Linking curriculum theory and linguistics: the performative use of ‘equivalence’ as an educational policy concept   总被引：1，自引：1，他引：0  

Tomas Englund  Ann Quennerstedt 《课程研究杂志》2013,45(6):713-724

The linguistic turn has helped to create new methods within social and educational theory. This study draws attention to the constitutive force of political language and the performative dynamics of one essentially contested concept—equivalence—in Swedish educational policy at both the national and the local level. It illustrates the way in which different interpretations of the concept of equivalence produce different truths, the performative concept thereby becoming a way of advocating particular understandings of the purpose of education.  相似文献   

Book reviews     

J. Kendrick Noble  Mark Carroll  Beth Luey  Frances Marshall Hawener  Thomas L. Bonn  Thomas Fensch  Sheryl A. Englund  Claire Hoertz Badaracco  J. Kendrick Noble 《Publishing Research Quarterly》1997,13(1):84-103

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Organising the Academy: New Organisational Forms and the Future of the University     

Merle Jacob  Tomas Hellström 《Higher Education Quarterly》2003,57(1):48-66

Decreasing public spending, new accountability measures and calls for broader ranges of services to society have combined to encourage the reorganisation of European universities. Universities are asked to restructure themselves along lines suggested by corporate management. This paper examines this proposal by looking at four management models in the light of new and traditional universities. The paper discusses the principle of ‘heterarchical organising’, which has emerged spontaneously within the university, and argues that this appears to be a more appropriate model for university organisation.  相似文献   

Performance capabilities and competencies at the undergraduate and graduate levels for performance improvement professionals     

Tomas R. Giberson 《Performance Improvement Quarterly》2010,22(4):99-120

This quantitative study sought to identify the performance capabilities and competencies that organizations in the northern midwestern United States expect of future performance improvement professionals at the undergraduate and graduate levels. Eighty‐nine performance improvement professionals representing 89 organizations completed an online survey that captured the participants' perspective regarding undergraduate and graduate‐level performance capabilities, and undergraduate competency expectations. Results suggest that participants expect several training and development performance capabilities, a few organization developments, and no performance management performance capabilities at the undergraduate level. Several training and development capabilities, most organization development capabilities, and all performance management performance capabilities were expected at the graduate level. This definition is fundamental to support academic curricular development and the field of performance improvement.  相似文献   

Assessing pupils’ intelligence through self,parental, and teacher estimates     

Tomas Chamorro‐Premuzic  Adriane Arteche  Adrian Furnham  Nadine Trickot 《教育心理学》2009,29(1):83-97

This study examined the accuracy of self‐ and other‐estimated intelligence in relation to tested cognitive ability and gender. Three groups of raters were examined: 187 (102 male, 85 female; mean age 14.33 years, SD = .32) pupils of single‐sex comprehensive schools, 109 (55 mothers and 54 fathers) parents, and six teachers of the pupils. Pupils estimated their own overall IQ, while their parents and teachers estimated the pupils’ overall, mathematical, spatial, and verbal abilities. Self‐ and other‐estimates were compared to each other, and to the child’s psychometric test scores in verbal, quantitative, and figural/non‐verbal reasoning ability. Results suggested that participants were reasonably accurate at estimating pupils’ intelligence – teachers significantly more so than parents, and pupils significantly more so than fathers. Although both parents significantly overestimated their child’s IQ, this overestimation was more pronounced in fathers.  相似文献   

Typical intellectual engagement as a byproduct of openness,learning approaches,and self‐assessed intelligence     

Adriane Arteche  Tomas Chamorro‐Premuzic  Phillip Ackerman  Adrian Furnham 《教育心理学》2009,29(3):357-367

Students (n = 328) from US and UK universities completed four self‐report measures related to intellectual competence: typical intellectual engagement (TIE), openness to experience, self‐assessed intelligence (SAI), and learning approaches. Confirmatory data reduction was used to examine the structure of TIE and supported five major factors: reading and information seeking, intellectual avoidance, directed complex problem solving, abstract thinking, and intellectual pursuits as a primary focus. These factors were significantly and positively associated with deep learning, openness, and SAI, and negatively related to surface learning. Other correlates of TIE were more factor‐dependent. In general, correlations suggested that TIE is related to, but different from, the other intellectual competence constructs examined. Results are discussed in relation to the typical performance approach to intelligence and the importance of TIE with regards to the intrinsic motivation to learn.  相似文献   

Mainly Openness: The relationship between the Big Five personality traits and learning approaches     

Tomas Chamorro-Premuzic  Adrian Furnham 《Learning and individual differences》2009,19(4):524-529

In order to examine the relationship between broad personality traits and learning approaches, 852 university students completed the NEO-FFI [Costa, P. T., Jr., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI): Professional manual. Odessa, FL: Psychological Assessment Resources] and SPQ [Biggs, J. B. (1987). The Study Process Questionnaire manual. Victoria: Australian Council for Educational Research], which assess personality and learning approaches, respectively. Seven previous studies were used to generate hypotheses on the relationship between these two measures, but only the positive link between Openness to Experience and Deep learning was supported by both correlational and structural equation modelling tests. Openness was also found to be negatively linked to Surface learning, but other Big Five traits were not saliently associated with learning approaches. Results indicate that the overlap between learning approaches and personality traits is lower than previously suggested. Implications are discussed.  相似文献   

The open access scientific journal: an empirical study     

Turid Hedlund  Tomas Gustafsson  Bo‐Christer Bjrk 《Learned Publishing》2004,17(3):199-209

The open access (OA) model for journals is compared to the open source principle for computer software. Since the early 1990s nearly 1,000 OA scientific journals have emerged – mostly as voluntary community efforts, although recently some professionally operating publishers have used author charges or institutional membership. This study of OA journals without author charges shows that their impact is still relatively small, but awareness of it is increasing. The average number of research articles per year is lower than for major scientific journals but the publication times are shorter.  相似文献   

The stretchiness of learning the digital mystery of learning in one-to-one environments in schools     

Tomas Kroksmark 《Education and Information Technologies》2016,21(1):35-52

The aim of the study is to generate knowledge of how teachers change their teaching and how pupils change their learning as a consequence of working in One-to-One environments in schools. The result shows that teachers and students are changing their relation to teaching and learning when school is digitized. The most important dimension of this change is that content related knowledge of the digitized learning in a one-to-one school, is a prerequisite for improved quality and better results in schools where digital artefacts are used. The results also show in what ways teachers must understand that knowledge is stretched between analogue and digital teaching and learning in the classroom.  相似文献   

Performative Technology Intensity and Teacher Subjectivities     

Hans Englund  Magnus Frostenson  Kristina S. Beime 《Scandinavian Journal of Educational Research》2019,63(5):725-743

Critical educational literature suggests that an increased reliance upon neoliberally inspired management technologies transforms the very foundations from which images of the ideal teacher are constructed. The purpose of this paper is to add to this literature by (i) identifying and analysing a number of theoretical qualities associated with performative technologies, and (ii) discussing how such qualities contribute to the emergence of performative teacher subjectivities. Drawing upon the findings from a qualitative interview study into the extensive use of performative technologies in a Swedish upper-secondary school, we discuss four key roles of performative technologies—referred to as territorializing, mediating, adjudicating, and subjectivizing—and the intensity by which they play out such roles. A key conclusion is that the intensity by which performative technologies territorialize, mediate, and adjudicate educational practices affects self-reflection and internalization among teachers and, hence, is important for understanding the subjectivizing role of performative technologies.  相似文献