中、澳、芬数学课程标准中内容分布的比较研究     

康玥媛  曹一鸣  XU Li-hua  David Clarke 《教育学报》2012,8(1):62-66

以中国、澳大利亚维多利亚州、芬兰官方数学课程标准为研究对象,通过对三国数学课程标准的内容数量、结构框架、详略程度、要求程度、内容分布、内容变化方面进行比较发现:中国数学课程标准内容条目最多、最详细,其次是澳大利亚维州数量居中,芬兰最少、概括性强;三个国家数学课程标准中数与运算、几何内容都较其他内容所占比重更大、强调更多;中国数学课程标准在不同学段上所侧重的内容不同,呈动态变化趋势,而澳大利亚维州各学段各部分内容比重相当,随学段增长,不同内容所占比重无明显变化,芬兰不同学段内容设置不固定,内容所占比重也不固定,不受统一模式限制。  相似文献   

The sublime objects of education policy: quality,equity and ideology     

Matthew Clarke 《Discourse: Studies in the Cultural Politics of Education》2014,35(4):584-598

Quality and equity are touchstones of education policy in the twenty-first century in a range of global contexts. On the surface, this seems fitting: after all, who could object to more quality and greater equity in education? Yet what do we mean by quality and equity, and how are they related? This paper draws on Lacanian psychoanalytic theory to argue that not only are quality and equity far more complex than education policy formulations typically imply, but also that despite their elevated place in policy debates they remain elusive, serving as sublime objects that function as sites for the investment of desire, while simultaneously covering over and compensating for the ultimate impossibility of a complete and harmonious society. The paper argues that it is a result of their occupying this empty place, and through their holding out the (illusive) promise of enjoyment, rather than as a consequence of their specific or intrinsic content, that sublime objects such as equity and quality exert their particular ideological force.  相似文献   

Increasing evaluation sensitivity to diversity     

Peter B. Golbus  Javed A. Aslam  Charles L. A. Clarke 《Information Retrieval》2013,16(4):530-555

Many queries have multiple interpretations; they are ambiguous or underspecified. This is especially true in the context of Web search. To account for this, much recent research has focused on creating systems that produce diverse ranked lists. In order to validate these systems, several new evaluation measures have been created to quantify diversity. Ideally, diversity evaluation measures would distinguish between systems by the amount of diversity in the ranked lists they produce. Unfortunately, diversity is also a function of the collection over which the system is run and a system’s performance at ad-hoc retrieval. A ranked list built from a collection that does not cover multiple subtopics cannot be diversified; neither can a ranked list that contains no relevant documents. To ensure that we are assessing systems by their diversity, we develop (1) a family of evaluation measures that take into account the diversity of the collection and (2) a meta-evaluation measure that explicitly controls for performance. We demonstrate experimentally that our new measures can achieve substantial improvements in sensitivity to diversity without reducing discriminative power.  相似文献   

Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective     

Lay Hoon Seah  David John Clarke  Christina Eugene Hart 《International Journal of Science Education》2013,35(6):952-973

This case study of a science lesson, on the topic thermal expansion, examines the language demands on students from an integrated science and language perspective. The data were generated during a sequence of 9 lessons on the topic of ‘States of Matter’ in a Grade 7 classroom (12–13 years old students). We identify the language demands by comparing students' writings with the scientific account of expansion that the teacher intended the students to learn. The comparison involved both content analysis and lexicogrammatical (LG) analysis. The framework of Systemic Functional Linguistics was adopted for the LG analysis. Our analysis reveals differences in the meaning and the way LG resources were employed between the students' writings and the scientific account. From these differences, we found the notion of condition-of-use for LG resources to be a significant aspect of the language that students need to appropriate in order to employ the language of school science appropriately. This notion potentially provides a means by which teachers could concurrently address the conceptual and representational demands of science learning. Finally, we reflect on how the complementary use of content analysis and LG analysis provides a way for integrating the science and language perspectives in order to understand the demands of learning science through language.  相似文献   

What is ‘Agency’? Perspectives in Science Education Research     

Jenny Arnold  David John Clarke 《International Journal of Science Education》2013,35(5):735-754

The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development of this new research agenda and to argue that there is a need for research in science education that attends to agency as a social practice. Despite increasing interest in student agency in educational research, the term ‘agency’ has lacked explicit operationalisation and, across the varied approaches, such as critical ethnography, ethnographies of communication, discourse analysis and symbolic interactionism, there has been a lack of coherence in its research usage. There has also been argument concerning the validity of the use of the term ‘agency’ in science education research. This article attempts to structure the variety of definitions of ‘student agency’ in science education research, identifies problems in the research related to assigning intentionality to research participants and argues that agency is a kind of discursive practice. The article also draws attention to the need for researchers to be explicit in the assumptions they rely upon in their interpretations of social worlds. Drawing upon the discursive turn in the social sciences, a definition of agency is provided, that accommodates the discursive practices of both individuals and the various functional social groups from whose activities classroom practice is constituted. The article contributes to building a focused research agenda concerned with understanding and promoting student agency in science.  相似文献   

Creating case studies of practice through Appreciative Inquiry     

Helen Clarke  Bridget Egan  Lynda Fletcher 《Educational Action Research》2013,21(3):407-422

Taking a positive view is a fruitful way to prompt educators to reflect on and to develop their practice. Teachers, teacher educators and children bring a wide range of ideas that provide a powerful basis for developing understanding of the complexities of classroom practice. Using appreciate inquiry the authors show how they developed their understanding of professional development as they worked with groups of teachers who investigated their science teaching practice with young children and produced case studies of practice. The authors also show how the roles and ideas of themselves as university tutors were challenged and emerged to suit the range of contexts involved. Their view of Continuing Professional Development was influenced by the lived experiences of the teachers and themselves. They worked to systematise learning through identifying commonalities of experience and reflection along four dimensions: creating spaces for growth; working with emergent purposes; action research as rhizomatic growth; and collaborative and collective action. The rich variety of outcomes shows the value of creating space for growth for children and for adults. The energy and enthusiasm liberated motivated the participants to explore their worlds in ways that were difficult to predict at the start of the project.  相似文献   

Adult education between the wars: the curious case of the Selborne Lecture Bureau     

Richard Clarke 《History of education》2013,42(5):613-629

‘Independent’ lecture agencies are a neglected element in the history of education. Between 1918 and 1939, the Selborne Lecture Bureau was a significant national provider of adult education in Britain, both in its own right and as a supplier of lecture(r)s to Women's Institutes and other bodies, and it pioneered the use of films in schools. For a brief period, it was an ‘educational’ vehicle for the Empire Marketing Board with a programme of over 2400 lectures in 1929. The Bureau originated in the early twentieth century split between the conservative (and male) traditions of natural history and the radical (and female) campaigning (anti‐) plumage movement that produced the RSPB. The interwar history of the Selborne Lecture Bureau provides a counterpoint to conventional accounts of adult education between the two world wars, part of an influential ‘third stream’ alongside the ‘liberal tradition’ and growing state and local authority provision.  相似文献   

A Self-Study of a Thai Teacher Educator Developing a Better Understanding of PCK for Teaching about Teaching Science     

Chatree Faikhamta  Anthony Clarke 《Research in Science Education》2013,43(3):955-979

In this study, I, the first author as a Thai teacher educator employed self-study as a research methodology to investigate my own understandings, questions, and curiosities about pedagogical content knowledge (PCK) for teaching science student teachers and the ways I engaged student teachers in a field-based science methods course designed to help them to develop their PCK. Qualitative data gathered included: the syllabi, handouts, work submitted by student teachers, student teachers’ journal entries, my journal entries, and video recordings of my classroom teaching. Data were analysed using an inductive process to identify ways in which I attempted to enhance student teachers’ PCK. The contributions of this study are insights generated to help teacher educators think about how to support and develop student teachers’ PCK. Some of these contributions are enhancing teacher educators’ PCK for teaching science teachers, developing PCK for teaching science, and designing a science methods course in science teacher preparation programmes.  相似文献   

Using Motivational Interviewing Techniques to Address Parallel Process in Supervision     

Amanda Giordano  Philip Clarke  L. DiAnne Borders 《Counselor Education & Supervision》2013,52(1):15-29

Supervision offers a distinct opportunity to experience the interconnection of counselor–client and counselor–supervisor interactions. One product of this network of interactions is parallel process, a phenomenon by which counselors unconsciously identify with their clients and subsequently present to their supervisors in a similar fashion ( Searles, 1955 ). Addressing parallel process has the potential to be valuable in the advancement of counselor development, but few strategies exist in the literature for working with the phenomenon. The authors describe the use of motivational interviewing as one method for effectively addressing parallel process in supervision.  相似文献   

Retrospective on educational testing and assessment in the 20th century   总被引：3，自引：2，他引：1  

Marguerite M. Clarke  George F. Madaus  Catherine L. Horn  Miguel A. Ramos 《课程研究杂志》2013,45(2):159-181

Over the last 100 years, the ever-increasing demand for testing as a measure of educational reform has created a very profitable market for the US testing industry. We follow the growth of this market since the 1900s in two different, but related, ways. First, we discuss some of the technical developments that have encouraged the use of standardized testing in general and contributed to the growth of the commercial testing industry. Second, we attempt to quantify the expansion of the testing marketplace during the 20th century by tracking several indirect indices of growth over time. We conclude that although technical innovations may have contributed to the growth of the US testing marketplace, they do not necessarily lead to better tests or better outcomes for those who use them. There is a need to more carefully monitor the effects of these tests on teaching and learning in general, particularly when the tests are used in high-stakes contexts.  相似文献