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41.
Damien Page 《教育政策杂志》2017,32(1):1-13
Just as surveillance in general has become more sophisticated, penetrative and ubiquitous, so has the surveillance of teachers. Enacted through an assemblage of strategies such as learning walks, parental networks, student voice and management information systems, the surveillance of teachers has proliferated as a means of managing the risks of school life, driven forward by neoliberal notions of quality and competition. However, where once the surveillance of teachers was panoptic, a means of detecting the truth of teaching behind fabrications, this article argues that surveillance within schools has become a simulation in Baudrillard’s terms, using models and codes such as the Teachers’ Standards and the Schools Inspection Handbook as predictors of future outcomes, simulating practice as a means of managing risk. And if surveillance in schools has become a simulation, then so perhaps has teaching itself, moving beyond a preoccupation with an essentialist truth of teaching to the hyperreality of normalised visibility and the simulation of teaching. This article argues that surveillance – including external agencies such as Ofsted – no longer exists to find the truth of teaching, the surveillance of teachers exists only to test the accuracy of the models and codes upon which the simulation is based. 相似文献
42.
Item stem formats can alter the cognitive complexity as well as the type of abilities required for solving mathematics items. Consequently, it is possible that item stem formats can affect the dimensional structure of mathematics assessments. This empirical study investigated the relationship between item stem format and the dimensionality of mathematics assessments. A sample of 671 sixth-grade students was given two forms of a mathematics assessment in which mathematical expression (ME) items and word problems (WP) were used to measure the same content. The effects of mathematical language and reading abilities in responding to ME and WP items were explored using unidimensional and multidimensional item response theory models. The results showed that WP and ME items appear to differ with regard to the underlying abilities required to answer these items. Hence, the multidimensional model fit the response data better than the unidimensional model. For the accurate assessment of mathematics achievement, students’ reading and mathematical language abilities should also be considered when implementing mathematics assessments with ME and WP items. 相似文献
43.
Damien Smith Pfister 《Quarterly Journal of Speech》2019,105(2):182-203
Sergey Brin’s February 2013 TED Talk, “Why Google Glass?,” is an example of technoliberal rhetoric that offers a constricted vision of civic attention. Technoliberalism, the intensification of neoliberalism through computational technology, funds Brin’s emphasis on the primacy of action-oriented leisure, the power of connection, and the possibility of sensation without mediation. I interpret “Why Google Glass?” as indicative of how technoliberalism privatizes, marketizes, and digitizes sensation, frustrating the efforts of strangers to make common, democratic worlds. The essay concludes by underlining the continued importance of sensing-in-common, identifying specific vectors for rhetoricians to pursue in preserving the foundations of democratic community: advocating for shared public life instead of corporatized, privatized experiences; employing glass metaphors to understand how ubiquitous glassed devices shape sensation; and designing interventions with and without the aid of digital technologies to spark civic desire. 相似文献
44.
Damien Keown 《Learned Publishing》1996,9(3):141-145
Offers a ‘nuts and bolts’ perspective on setting up and running the UK’s first peer–reviewed WWW journal. 相似文献
45.
Carosin Emilie Canzittu Damien Loisy Catherine Pouyaud Jacques Rossier Jérôme 《International Journal for Educational and Vocational Guidance》2022,22(3):643-665
International Journal for Educational and Vocational Guidance - Vocational guidance and counselling have usually focussed on supporting individuals to develop life projects that give meaning to... 相似文献
46.
Most studies about students' conceptions and conceptual change are based exclusively on the analysis language, which is treated as a tool to make private contents of the mind public to researchers. Following recent studies that focused on (a) language and discursive practice and (b) the pragmatics of communication that draws on talk, gestures, and semiotic resources in the setting, we propose a redefinition of the nature of conception. Conceptions are understood as the dialectical relation of simultaneously available speech, gestures, and contextual structures that cannot be reduced to verbal rendering because gestures and contextual structures constitute different modalities in the communication. Drawing on data collected during a physics unit about gas taught in French tenth grade classrooms, we show why an appropriate account of conceptions requires: (a) gestures simultaneously produced with talk; and (b) identification of the relevant structures in the setting used by the participants as meaning‐making (semiotic) resources. We propose to: (a) reconceptualize the notion of conception as consisting of a dialectical unit of all relevant semiotic (meaning‐making) resources publicly made available by a speaker (talk, gesture, context); and (b) consider conceptual change through the temporal evolution of the dialectical unit defined in this manner. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1086–1109, 2006 相似文献
47.
Nathaniel de Heer Damien W. Riggs Martha Augoustinos 《International journal of qualitative studies in education》2016,29(3):297-319
Educational experiences during childhood are critically important for development, but migrant children often experience unique challenges. To ameliorate these, extra training in English language – such as provided by the intensive English language programme in South Australia (IELP) – is frequently offered to children taking on English as an additional language. The present study aimed to examine the experience of transition into mainstream classes for children in the IELP, particularly in relation to their overall well-being. As such, the study utilised interviews conducted with newly arrived children in Australia aged 5–13 who were enrolled in an IELP, with interviews conducted both pre- and post-transition into mainstream primary school classes. The findings indicate that most children felt anxious prior to transition, especially regarding speaking English, but were less concerned about this once entering their new class. Making friends was considered to be difficult, but easier when there were children with whom they were familiar from other contexts or if there was another child in the class with a shared cultural or linguistic background. 相似文献