The ‘datafication’ of early years pedagogy: ‘if the teaching is good,the data should be good and if there’s bad teaching,there is bad data’     

Guy Roberts-Holmes 《教育政策杂志》2015,30(3):302-315

Following the election of the Conservative–Liberal Democrat UK coalition Government in 2010, there has been an urgent intensification and focus upon early years numeracy and literacy and promoting systematic synthetic phonics. This paper argues that the current narrowing of early years assessment, along with increased inspection and surveillance, operates as a policy technology leading to an intensification of ‘school readiness’ pressures upon the earliest stage of education. The paper suggests that this governance has encouraged a functional ‘datafication’ of early years pedagogy so that early years teacher’s work is increasingly constrained by performativity demands to produce ‘appropriate’ data. The article argues that early years high-stakes national assessments act as a ‘meta-policy’, ‘steering’ early years pedagogy ‘from a distance’ and have the power to challenge, disrupt and constrain early years teacher’s deeply held child-centred pedagogical values.  相似文献   

Inquiry-Based Educational Design for Large-Scale High School Astronomy Projects Using Real Telescopes     

Michael Fitzgerald  David H. McKinnon  Lena Danaia 《Journal of Science Education and Technology》2015,24(6):747-760

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Communication between Participants and Non-participants in Analytical Capacity Building Projects: Management Advice to Family Farms in Benin     

Marine Rouchouse  Aurelle De Romemont  Ismail Moumouni  Guy Faure 《The Journal of Agricultural Education and Extension》2015,21(4):325-342

Purpose: Approaches to build farmers' analytical capacities are said to trigger wide-ranging changes. This article reports on the communication process between participants and non-participants in one such approach, related to the technical and management skills learned by participants and the changes these participants subsequently made, and the outcomes in terms of non-participants' learning.

Design/Methodology/Approach: In this study, we analysed the following: (1) participants' learning and changes in social practices; (2) communication between participants and non-participants regarding technical and management skills and changes in social practices; (3) non-participants' learning and changes in social practices. The case study was a management advice to family farm project in three villages in Benin.

Findings: Most participants learned management skills, which led them to reassess their objectives and to reduce traditional social practices they now considered unproductive. Even in the case of frequent communication, non-participants found it difficult to learn management skills, which hindered their experiential learning. Non-participants consequently had difficulty understanding why participants changed their social practices such as reduction of their traditional gift giving, leading to limited well-argued discussion about these changes in practices between participants and non-participants.

Practical Implications: This study shows that, due to the limited learning process of non-participants communicating with participants, there is a need to design and test approaches to achieve capacity-building while including more participants at a similar cost, and to stimulate explicit discussion at village level about the changes in values and social practices that these approaches may trigger.

Originality/Value: The article analyses both participants and non-participants' experiential learning, and looks at the two sides of the interaction between the communication processes and non-participants' learning.  相似文献   

An exploratory study of pain expression styles among blacks and whites     

Robert Shuter  Judith Fitzgerald Miller 《Int J Intercult Relat》1982,6(3):281-290

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Educational administration and history part 1: reviewing the agenda     

Helen M. Gunter  Tanya Fitzgerald 《Journal of educational administration and history》2017,49(3):187-195

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Bidirectional heart rate responses in rats associated with excitatory and inhibitory stimuli     

John W. Hoffman  Robert D. Fitzgerald 《Learning & behavior》1982,10(1):77-82

Following classical conditioning to a shock-reinforced tone CS (T₁+), heart rate (HR) of three groups of rats was examined in response to a new reinforced tone (T₂+) and a nonreinforced light (L?) CS given during conditioned inhibition (T₂+ vs. T₁L?), discrimination conditioning (T₂+ vs. L?), or explicitly unpaired (T₂/L? vs. US alone) procedures. Decelerative HR reactions occurred to the reinforced T₂+ and T₂+ CSs. To the respective nonreinforced CSs, the conditioned inhibition group displayed diminished but sizable HR deceleration, the discrimination group showed near-zero responding, and the explicitly upaired group showed HR acceleration. Subsequent reversal conditioning to L was retarded in the conditioned inhibition and explicitly unpaired groups relative to the discrimination group. Group differences on combined-cue [T₂/L?) trials were not found. Both the HR responses during inhibitory training and the reversal-conditioning impairments suggest that inhibition may have been established to L? in the conditioned inhibition and explicitly unpaired groups.  相似文献   

The Role of Content Knowledge and Problem Features on Preservice Teachers’ Appraisal of Elementary Mathematics Tasks     

Helena P. Osana  Guy L. Lacroix  Bradley J. Tucker  Chantal Desrosiers 《Journal of Mathematics Teacher Education》2006,9(4):347-380

The objective of this study was to examine the nature of preservice teachers’ evaluations of elementary mathematics problems using the Mathematical Tasks Framework (MTF), a model designed to discriminate among tasks according to their cognitive complexity. We also tested the relationship between mathematics content knowledge and problem length on the preservice teachers’ evaluations. Twenty-six undergraduate students enrolled in an elementary mathematics methods course at a large urban university were introduced to the MTF and cognitive complexity during a class lecture and were subsequently required to sort 32 mathematics problems according to the framework. Results demonstrated that overall, the preservice teachers had more difficulty accurately classifying problems considered to represent high levels of cognitive complexity compared to problems that were less complex. Those with strong mathematics content knowledge, as measured by a standardized test, were able to sort the problems more accurately than those with weaker content knowledge. Two open-ended items assessing content knowledge were not related to sorting performance. Finally, the preservice teachers were influenced by the surface characteristic of task length; the data indicated that the teachers tended to label short problems as less cognitively demanding and long problems as more so. Implications for preservice professional development include an increased emphasis on mathematics content knowledge as well as expert modeling of the identification of deep conceptual principles at the heart of the mathematics curriculum.  相似文献   

EXPANDING YOUNG PEOPLE'S CAPACITY TO LEARN   总被引：1，自引：1，他引：1  

Guy  Claxton 《British Journal of Educational Studies》2007,55(2):115-134

Abstract:  Though it is being widely argued that expanding young people's capacity to learn is a viable and desirable goal of education, it it not always clear what this means, how it is to be achieved, and how the effectiveness of interventions is to be assessed. It is argued that the capacity to learn should be interpreted as a portmanteau term that comprises a varied set of positive learning dispositions. These are illustrated, and the idea of 'expansion' is glossed in terms of broadening, strengthening and deepening these dispositions.  相似文献   

EXTERNAL REFORM VERSUS INTERNAL CONTINUITY: SOME PERSPECTIVES ON THE LINKS BETWEEN SECONDARY AND HIGHER EDUCATION IN CERTAIN WESTERN EUROPEAN COUNTRIES     

Guy Neave 《Higher Education in Europe》1987,12(2):5-19

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Continuous frequency and phase spectrograms： a study of their 2D and 3D capabilities and application to musical signal analysis     

Laurent Navarro  Guy Courbebaisse  Jean-Charles Pinoli 《浙江大学学报(A卷英文版)》2008,9(2):199-206

A new lighting and enlargement on phase spectrogram （PS） and frequency spectrogram （FS） is presented in this paper. These representations result from the coupling of power spectrogram and short time Fourier transform （STFT）. The main contribution is the construction of the 3D phase spectrogram （3DPS） and the 3D frequency spectrogram （3DFS）. These new tools allow such specific test signals as small slope linear chirp, phase jump case of musical signal analysis is reported. The main objective is to and small frequency jump to be analyzed. An application detect small frequency and phase variations in order to characterize each type of sound attack without losing the amplitude information given by power spectrogram  相似文献