Feeling voice: The emotional politics of ‘student voice’ for teachers     

Rosalyn Black  Eve Mayes 《British Educational Research Journal》2020,46(5):1064-1080

In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher ‘fear’, ‘resistance’ or ‘uncertainty’ about altered power relations. Such explanations risk individualising and pathologising teachers’ responses, rather than recognising the complexities of the institutional conditions of student voice. This article considers the affective politics of student voice: that is, the contestations that attend who gets to name how student voice feels in schools. Working with data from an evaluation study of three Australian primary schools who engage in ‘exemplary’ student voice practices, we listen to school leaders and facilitating teachers’ accounts about the responses of other teachers at their schools to student voice. Parallels are drawn between the construction of some teachers as reluctant, and previous analyses of ‘silenced’ student voices in schools. We argue that, in order to analyse the enactment of student voice in more nuanced tones, it is necessary to consider the profoundly emotional experience of teaching and learning, the ambivalences of teachers’ experiences of student voice and contemporary reconstitutions of teacher subjectivities.  相似文献   

An assessment of social sciences coverage by four prominent full-text online aggregated journal packages   总被引：1，自引：0，他引：1  

Steve Black   《Library Collections, Acquisitions, and Technical Services》1999,23(4):39

The cost effectiveness and quality of full-text journals are analyzed for four prominent online aggregated journal packages: EBSCOhost Academic Search FullTEXT, UMI Proquest Direct Periodicals Research II, IAC’s Expanded Academic ASAP, and H.W. Wilson’s OmniFile. Price data from EBSCO’s Librarians’ Handbook are used to assess the total and average value of social sciences journals in each package. Quality of social sciences journals coverage is compared based on citation impact factors as recorded in Journal Citation Reports—Social Sciences Edition.  相似文献   

Assessment and Classroom Learning     

Paul Black  Dylan Wiliam 《Assessment in Education: Principles, Policy & Practice》1998,5(1):7-74

This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.  相似文献   

Publisher–Society partnerships to further image accessibility and global inclusivity in the Humanities and Social Sciences: Comparing top-down and bottom-up approaches     

George Cooper  Katherine Burton  Alejandra Black  Mokheseng Buti  Geraldine Richards  Ginny Herbert  Emma Lockwood  Janet Remmington 《Learned Publishing》2023,36(1):58-67

• Collaboration between publishers and learned society partners can accelerate and amplify DEIA outcomes.
• 97 HSS titles have adopted alt-text publication workflows and this change has been welcomed by journal authors and editors.
• Efforts to promote global inclusivity do not always result in greater membership diversity, retention and growth.
• Top-down, publisher-led DEIA initiatives are effective when they are aligned strategically to pre-existing society initiatives.
• Bottom-up, member-led DEIA initiatives benefit from publisher support to mitigate financial and time-based barriers to active participation.
• To reliably track DEIA outcomes, publishers ought to adopt systematic data collection strategies through initiatives like C4 and the Joint Commitment.

  相似文献