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1.
In Ireland, the high-stakes Leaving Certificate Examination at the end of upper secondary education was abruptly cancelled in 2020 due to the Covid-19 pandemic. Instead, calculated grades were introduced, necessitating for the first time the involvement of secondary school teachers in the assessment of their own students for certification. This article reports on analysis of responses to an online survey with 713 respondents conducted in the autumn of 2020, focusing on teacher experiences of engagement in the process of calculated grades in their schools and how this might inform perceptions of their future roles as assessors. Among the key findings to emerge from re-analyses of these data are inter alia that, for some teachers, (1) negotiation of student grades with colleagues—particularly those at grade boundaries—caused them to question the professional judgements of peers; (2) release by the Department of Education and Skills of student ranks, in addition to grades, constituted a breach of trust because it ran contrary to what they understood had been agreed initially; and (3) living and working in small towns or rural communities in Ireland left them very vulnerable to disgruntled students and their families—resulting in the perception that trust in their professional judgements had been undermined. Hence, the conclusion that the success of Senior Cycle reform efforts is contingent on both rebuilding teachers' trust over time while also working, in the immediate term, with teachers interested in exploring further their roles in school-based assessment for certification purposes.  相似文献   

2.
The coronavirus disease 2019 (Covid-19) pandemic caused an abrupt transition from face-to-face to online anatomy teaching, learning, and assessment. Although online education has ensured the continuity of anatomy education during the pandemic, its implementation has been challenging, and its effectiveness has been questioned. Therefore, literature pertinent to online anatomy education during the pandemic is crucial to explain Covid-19's disruptions to this field. Accordingly, this scoping review explored changes, disruptions, and gaps in anatomy teaching and assessment during Covid-19 using an enhanced version of Arksey and O′Malley's six-stage protocol. Five online databases were searched for articles that described changes and disruptions in anatomy education. Three independent researchers were involved in titles, abstracts, and full texts screening, while another four researchers were independently involved in data extraction, charting, and synthesis. This review revealed six themes: immediate strategic plans and actions, teaching and learning changes, online assessment practice, students' and educators' receptivity and adaptability, online learning and assessment effects, and future directions. It also revealed four gaps: non-future-ready curricula, learning obstacles, administrative and teaching challenges, and online education ethical issues. The results were reported in tabular and narrative forms, following the PRISMA Extension for Scoping Reviews (PRISMA-ScR guidelines). Understanding the evolution and gaps in anatomy education during the Covid-19 pandemic will help anatomists design future-ready, adaptable curricula.  相似文献   

3.
新冠肺炎疫情使全球教育受到严峻挑战。为了抗击疫情、缓解冲击、重建疫情后的世界教育、维护人类共同利益,多个国际组织呼吁各国提供教育国际公共产品。通过回溯"公共产品"概念的出现与形成,梳理"国际公共产品"理念的发展,探讨国际公共产品对全球治理的价值,分析国际公共产品的类型,尝试对教育国际公共产品进行分层分类。此外,通过检视中国为提供国际公共产品所做的努力,向中国比较教育工作者提出了共同奋斗的建议。  相似文献   

4.
The state of alarm due to Covid-19 pandemic in Spain stopped all educational and most university research activities. The Spanish Anatomical Society (SAE) Consensus Expert Group on Body Donations piloted a study based on a questionnaire to know the status of body donations and dissection activities during the lockdown, as well as the future implications of Covid-19 pandemic for body donation programs and anatomy teaching. The questionnaire results show that Spanish Universities refused body donations and stopped all dissection research and teaching. The Covid-19 expected influence on anatomy teaching was referred to the increase in teaching workforce and resources required to apply the new safety measures to future practical activities, as well as to prepare and adapt teaching material for online-only programs. The application of reinforced safety measures was expected to be perceived by the respondent's students as a gain in teaching quality, while the transformation of the anatomy courses in online-only programs will be perceived as a quality decrease. The respondent's concerns about future institutional implications of the pandemic were related to increased costs of the adaptation of the facilities and the reinforced preventive measures, as well as the eventual decrease in donations. The complete lockdown applied to dissection rooms was not justified by scientific evidence and represented a break of the confidence deposed in the institutions by the donors. A consensus is required for the adoption of a renewed, comprehensive protocol for present and future body donations including the evidence Covid-19 pandemic has contributed to create.  相似文献   

5.
This study used a longitudinal, probability sample survey, Understanding Society Covid-19, to examine young people's post-16 educational aspirations at the height of the Covid-19 pandemic, with a particular emphasis on four vulnerable groups (namely, young carers; Black, Asian and Minority Ethnic young people; young people with long-term illness and disability; and people with internalising and externalising behavioural difficulties). The findings from this study showed young carers and young people with health conditions to be less likely to choose A levels, despite reporting roughly equal levels of school engagement and school-related support. The Covid-19 pandemic has laid bare the obstacles often faced by young carers and young people with pre-existing health conditions and behaviour difficulties. It is hoped that the findings will contribute to debates about social care and education and will have implications for public policy and action, especially as public services are under enormous strain and are less likely to reach those who need them most.  相似文献   

6.
ABSTRACT

In response to the Covid-19 pandemic, on 18 March 2020, Prime Minister Boris Johnson announced the immediate closure of schools in England. (The closure was not absolute: schools would remain open for vulnerable children and the children of key workers. In practice, though, very few children have continued to attend.) In what follows, nine English teachers reflect on their experience of teaching under lockdown.  相似文献   

7.
Health concerns during the Covid-19 pandemic required the adaptation of a lecture-laboratory course in ultrasound imaging for graduate students from an in-person to a live, remote learning format. The adaptation of in-person lectures to live, remote delivery was achieved by using videoconferencing. The adaptation of in-person laboratory sessions to live, remote instruction was achieved in the first half of the course by providing a hand-held ultrasound instrument to each student who performed self-scanning at their remote locations, while the instructor provided live instruction using videoconferencing. In the second half of the course, the students transitioned to using cart-based, hospital-type instruments and self-scanning in the ultrasound laboratory on campus. The aim of this study was to measure the success of this adaptation to the course by comparing assessment scores of students in the live, remote course with assessment scores of students in the in-person course offered in the previous year. There were no statistically significant differences in the assessment scores of students in the two courses. The adaptation of a course in ultrasound imaging from an in-person to a live, remote learning format during the Covid-19 pandemic described here suggests that contrary to the prevailing view, ultrasound imaging can be taught to students without in-person instruction. The adapted course can serve as a model for teaching ultrasound where instructors and learners are physically separated by constraints other than health concerns during a pandemic.  相似文献   

8.
This paper discusses evidence, collected during an ESRC‐funded project (‘Reconstructing a Scottish School of Educational Research, 1925–1950’), of a remarkable vision to involve teachers in educational research in Scotland by the Educational Institute of Scotland in the 1920s through the work of its Research Committee. Led by William Boyd, the Committee thought that involvement in research was a crucial stepping stone towards achieving professional status for teachers. It conducted a number of detailed investigations involving teachers, thereby introducing research into the consciousness and practice of teachers. This paved the way for Scotland to make significant contributions to educational research on the international stage.  相似文献   

9.
Early Childhood Education Journal - This study investigated the repercussions of the Covid-19 pandemic on preschool education and sought answers to how preschool education is implemented, what kind...  相似文献   

10.
Robinson  Sir Ken 《Prospects》2020,49(1-2):7-9
PROSPECTS - As the world looks to the future and ways to safely return to normal, in light of the Covid-19 pandemic, we have a unique opportunity to reset our priorities and redefine what this...  相似文献   

11.
The coronavirus disease 2019 (Covid-19) pandemic has induced multifaceted changes in anatomical education. There has been a significant increase in the employment of digital technologies coupled with the upskilling of educators' capacity and altered attitudes toward the digitalization process. While challenges remain, learners have demonstrated capabilities to adapt to digital delivery, engagement and assessment. With alternative and innovative teaching and learning strategies having been trialed and implemented for almost two years, the key question now is what the pedagogy will be for anatomy education beyond the pandemic. Here we discuss some of the changes in anatomy education that have taken place as a result of the Covid-19 pandemic and importantly present some outlooks for evidence-based anatomy pedagogy as the world enters the post-pandemic phase and beyond. The authors conclude that the anatomy discipline is ready to further modernize and has the opportunity to use digital technologies to evolve and enhance anatomy education to ensure students are provided with the learning experience which will prepare them best for the future.  相似文献   

12.
Due to the Covid-19 pandemic, the start of the academic year in September 2020 was a unique time for those transitioning to a new school. This study aimed to explore the experiences of parents who supported autistic children making a range of different school transitions in 2020. Semi-structured interviews were carried out with 13 parents of autistic children in the UK, and data were analyzed with reflexive thematic analysis. For some parents, the Covid-19 pandemic negatively impacted on aspects of school transitions. However, other parents expressed the view that these same circumstances created opportunities to approach the school transition in a unique, improved manner. This article sheds light on the heterogeneity of experiences and perceptions of parents of autistic children, and highlights the need to examine the impact of Covid-19 on school transitions, including practices that it may be advantageous to retain.  相似文献   

13.
This paper challenges the legacy of the historical myth of egalitarianism in Scottish education through a reconstruction of the different experiences of men and women teachers in the nineteenth century. The celebrated myth of the egalitarian and democratic tradition of Scottish education has almost entirely focused on men. It was asserted that the ‘lad o’ pains’ had equality of access to an educational ladder from the parish or burgh schools to a Scottish University. There was a prevailing belief that the Scottish education system was more meritocratic and superior to the English one. The paper also challenges the contention that the Scottish education tradition was more democratic than that in England. What was distinctive about the experiences of schoolgirls and of women teachers in Scottish culture and Scottish education? To what extent did females benefit from this so called democratic tradition in comparison with England? These questions are exploratory because studies of women are seriously neglected in the historical and sociological secondary literature about the educational tradition in Scotland.  相似文献   

14.
Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May–August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during Covid-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during Covid-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic.  相似文献   

15.
Teachers and ICT: current use and future needs   总被引：3，自引：0，他引：3  
In Scotland, ICT is clearly integral to the existing curriculum in primary and secondary education, see, for example, the 5–14 Development Programme or Higher Still in which information technology is identified as one of the core skills areas (HSDU, 1998). In light of current UK-wide developments such as the National Grid for Learning (NGfL) and the New Opportunities Fund (NOF) funded training in ICT for teachers and librarians, it is all the more important to understand teachers' ICT skills and knowledge needs, to discover their priorities for future development and to establish what will encourage teachers to adopt ICT where appropriate in their professional lives as classroom practitioners, as planners and managers and as learners. An investigation of the ICT skills and knowledge needs of teachers working in Scotland was therefore commissioned by the Scottish Office and completed by the authors. This paper reports on that study indicating relatively low use of ICT and a number of key issues which have implications for teacher training and development. The full report is available on the Scottish Executive website (http://www.scotland.gov.uk/).  相似文献   

16.
Background: Policymakers’ use of high-stakes exams to improve students’ academic achievement affects teachers and their tenure in the field at all levels of schooling. Novice teachers now being inducted into the field have been educated almost exclusively in these high-stakes learning environments. Yet, how their familiarity with these contexts combined with their experiences in their own classrooms affect novices’ induction into the field of teaching has not been fully examined. Aim: This article presents findings from an investigation into the experiences of two first-year teachers who were educated and trained to be teachers in the same high-stakes education system in which they taught. It examines how these first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. Methods: This qualitative case study centers on the experiences of two first-year teachers working in the same high-stakes standards-based accountability teaching context in which they were educated – the case. This study provides insight into the issue of how novices’ familiarity with high-stakes reform combined with their experiences in their own classrooms impacts their conceptions of their teaching and their tenure in the field. Outcomes: The findings from this case study reveal how policymakers’ high-stakes reforms impacted the development of these novice teachers in significant ways. Not only did they have to learn how to teach as they taught, but they also had to ensure they were teaching all of their students to pass the high-stakes exams. Their varied experiences also demonstrate how these high-stakes exams can ‘test’ beginning teachers out of the classroom. Conclusions: These findings demonstrate that first-year teachers’ familiarity with policymakers’ high-stakes reforms is not enough to prepare them for the expectation that they immediately improve students’ academic achievement on high-stakes exams. Such findings not only challenge what it means to be a educator in these contexts, but they also shed light on how larger political and economic forces impact the teaching and tenure of novices. To support new teachers, teacher educators and mentors should rethink the education and induction processes while helping novices understand as well as prepare for the role context plays in their teaching and development as professionals.  相似文献   

17.
This paper presents an analysis of the policy themes of service integration, social justice and social inclusion which underpin the integrated community schools policy initiative in Scotland. That initiative is identified as an important vehicle for the Scottish Executive Government's aim of integrating children's services with the overarching goal of creating greater inclusion and social justice. The main argument in the paper is that it is at the level of the school 'hub' that integrated work amongst practitioners and across children's public services needs to be effective if the policy aims of social justice and inclusion are to be achieved. The concept of social capital is applied to the issue of how practitioners from other agencies, now charged to work in schools, construct new professional ties and networks. The conclusion suggests that a mapping of types and levels of social capital offers a fruitful conceptual framework to examine changing interprofessional ties.  相似文献   

18.
This article traces how high-stakes teacher exams have shaped the career entry opportunities for Black teachers and makes recommendations for the emerging era of high-stakes performances exams brought about by the edTPA. We begin our analysis in the 1980s and the testing for competencies movement during which scholars critiqued the rising use of high-stakes standardized licensure exams as gatekeepers into teacher education programs. Although the most severe predictions from this crisis moment did not come to fruition, we ask what it can tell us today about exams like the edTPA and how it may impact Black teachers. We outline three findings from the emerging edTPA scholarship in response to this question: (1) mixed and alarming results from edTPA racial bias reviews, (2) institutional resources and unequal distribution, and (3) how the exam may constrain or permit justice. We make recommendations for teacher education programs and for scholars conducting research at the intersection of edTPA and racial bias.  相似文献   

19.
Scotland, in common with many countries internationally, has been learning how to align ideas from research with policy and practice. This article considers what Scotland learned from large-scale evaluations of its Assessment is for Learning (AifL) programme and the extent to which this evidence was used to inform future learning within the national programme. More recently, the policy focus in Scotland has shifted to the creation of a new curriculum, Curriculum for Excellence, subsuming AifL. Merging curriculum and assessment innovations brought new challenges in the alignment of curriculum, pedagogy and assessment. Drawing on a Scottish Government-funded research project, Assessment at Transition, designed to identify and explore emerging gaps between practice in schools and local authorities and national curriculum and assessment policy aspirations, the article argues that assessment is learning and explores how formative approaches to evaluation at a national level might be used to prevent countries repeating past mistakes.  相似文献   

20.

The devastating COVID-19 pandemic has cast a light on the question of why trust in scientists is important. This mixed-method study aimed to explore the study participants’ trust in scientists about getting the COVID-19 vaccine. It also aimed to reveal which key sources of information participants followed about the pandemic. Participants’ health-related behaviors and justifications for their behaviors as a response to the pandemic were also explored to understand how trust in scientists and sources of information played a role in the fight against COVID-19. The responses of 1233 participants across Turkey were analyzed. The findings indicated that trust in scientists and compliance with the scientists’ suggested behaviors among the participants were quite high. It was also revealed that, for both trust and non-trust groups, participants questioned the reliability of information and the sources. Participants justified their behaviors mainly by referring to policies, e.g., masks, distance, and hygiene, developed and implemented with the collaboration of government, scientists, and the World Health Organization. Moreover, trust issues regarding scientists, government authorities, or other citizens were mentioned in participants’ justifications. The current study also shed light on the importance of building trust through an open and healthy dialogue among scientists, government authorities, and the public to overcome the COVID-19 pandemic. The study highlighted the need for scientifically informed citizens to deal with the problems, i.e., misinformation and disinformation, in the post-truth era such as not jeopardizing effective solutions to eliminate the pandemic, e.g., taking the vaccine.

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