The sociology of education and life in school classrooms   总被引：1，自引：0，他引：1  

Rob Walker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):32-43

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Assessing highly‐creative ability1     

Rob Cowdroy  Erik de Graaff 《Assessment & Evaluation in Higher Education》2005,30(5):507-518

This paper presents a psychological perspective of the educational dilemma of assessing highly (high‐level) creative ability (with some connections to contemporary philosophical debate). Assessment of highly‐creative ability is a topic of longstanding debate involving questions of what constitutes creativity; whether the creative mental process is essentially intuitive or essentially rational; whether creative ability could or should be reduced to quantifiable parameters; and whether the most important aspects of creative achievement reside in the initial thinking (invention of ideas) or in the subsequent process of development of the idea (making a work of art, design, etc) or in the end product (the work of art or design itself). The debate is fueled by various philosophical, psychological and educational perspectives, all of which are continuously evolving. As a consequence, learning objectives and assessment criteria are ambiguous and confound the enhancement of creative ability that is the primary purpose of higher education. This paper traces the research and development path that led to an innovative ‘authenticative assessment’ approach to assessing highly‐creative ability that offers a promising solution.  相似文献   

"A bare outpost of learned European culture on the edge of the jungles of Java": Johan Maurits Mohr (1716-1775) and the emergence of instrumental and institutional science in Dutch colonial Indonesia     

Zuidervaart HJ  Van Gent RH 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(1):1-33

The transits of Venus in 1761 and 1769 appear to mark the starting point of instrumental science in the Dutch East Indies (now Indonesia). This essay examines the conditions that triggered and constituted instrumental and institutional science on Indonesian soil in the late eighteenth century. In 1765 the Reverend J. M. Mohr, whose wife had received a large inheritance, undertook to build a fully equipped private observatory in Batavia (now Jakarta). There he made several major astronomical and meteorological observations. Mohr's initiative inspired other Europeans living on Java around 1770 to start a scientific movement. Because of the lack of governmental and other support, it was not until 1778 that this offspring of the Dutch-Indonesian Enlightenment became a reality. The Bataviaasch Genootschap van Kunsten en Wetenschappen tried from the beginning to put into effect the program Mohr had outlined. The members even bought his instruments from his widow, intending to continue his measurements. For a number of reasons, however, this instrumental program was more than the society could support. Around 1790 instrumental science in the former Dutch East Indies came to a standstill, not to be resumed for several decades.  相似文献   

Letter from Rob Kling-Editor-in-Chief     

Rob Kling 《The Information Society》1996,12(3):213-214

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A content analysis of school anti‐bullying policies: progress and limitations     

Peter K. Smith  Cherise Smith  Rob Osborn  Muthanna Samara 《Educational Psychology in Practice》2008,24(1):1-12

Schools in England are legally required to have an anti‐bullying policy, but the little research so far suggests that they may lack coverage in important areas. An analysis of 142 school anti‐bullying policies, from 115 primary schools and 27 secondary schools in one county was undertaken. A 31‐item scoring scheme was devised to assess policy. Overall, schools had about 40% of the items in their policies. Most included improving school climate, a definition of bullying including reference to physical, verbal and relational forms, and a statement regarding contact with parents when bullying incidents occurred. But many schools did not mention other important aspects, and there was low coverage of responsibilities beyond those of teaching staff; following up of incidents; management and use of records; and specific preventative measures such as playground work and peer support. There was infrequent mention of homophobic bullying, and of cyberbullying. There was little difference between policies from primary and secondary schools. Findings are discussed in terms of national policy, and ways to support schools in maximising the potential of their policies for reducing bullying.  相似文献   

EXPERIENCES WITH CONTINUOUS ASSESSMENT     

Rob Dixon  George Rawlings 《Assessment & Evaluation in Higher Education》1987,12(1):24-36

Continuous assessment has been employed increasingly as a means of assessment and much discussion has resulted about its merits and demerits. This study examines the objectives of an assessment scheme and finds that continuous assessment can both increase the reliability and validity of an assessment method. Research carried out by the Department of Education at Queen's University is also drawn upon to show that continuous assessment creates a rise in real standards.

The focus is upon the BA (Hons) Business Studies Degree at Newcastle Polytechnic, which introduced continuous assessment in 1980. This has since incurred the criticism of the Board of Examiners as a “soft option”. The research which this criticism stimulated, therefore, examined the course work marks, the examination marks and the final aggregate mark — the findings of which are clearly shown by means of diagrams and tables. The relationships between the various sets of marks and between the marks and the class of degree are also examined.

The study concludes that whilst the examiners’ criticism was probably justified, the overall difference between final aggregate mark and examination mark in terms of degree class was, in fact, small, and at the same time it was evident that real standards had risen.  相似文献   

Third graders' use of writing to facilitate learning of engineering concepts     

Amy Gillespie Rouse  Rob Rouse 《科学教学研究杂志》2019,56(10):1406-1430

Incorporating engineering instruction into the elementary curriculum is not without challenges. Traditionally, researchers investigated using engineering design to promote students learning science concepts. More recently, researchers have conducted qualitative investigations to measure students' learning of engineering concepts after engaging in engineering design. In this study, we extended work on elementary engineering instruction by implementing an integrated engineering and writing unit with 58 third-grade students. Using stratified random assignment based on pre-intervention engineering vocabulary assessment scores, we assigned students to treatment (n = 28) or comparison (n = 30). During a 10-day unit, all students participated in design challenges, emulated the practices of actual engineers, and used writing to support and document their learning, as they designed and authored their own five-page pop-up books. Students in the treatment condition participated in additional writing during 8 of the 10 unit lessons. During this time, they responded to journal prompts related to lesson objectives. At the same time, students in the comparison condition participated in small-group discussions during which they discussed journal prompts orally. We found that all students made statistically significant gains from pre- to posttest on an engineering vocabulary assessment; total words written, number of different engineering concepts used, and depth of understanding of engineering concepts in a written essay response; and number of different engineering concepts used in an oral interview response, regardless of their incoming writing skills and regardless of whether they participated in additional writing or small-group discussion of lesson objectives. This study is the first to quantitatively document the effectiveness of a combined elementary engineering and writing intervention for promoting students' learning of engineering concepts in multiple ways (rote recall, written representation, and oral representation). We argue that literacy, particularly writing, provides an effective and feasible method for incorporating engineering instruction into the elementary curriculum.  相似文献   

Jack Priestley (1935–2018)     

Rob Freathy 《British Journal of Religious Education》2019,41(2):240-242

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Between category and experience: constructing autism,constructing critical practice     

Rob Begon  Tom Billington 《Educational Psychology in Practice》2019,35(2):184-196

This article aims to contribute to an emancipatory conceptual framework for EPs to draw upon when called to work with and/or speak of individuals labelled autistic. First, the widespread adherence to medicalised, inherently deficit-based discourses surrounding autism is critiqued, and considered as not uniformly beneficial for “clients” (parents, teachers and, above all, young people). The authors then utilise alternative critical constructions of autism, positioning those identified as autistic at the centre of a more transparent discursive (re)construction. This approach, it is argued, opens up spaces in which celebration of individual difference is as much a possibility as psychopathology, and supports practitioners to remain sensitive to complex forms of lived experience. The authors do not speak for the autistic community (or assume a coherence in viewpoint), but hope this article speaks to those labelled autistic (and to professionals) in a way that more established approaches may not.  相似文献   

Why are Women Underrepresented in Elite Colleges and Universities? A Non-Linear Decomposition Analysis     

Rob Bielby  Julie Renee Posselt  Ozan Jaquette  Michael N. Bastedo 《Research in higher education》2014,55(8):735-760

The emerging female advantage in education has received considerable attention in the popular media and recent research. We examine a persistent exception to this trend: women’s underrepresentation in America’s most competitive colleges and universities. Using nationally generalizable data spanning four decades, we evaluate evidence for three possible explanations. First, we analyze whether men’s academic profiles more closely match the admissions preferences of elite institutions. Next, we consider organizational preferences for male applicants. Finally, we test whether women self-select out of elite institutions through their application choices. Using Blinder–Oaxaca non-linear decomposition techniques and multinomial logistic regression, we find that men’s advantage in standardized test scores best explains the enrollment gap. Our analyses thus suggest that the gender enrollment gap in elite colleges and universities is a matter of access, not student choice. We discuss the implications of these results for educational equity and college admissions.  相似文献