The use (and misuse) of PISA in guiding policy reform: the case of Spain     

Álvaro Choi  John Jerrim 《比较教育学》2016,52(2):230-245

In 2013 Spain introduced a series of educational reforms explicitly inspired by the Programme for International Student Assessment (PISA) 2012 results. These reforms were mainly implemented in secondary education – based upon the assumption that this is where Spain's educational problems lie. This paper questions this assumption by attempting to identify the point where Spanish children fall behind young people in other developed countries. Specifically, by drawing data from multiple international assessments, we are able to explore how cross-national differences in reading skills change as children age. Consideration is given to both the average level of achievement and the evolution of educational inequalities. Our conclusion is that policy-makers have focused their efforts on the wrong part of the education system; educational achievement is low in Spain (and educational inequalities large) long before children enter secondary school. This study therefore serves as a note of caution against simplistic interpretation of the PISA rankings.  相似文献   

Guest Editorial Semiotic Perspectives on Learning Mathematics and Communicating Mathematically     

Adalira SÁEnz–Ludlow  Norma Presmeg 《Educational Studies in Mathematics》2006,61(1-2):1-10

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Exploring affiliation network models as a collaborative filtering mechanism in e-learning     

Daniel Rodríguez  Miguel Ángel Sicilia  Salvador Sánchez-Alonso  Leonardo Lezcano  Elena García-Barriocanal 《Interactive Learning Environments》2013,21(4):317-331

The online interaction of learners and tutors in activities with concrete objectives provides a valuable source of data that can be analyzed for different purposes. One of these purposes is the use of the information extracted from that interaction to aid tutors and learners in decision making about either the configuration of further learning activities or the filtering of learning resources. This article explores the use of an affiliation network model for such kind of purposes. Concretely, the use of techniques such as blockmodeling – a technique used to derive meaningful patterns of relationships in the network – and the analysis of m-slices – a technique helpful to study cohesion in relationships – are explored as tools to decide on the configuration of topics and/or learner groups. In particular, the results of the case study show that such techniques can be used to (i) filter participants for rearranging groups; (ii) rearrange topics of interest; and (iii) dynamically change the structure of a course. The techniques presented can be considered a case of collaborative filtering based on social network structure.  相似文献   

Tomorrow’s teachers—selecting the best: An exploration of the quality rationale behind academic and experiential selection criteria for initial teacher education programmes     

Manuela Heinz 《Educational Assessment, Evaluation and Accountability》2013,25(2):93-114

Using Ireland as an example, this paper explores the rationale behind various selection criteria currently used to select suitable candidates for initial teacher education courses. It investigates and discusses patterns of association between second-level student teachers’ background characteristics on entry to their teacher education programme Professional Diploma in Education (PDE) and their achievement in terms of their final academic and teaching practice grades. It draws on a longitudinal analysis of application and examination data collected from eight student teacher cohorts (2000–2007, N?=?1,023) who completed their second-level initial teacher education at one Irish university. Special attention will be paid to the predictive value of entrants’ prior academic performance and teaching experience for their success in the academic as well as practical components of their teacher education course. The quality rationale behind academic selection criteria is contested on the basis of findings from this study. The positive impact of prior teaching experience on teaching practice performance and the differences in achievement observed between students from different academic fields are discussed.  相似文献   

Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching     

Manuela Heinz 《Educational Research and Evaluation》2013,19(3):258-297

Why do individuals all over the world choose to become school teachers? What motivates them to become educators of young people, and how committed are they to this cause when they enter their teacher education courses? Considering that teacher motivation and commitment have been identified as crucial factors for the future success of education and schools (Huberman, 1993 Huberman, M. (1993). The lives of teachers (J. Neufeld, Trans.). London: Cassell Villiers House. [Google Scholar]; Manning & Patterson, 2005 Manning, M., & Patterson, J. (2005). Special publications. Childhood Education, 81, 249–251. doi: 10.1080/00094056.2005.10522284[Taylor & Francis Online] , [Google Scholar]; Rikard, 1999 Rikard, G. L. (1999). Promoting teacher commitment in pre-service teachers. Journal of Physical Education, Recreation & Dance, 70(9), 53–56. doi: 10.1080/07303084.1999.10605969[Taylor & Francis Online] , [Google Scholar]), these are important questions for policy makers and societies to address. This paper provides a systematic and conceptual review of empirical research studies exploring student teachers’ career motivations and commitment in 23 countries from 5 continents. A variety of motivating factors are explored, their relative importance in student teachers’ career decisions is discussed, and differences between various subgroups and cultural contexts are highlighted. Attention is drawn to methodological limitations as well as recent developments in this important area of research.  相似文献   

Communist media economics and the consumers: The case of the print media of East Central Europe     

Ágnes Gulyás 《媒体管理杂志》2013,15(2):74-81

Abstract

Entrepreneurship theory complements established approaches to media management research with an alternative frame for viewing media ownership and the media's capacity for content diversity. Established entrepreneurship metrics were applied to media industries in the United States. All media sectors experienced varying rates in the second half of the last century; by the turn of the new century, nearly all were more entrepreneurial than any other U.S. service or manufacturing industry.  相似文献   

Brief Report of the Granada,Spain Workshop,Biblioteca de Andalucia,Granada     

Javier Álvarez García  Pilar Tassara  Cristóbal Pasadas 《International Information and Library Review》2013,45(4):286-291

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Acceleration Nation: An Investigation into the Violence of Speed and the Uses of Accidents in Iceland     

Arnar Árnason  Sigurjón Baldur Hafsteinsson  Tinna Grétarsdóttir 《Culture, Theory & Critique》2013,54(2):199-217

Abstract

There are two starting points from which this paper is constructed: first, Virilio’s observation that the wealth of societies is founded on their dromocratic condition, that the faster societies accelerate their citizens, commercial goods and communication the more political and economic power they have and, second, the links that he traces between technologies of speed and acceleration and the accident. We suggest that Virilio’s ideas on this invite and deserve a closer ethnographic scrutiny than they have so far received, scrutiny that highlights the varied ways in which speed, acceleration and the accident are articulated in different cultural contexts. To this end we offer an investigation into the dromocratic condition, the violence of speed and the uses of accidents in Iceland.  相似文献   

Effects of home environment and center-based child care quality on children's language,communication, and literacy outcomes     

Ana Isabel Pinto  Manuela Pessanha  Cecília Aguiar 《Early childhood research quarterly》2013

This study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms.  相似文献   

Tres pies al gato: significado,sentido y cultura cotidiana en la educación     

Pablo Del Río  Amelia Álvarez 《Infancia y Aprendizaje》2013,36(59-60):43-61

Resumen

Se pasa revista en este artículo a los tres ejes que conforman la línea de investigación de los autores en psicología de la educación, a saber, considerar la arquitectura, no sólo cognitiva, sino instrumental y cultural, del significado; la necesidad de unir en la investigación y en el diseño educativo las vertientes de significado y de sentido que caracterizan el funcionamiento psicológico de los individuos, y que solo se articulan sobre la base de sistemas de actividad; por último, la necesidad de contemplar las formas de representación humanas menos formalizadas y desdeñadas hasta hace muy poco por la psicología de la educación: las denominadas bajo el epígrafe de conocimiento informal. En torno a estos tres ejes, se exponen ejemplos de investigación y de intervención que conforman lo que hemos denominado diseño cultural.  相似文献