Evaluation as a responsibility of the IMC network     

M H Moss 《Exceptional children》1968,35(4):303-306

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Testing,training and tensions: the expression of health within physical education curricula in secondary schools in England and Wales     

Jo Harris  Gemma Leggett 《Sport, Education and Society》2015,20(4):423-441

This paper utilises critical discourse analysis to explore and discuss the expression of health within physical education (PE) curricula in secondary schools in England and Wales. The study adopted a case study approach, involving three state secondary schools in England and two in Wales. Data were drawn from interviews with PE teachers and health-related school documentation in the five schools plus observation of a health-related unit of work in one of the schools. The expression of health in PE broadly reflected ideologies associated with promoting ‘fitness for life’ and ‘fitness for performance’. The extent to which teachers could express their favoured discourses in policy and practice was partly determined by their position of power, relative to others within the department, although they could find ways of privileging their favoured discourse in their own lessons. Curiously, rhetorical ‘fitness for life’ discourses were commonly expressed through ‘fitness for performance’ practices in the form of testing and training activities. These were found to be the most common contexts for the delivery of health-related learning. In terms of Bernstein's location of discourses within contexts of educational systems, the findings suggest that recontextualisation of statutory PE curricula occurred at the site of the relocation of discourse (in this case, within PE departments in secondary state schools), resulting in the privileging of discourses heavily influenced by sport- and fitness-related ideologies. Improved awareness of the expression of health in secondary school PE curricula should help to better understand and address the complex tensions between health-related policies and practices in schools.  相似文献   

Themes and Variations in Validity Theory     

Pamela A. Moss 《Educational Measurement》1995,14(2):5-13

Should the Standards reflect the perspective that construct validity is central to all validation efforts? Is the construct-/content-/criterion-related categorization of validity evidence now obsolete? Should the definition of validity include consideration of the consequences of test use?  相似文献   

Use of electronic surveys in course evaluation   总被引：3，自引：0，他引：3  

Jaclyn Moss  & Graham Hendry 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(5):583-592

The growth of e–Universities and flexible delivery in higher education may also lead to increased use of electronic course evaluation methods. The effectiveness and methodology of electronic surveys are discussed. In the graduate–entry, problem–based University of Sydney Medical Program extensive use is made of web technologies for curriculum delivery and evaluation. The design and response rates for web–based "End of Year" student evaluation surveys in the medical program are reported for the period 1997–2001. To be used successfully in course evaluation, online surveys should be infrequent, short, simply designed and free from password access, and de–identified results should be displayed to students on their completion of a survey.  相似文献   

Enabling international student families: new empiricisms and posthumanist entanglements in higher education     

Penelope Pitt  Julianne Moss 《Teaching in Higher Education》2019,24(5):709-722

ABSTRACT

This paper presents research on movements involved in the lives of international university students and their accompanying family members. Located in the framing of new empiricisms and new materialisms, a posthumanist approach is offered as a way to move beyond the limitations of a focus on the educational mobilities of individualised self-contained student subjects. The research this paper draws on engages a diffractive visual methodology involving interview encounters with women who each moved from Iran to Australia together with their partner and children. A materialist feminist approach enables the consideration of how a variety of entangled movements and animated affects shape the lives of international student families. The utility of this approach becomes the inspiration for thinking through the concept of ‘intra-active becoming in movement’. This brings a refreshed set of practices for designing higher education experiences for international students that resists the divisiveness of binary oppositions in Western thought.  相似文献   

Student See Versus Student Do: A Comparative Study of Two Online Tutorials     

Ilana Stonebraker  M. Brooke Robertshaw  Jennifer D. Moss 《TechTrends》2016,60(2):176-182

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The film of the picture book: Raymond Briggs's ‘The Snowman’ as progressive and regressive texts     

Geoff Moss 《Children‘s Literature in Education》1991,22(3):195-204

He has contributed to theChildren's Literature Association Quarterly, and his work relating critical theory to experimental texts for children will appear in the forthcomingChildren's Literature: Contemporary Criticism, edited by Peter Hunt.  相似文献   

5x5x5=Creativity: Art as a Transformative Practice     

Gemma París  Penny Hay 《The International Journal of Art & Design Education》2020,39(1):69-84

The purpose of this article is to share ideas from 5x5x5=creativity, a research initiative established in Bath (UK) in 2000, with the aim of developing and embedding a creative and reflective pedagogy in schools and early years settings. 5x5x5=creativity research, in partnership with schools, educators, artists, creative professionals, mentors and cultural centres, aims to raise the aspirations and improve the life chances of children and young people as creative learners. In our research we want to develop creative reflective practice and influence systemic educational change. This research defends the special role of the arts in developing a more flexible concept of education through curiosity and creativity, together with the capacity for the arts for allows ‘possibility thinking’ through a creative and critical pedagogy. In this article we analyse the impact of the artists’ involvement on the development of a creative, reflective pedagogy in schools. As both artists and educators we believe it is necessary to challenge current orthodoxies and establish creative and critical thinking at the heart of learning for both children and adults.  相似文献   

Collaboration in ePortfolios with Web 2.0 tools in initial teacher training / La colaboración en eportafolios con herramientas de la Web 2.0 en la formación docente inicial     

Gemma Tur  Santos Urbina 《Cultura y Educación》2016,28(3):601-632

Collaboration is a specific process in the construction of portfolios. In the case of electronic portfolios, Web 2.0 tools make collaboration a key process. The process known as networking refers to the online connection and collaboration with others, which the social web contributes to the literature of electronic portfolios. This research describes and analyses the pilot implementation of an ePortfolio in the Early Childhood degree programme at the Ibiza Campus of the University of the Balearic Islands. The paper presents a qualitative research study which aims to understand collaborative students’ activity from multiple points of view. In view of this, the data collection techniques used are diverse: analysis of work done by students, Likert scale and group discussion. Atlas.ti software has been used to obtain a qualitative analysis of the students’ discourse. In general, the results show positive attitudes, with a gradual increase noticed in the students’ use of the tools and, finally, with collaboration being expressed in peer work, especially in relation to technology. The analysis carried out enables us to observe tensions between open tools, collaboration and assessment. The research has important implications for practice as it allows us to deduce how to improve the collaboration process in ePortfolios thanks to the introduction of Web 2.0 tools.  相似文献   

Belief, Doubt and Reason: C. S. Peirce on education     

Donald J.  Cunningham  James B.  Schreiber & Connie M.  Moss 《Educational Philosophy and Theory》2005,37(2):177-189

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