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Brian D. Barrett 《British Journal of Sociology of Education》2017,38(8):1258-1272
Despite a long-standing concern within the sociology of education for ameliorating educational inequality, the challenge of improving educational opportunities for disadvantaged students remains deeply entrenched. While ‘macro’ issues such as segregation and systemic inequalities in school funding and access to qualified teachers must be addressed as matters of social and educational justice, Basil Bernstein's novel focus on ‘relations within’ education as the site of pedagogic discourse offers teachers and those working inside school systems a particularly powerful vision for promoting more equitable outcomes for students. This paper examines this assertion through a case study of the ‘mixed’ pedagogical practice of a successful teacher in a fifth-grade urban classroom in the United States. 相似文献
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Sasha Nikolic Thomas F. Suesse Timothy J. McCarthy Thomas L. Goldfinch 《European Journal of Engineering Education》2017,42(6):1277-1295
Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation. 相似文献
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James Thompson Don Houston Kathryn Dansie Timothy Rayner Timothy Pointon Simon Pope 《Assessment & Evaluation in Higher Education》2017,42(6):942-952
The mistakes made when attempting tasks often prove to be some of the most invaluable learning experiences. Despite this, outcome and results driven assessment formats largely penalise student performance errors or reward students who succeed by chance. The consequences of this paradigm are visible effects on student relationships with assessment. The student–tutor consensus approach to assessment was introduced to capture student learning achieved ‘from’ assessment to complement the measurement of performance outcomes. This approach parallels student and tutor judgement in a grade negotiation, affording the student an opportunity to share with their assessor what they have learned from the assessment activity. This student self-awareness was then considered alongside the conventional outcome-based score awarded by the tutor to generate a final grade for the assessed activity. Our study evaluated the perceptions of 90 undergraduate students enrolled in the bachelor of paramedic studies, who participated in this novel assessment approach as part of a final-year capstone topic. The results comprehensively indicated value for all aspects of the assessment approach, as well as a recognition that the skills will be useful in their future professional roles. 相似文献
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Although the inventions embodied in the Internet originated in a diverse set of industrial economies, the US was consistently the source of critical innovations and an early adopter of new applications. Why did other nations, including several that made important inventive contributions to the Internet, not play a larger role in its development, particularly in the creation of new business organizations, governance institutions, and applications? We argue that the role of the US “national innovation system” in the creation of the Internet echoes several key themes of US technological development before 1940. The presence of a large domestic market, a set of antitrust and regulatory policies that weakened the power of incumbent telecommunications firms, and a diverse private/public research community that was willing to work with both domestic and foreign inventions were important preconditions for US leadership in computer networking innovation. 相似文献
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The paper sets out a theoretical approach for understanding the quality of education in low income countries from a social justice perspective. The paper outlines and critiques the two dominant approaches that currently frame the debate about education quality, namely, the human capital and human rights approaches. Drawing principally on the ideas of Nancy Fraser and Amyarta Sen the paper then sets out an alternative approach based on a theory of social justice and of capabilities. The paper develops an overall understanding of how education quality can be understood in relation to the extent to which it fosters key capabilities that individuals, communities and society in general have reason to value. It then analyses three inter-related dimensions of the quality of education from a social justice perspective. Each dimension is considered in relation to contemporary policy debates and research including the work of EdQual. The first dimension, that of inclusion draws attention to the access of different groups of learners to quality inputs that facilitate the development of their capabilities, the cultural and institutional barriers that impact on the learning of different groups and priorities for overcoming these. The second dimension, that of relevance, is concerned with the extent to which the outcomes of education are meaningful for all learners, valued by their communities and consistent with national development priorities in a changing global context, whilst the third dimension, that of democracy considers how decisions about education quality are governed and the nature of participation in debates at the local, national and global levels. It is argued that a social justice framework can provide an alternative rationale for a policy emphasis on quality that encompasses but goes beyond that provided by human capital and rights approaches; that through emphasising the importance of context and through providing a normative basis for thinking about quality in relation to development, it provides a useful starting point for re-conceptualising education quality and how it can be evaluated; and, that it draws attention to the central importance of public dialogue and debate at the local, national and global levels about the nature of a quality education and quality frameworks at these levels. 相似文献
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