 相似文献
8.
9.
Kay Whitehead 《Journal of educational administration and history》2016,48(3):197-210
While there is a wealth of feminist research on women's educational leadership and policy-making in the interwar years, this article extends the discussion into the Second World War. My focus is the educational leadership of Dorothy Walker, head teacher of St Peter's Infant School and the youngest head teacher in Birmingham, and Lillian de Lissa, longstanding principal of Gipsy Hill Training College (where Walker trained) and national advocate for early childhood education. I highlight Walker and de Lissa's ongoing challenges to patriarchal authority and their continuing commitments to progressive education, as well as many war-related issues they encountered in their lives and work. Working at different levels of policy-making and contrasting in age, Walker and de Lissa invested their leadership with a national significance during the war. 相似文献
10.
Karin Sporre 《课程研究杂志》2019,51(2):262-278
The purpose of this study is to describe, critically analyse and discuss the Swedish system of assessing ethics education in compulsory school through national tests. The publicly available tests from 2013 for grades six and nine have been studied as have the assessment instructions for teachers. Staff responsible for the test construction have been interviewed. The aims, core content and knowledge requirements of the curriculum were also studied. The concept ‘ethical competence’ was used as an analytical tool in the qualitative content analyses. Through the design of this study, the actual test, its process of construction and the curriculum were examined. The results suggest that ethics education, given (a) the curricular construction of what ability to assess, (b) complexities of test construction in ethics and (c) possible teach-to-the-test effects, runs the risk of being limited to an argumentative, conceptual competence, with ethics education being emptied of crucial content. However, being included in national testing can strengthen the position of a school subject. Is it then an advantage for ethics education to be tested in this way? The critical problems the study raises make the author conclude it to be a disadvantage for ethics education to be tested through national tests. 相似文献
11.
“国语”一词,古已有之,它与我们现在所说的民族共同语的“国语”一词既有联系,也有区别。现代意义的“国语”,是在近代西方民族主义思想传入中国后,与现代民族国家观念的形成一同出现的一个具有全新内涵的概念,它的出现显然是受了日本明治维新时期的语言政策的影响。在中国,作为民族共同语的“国语”一词,在近代究竟起用于何时,目前学术界的说法并不一致。根据对相关资料的钩沉发现,最早使用现代意义上的“国语”的当属1895年出版《日本国志》的黄遵宪,而非目前学术界一般认为的1902年赴日考察学政的京师大学堂总教习吴汝纶。 相似文献
12.
Karen Seashore Louis Beverly Dretzke Kyla Wahlstrom 《School Effectiveness & School Improvement》2013,24(3):315-336
Using survey responses from a national sample of US teachers, this paper provides insight into 2 questions: (1) Do 3 specific attributes of leadership behavior – the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement – affect teachers' work with each other and their classroom practices? and (2) Do the behaviors of school leaders contribute to student achievement? We tie this investigation of school leader behaviors to 2 additional factors that have also received increasing attention in research because they have been shown to be related to student achievement: professional community and the quality of classroom instruction. Our analysis provides an empirical test of the notion that leadership variables are positively related to student learning. It also suggests that both shared and instructionally focused leadership are complementary approaches for improving schools. 相似文献
13.
Tiffany Mary Jones 《Educational Research for Policy and Practice》2009,8(1):35-57
In the past, many Australian state schools avoided teaching about values explicitly. However, the Australian government released
Australia’s first official values education policy in 2005: the National Framework for Values Education in Australian Schools (NFVEAS). This framework represents a local manifestation of the recent international values education movement. This study
contributes to an exploration of what, and who, the government’s construction of Australian values privileges. It uncovered
the dominant discourses inherent in the framework through a critical discourse analysis, framing it in relation to the 16
key values education approaches identified in the literature. The data revealed the document’s strong privileging of conservative
values education discourses, particularly civics and citizenship education, values inculcation and character education. In
practice, some Australian schools have been disrupting this move to conservatism by taking more critical and postmodern approaches.
The paper argues for such alternative practices and policy that is more diversified and student-centred. 相似文献
14.
Shuqin Xu 《Discourse: Studies in the Cultural Politics of Education》2018,39(4):615-628
Constructing national identity with collective memory based on traditional culture has long been a policy and research concern. China’s recent revival of its traditional culture, previously denounced by the Communist Party of China (CPC), has caused diverse academic concerns. Yet few studies have addressed how the CPC-led state interacts with domestic actors in cultivating students’ national identity with a previously denounced culture, and what paradoxes lie therein. Documentary review shows that in the process, the state is concerned about creating a consensus around providing traditional Chinese culture (TCC) education, and about maintaining its defining role in designing the project, especially when interacting with diverse actors who had different interests in TCC education. 相似文献
15.
Benjamin Piper Joseph Destefano Esther M. Kinyanjui Salome Ong’ele 《Journal of Educational Change》2018,19(3):293-321
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale. 相似文献
16.
Nicole T. Allen 《Quarterly Journal of Speech》2018,104(4):361-383
Chronos is a traditionally marginalized term in rhetorical studies. Historically paired with kairos, chronos is commonly taken to refer to chronology, empty, homogenous, and external time. I argue for a reconsideration and redefinition of chronos that pairs the term with a critical materialist theory of time as change, immanent temporalities. Chronos understood as an entanglement of immanent temporalities informs chronistic criticism. Chronistic criticism is a conceptual criticism investigating the rhetorical arrangement, or synchronization, of multiple processes of change. Reconsidering chronos makes room for investigating time-related texts, like ‘Iraq's first national calendar. This calendar emerged after the establishment of the ‘Iraqi state under the League of Nation's Mandate System where British authorities were charged with building a modern nation state from territories of the former Ottoman Empire. I demonstrate chronistic criticism examining Gertrude Bell's digital archive for observations about successes, failures, and competitors with the national calendar. A vitalized chronos stands to make substantive contributions to the study of numerous rhetorical concepts. Specifically, for this investigation, chronos offers new insights into political myths, calendars, nation building, and the potential influences of nonhuman immanent temporalities. 相似文献
17.
Student examinees are key stakeholders in large-scale, high-stakes, public examination systems. How they perceive the purpose, comprehend the technical characteristics of testing and how they interpret scores influence their response to the system demands and their preparation for the examinations; this information relates to intended and unintended consequences of testing and is a component of an expanded notion of test validity. The research reported in this paper investigates examinees’ perceptions about the secondary school graduation and university-entrance national exams in Cyprus. Interviews with recent examinees reveal the versatility and complexity of their perceptions about the fairness and appropriateness of the system, which are influenced by design features of the exams and by the local context. There are important, mostly unintended, consequences on their in- and out-of-school experience, on school curricula and on instructional practices. Empirical evidence about consequential aspects of examinations contributes to the validity argument needed to support such programmes. 相似文献
18.
Stavroula Philippou 《Educational studies》2005,31(3):293-315
The European Union’s increasing attention to social and cultural matters has been expressed through the notions of European citizenship and identity which are to be developed among children, adolescents and adults. Whether, and if so, how, children perceive a European identity to coexist with national identities is a challenging and relatively under‐studied question. This paper presents part of the findings of a study conducted in December 2000 which explored the ways in which 140 10‐year‐old Greek‐Cypriot pupils constructed their national and European identities. Results indicated that, despite positive attitudes towards Europe, pupils attributed little significance to the European identity, whereas national identities were extremely important. The discourse developed revealed essentialist and a‐historical representations of national identity, and an instrumentalist approach to Europe. Social psychological insights from self‐categorization theory are employed to explore whether the two identities were construed as in the same or different typical levels of abstraction. These findings are discussed within the broader socio‐political context of Cyprus and European integration. 相似文献
19.
Recent studies show that national control of K–12 curriculum yields important payoffs in terms of greater curricular coherence and, as a result, higher test performance on international tests such as those used in the Third International Mathematics and Science Study. This paper examines the connection between national control of curriculum and curricular consistency and coherence, a variable known to have a positive impact on student test‐score performance. The results of several analyses reveal that national control of curriculum, viewed apart from the most important ‘function’ associated with such control (i.e. enhanced credibility), makes no contribution to curricular consistency or coherence. 相似文献
20.
Learning through active participation and engagement in education and workplace settings is a prerequisite for effective professional competence development through Vocational Education and Training (VET). Equally important is that learning from multiple sites and sources needs to be purposefully connected and integrated to construct meaningful knowledge and understandings. The quality of connectivity and learning outcomes is influenced by conceptions of the different actors. The aim of the research reported in this article was to gain an understanding of key stakeholders’ (learners, teachers, trainers and managers/coordinators) conceptions of connections between school-based and work-based learnings which offer the main sources for developing vocational competence, and are the main sites for the enacted and engaged curriculum for VET. We identify and compare conceptions of vocational learning and teaching across education and workplace settings in Swiss and Australian VET actors. Differences and similarities are discussed and implications for VET research and development of teachers and trainers are outlined. 相似文献