Cultivating an Assessment Head Coach: Competencies for the Assessment Professional          下载免费PDF全文

Kristin K. Janke  Katherine A. Kelley  Burgunda V. Sweet  Sarah E. Kuba 《Assessment Update》2017,29(6):4-13

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Science and religion on the blackboard: exploring schoolmasters’ beliefs and practices in Senegal     

Sarah Croché 《British Journal of Religious Education》2015,37(1):37-52

This article treats the various forms of adjustment between scientific and religious discourses at school. It aims to analyse the beliefs and practices of schoolmasters and to explore how the oppositions between the ‘dominant’ discourses of Western science and those of religion are addressed in secondary education in Senegal. The analysis leans on the Actor-Network-Theory and the concept of ‘apparatus’ from Foucault. The article shows that, in the secular Republic of Senegal, contradictory messages on some sensitive issues are conveyed to pupils, in the classroom, by the official schoolmaster himself. The schoolmasters, whatever their religion, teach for religion in public schools (in a devotional sense); they do not teach about religion (in an academic sense). An ‘enrolment’ work is in progress in the official schools whereby pupils adhere to the ‘true’ religious discourse, challenged by the ‘true’ scientific discourse. The schoolmasters do not want to exclude the official curriculum but wish to teach religious knowledge. The State cannot limit each discourse to its own sphere of relevance and fails to impose its criteria on some actors who prefer those offered by their own religious networks. A Senegalese ‘national religious apparatus’ produces effects on schoolmasters’ educational practices and curriculum.  相似文献   

Sex or gender identity? Understanding children's reading choices and motivation          下载免费PDF全文

Sarah P. McGeown 《Journal of Research in Reading》2015,38(1):35-46

The extent to which children's reading choices could be predicted by their motivation and gender identity was examined. Two hundred and twenty‐three children (average age 9 years 11 months) completed questionnaires measuring book reading choices, reading motivation, gender identity (identification with masculine and feminine traits) and a standardised reading assessment. Sex differences were found in children's reading motivation and reading choices. In addition, feminine traits were more closely associated with reading motivation and engagement with neutral books compared to masculine traits. Whilst children's sex predicted their choice of reading male‐ or female‐orientated books, the extent to which they identified with feminine traits was a better predictor in choice of neutral books. Results are discussed in relation to previous research examining sex differences in children's reading choices. In addition, implications for reading activities and choice of books available at school are discussed.  相似文献   

Improving Public Schools Through the Dissent of Parents: Opting Out of Tests,Demanding Alternative Curricula,Invoking Parent Trigger Laws,and Withdrawing Entirely     

Sarah M. Stitzlein 《Educational Studies A Journal of the American Educational Studies Association》2015,51(1):57-71

Some parents and caregivers, frustrated by low academic performance of their local school, emphasis on testing, or the content of the curriculum, have worked independently or formed parent groups to speak out and demand improvements. Parents and families enact solutions such as opting out of tests, developing alternative curricula, invoking parent trigger laws, and withdrawing their children from public schools. When engaged well, these outcries of family dissent can be used to improve public schools and to keep them truly public. In this article, I define good dissent and show how it keeps schools healthy. I examine the actions, publications, and web sites of major parent organizations and individual parents to argue that some parents are demonstrating good and admirable dissent that can help improve school quality, parent satisfaction with schools, and student experiences in them; others not only fail to employ good dissent, but may actually be hurting the viability of our public schools and the type of graduate they produce.  相似文献   

“I ‘feel’ like I am at university even though I am online.” Exploring how students narrate their engagement with higher education institutions in an online learning environment     

Sarah O’ Shea  Cathy Stone  Janine Delahunty 《Distance Education》2015,36(1):41-58

This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students’ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway’s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students’ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in the online environment within the higher education sector.  相似文献   

Developing a competency framework for the initial training of educational psychologists working with young people aged 16–25     

Cathy Atkinson  Sandra Dunsmuir  Jane Lang  Sarah Wright 《Educational Psychology in Practice》2015,31(2):159-173

The Children and Families Act (2014) extends statutory protections for young people with special educational needs and disabilities until age 25. Consequently the core curriculum for trainee educational psychologists (TEPs) needs to be developed beyond the current focus of work with early years and school-age children. In order to define requisite professional competencies for working with young people aged 16–25 with learning difficulties and disabilities, and mental health needs, the Delphi Technique was employed to obtain consensus amongst an expert reference group. Two rounds of an online questionnaire and a face-to-face meeting with educational psychologists (EPs) reporting expertise in working with post-16 learners enabled the identification of areas to be added to, or extended within, existing training curricula. A competency framework for EPs working with young people aged 16–25 is proposed and implications for both TEPs and practitioner EPs explored.  相似文献   

Psychology students’ perception of and engagement with feedback as a function of year of study     

Nadia Ali  Sarah Rose  Lubna Ahmed 《Assessment & Evaluation in Higher Education》2015,40(4):574-586

Undergraduate students’ perception of feedback and level of engagement with the feedback they receive have gained increasing attention in the educational literature recently to identify areas which require educators’ attention. However, research in this area has generally been based on limited self-selecting samples, and has not considered how students’ relationship with feedback may alter depending on their year of study. To address this, a survey measuring students’ views and practices regarding feedback was completed at a higher education institution by 447 first-, second- and third-year psychology students, representing 77% of the cohort. Findings revealed that third years responded more negatively in both areas than their first- and second-year counterparts, whose ratings on these aspects themselves were far from optimal. These findings highlight the need for early interventions to improve students’ perception of and engagement with feedback in the earlier years, and to prevent the recorded deterioration later on in the degree course.  相似文献   

Women academics and research productivity: an international comparison     

Sarah Jane Aiston  Jisun Jung 《Gender and education》2015,27(3):205-220

In the prestige economy of higher education, research productivity is highly prized. Previous research indicates, however, a gender gap with respect to research output. This gap is often explained by reference to familial status and responsibilities. In this article, we examine the research productivity gender gap from an international perspective by undertaking a gendered analysis of the Changing Academic Profession Survey. We suggest that family is not, in all cases, operating as a form of negative equity in the prestige economy of higher education. In addition, we argue that an over-reliance on an explanatory framework that positions family-related variables as central to the research productivity gender gap might well be drawing our attention from significant structural and systemic discriminatory practices within the profession.  相似文献   

Investigating the Potential of Guided Practice With an Enactment Tool for Supporting Adaptive Performance     

Hala Ghousseini  Heather Beasley  Sarah Lord 《学习科学杂志》2015,24(3):461-497

Recently, attention has focused on identifying core instructional practices that could leverage novice teachers’ development of professional knowledge and skill. To help novices learn to implement these practices, there is also increasing interest in developing enactment tools that could translate abstract conceptual tasks into more concrete steps. Less attention, however, has been paid to understanding how novices might learn to use these tools adaptively in the context of practice. We address this issue by integrating a set of theoretical considerations that together serve as a model for investigating how novices could learn within a community of practice to use a specified elicitation sequence adaptively, guided by more experienced members in that community. In our results, we provide thematic categories for the problems that arose as novices used the sequence of questions and demonstrate how these problems afforded the teacher educator opportunities to connect novices’ work to a set of professional commitments that could guide their adaptive practice. In particular, we highlight how these opportunities arose in the midst of modifying the question sequence and investigating the consequences of its enactment. Although our analysis focuses on a particular question sequence, we see our results as relevant to the development of other forms of enactment tools for use in adaptive practice across a range of professional domains.  相似文献   

Digital technology and creative arts career patterns in the UK creative economy     

Roberta Comunian  Alessandra Faggian  Sarah Jewell 《Journal of Education & Work》2015,28(4):346-368

In this article, we ask what role both digital and artistic human capital play in the creative economy by examining employment patterns of digital technology (DT) and creative arts and design (CAD) graduates. Using student micro-data collected by the Higher Education Statistical Agency (HESA) in the United Kingdom, we investigate the characteristics and location determinants of these graduates. The article deals specifically with understanding how digital and creative skills in the UK are embedded across industries, or are concentrated in creative sub-sectors. Furthermore, it explores the role that these graduates play in each of the different sectors and their financial rewards. Findings suggest that digital technology graduates tend to concentrate in the software and gaming sub-sector of the creative industries, but also are likely to be in embedded creative jobs outside of the creative industries. DT and CAD graduates are more likely to be in a creative job than other graduates. Although they are more likely to be in full-time employment than part-time or self-employment, DT graduates suffer from a higher level of unemployment than CAD graduates.  相似文献