PISA,policymaking and political pantomime: education policy referencing between England and Hong Kong     

Bob Adamson  Katherine Forestier  Paul Morris  Christine Han 《比较教育学》2017,53(2):192-208

Since the mid-1980s, a number of East Asian societies have consistently performed well in international tests, and their education systems have emerged as models of ‘best practice’, including Hong Kong, which has been extensively referenced by politicians and their advisers in England. In parallel, local dissatisfaction with the education system in Hong Kong has prompted major education reforms. This mismatch between the perceptions of the Hong Kong education system of the two policy communities is explored using documentary analysis and interviews with policymakers and other key stakeholders. We analyse the ways in which features of Hong Kong’s education system are reconstructed and projected in policymaking in England and argue that the referencing to Hong Kong in England is akin to a form of political theatre, reminiscent of a pantomime, with stereotyped villains, heroes and fairy godmothers, narratives of good conquering evil, and comical set-pieces. We argue that these elements provide the means for both constructing and validating simple causal claims and their associated policy actions.  相似文献   

Assessing the Assessor: A Response to Fulcher and Bashkov's “Do We Practice What We Preach? The Accountability of an Assessment Office”          下载免费PDF全文

Christine Robinson  John G. M. Frederick  Elise Demeter 《Assessment Update》2017,29(6):3-14

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How Does Literature Affect Empathy in Students?     

Christine R. Junker 《College Teaching》2017,65(2):79-87

Scholars have suggested that reading literature can foster empathy. However, learning empathy through literature in the classroom is understudied. The primary objective of this study was to assess whether affective and cognitive empathy, as demonstrated in student writing, relates to textual attributes, the style of writing prompt, student writing ability, and whether it changes over time. Students in a college literature classroom were asked to assess texts according to a series of attributes related to engagement and textual difficulty, followed by a series of analytical and creative writing prompts. These responses were scored on a comparative scale according to metrics of empathy and compared with textual attributes, strength of writing, and time using a general linear model. Textual difficulty was identified as the greatest predictor of empathy (inverse relationship) followed by assignment grade (positive relationship). These results indicate that textual attributes, strength of writing ability, and style of writing response play a central role in explaining empathetic responses in students. The furthest-reaching implications of this study may, however, rest in the findings that empathy didn't change over the short time period and that textual accessibility may trump all other aspects in facilitating empathetic responses.  相似文献   

Perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities     

Christine L. Cole  Edward S. Shapiro 《Psychology in the schools》2005,42(7):677-689

Two national surveys of the perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities (LID) were conducted. The first survey, sent to the directors of 250 school psychology training programs, was designed to determine the extent and type of training in assessment and intervention for students with LID offered in school psychology training programs. The second survey, mailed to 500 randomly selected National Association of School Psychologists' (NASP) members, was developed to assess the extent and type of assessment and intervention for students with LID provided by school practitioners. Responses were received from 121 trainers (50.8% response rate) and 361 practitioners (72.2% response rate). Results indicated, while assessment and intervention for LID remains a small part of the school psychology caseload, school psychologists are using many of the best practice methods. However, recommendations are provided for increased awareness of additional methods, for seeking closer collaboration with special education professionals who specialize in working with this student population, and for more possibilities of subspecialization for future psychologists who will possess expertise in conducting assessment and intervention for LID. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 677–689, 2005.  相似文献   

Paradigms of Theory and Practice in Teacher and Theological Education     

Arch Chee Keen Wong 《British Journal of Educational Studies》2016,64(3):295-313

The article describes and discusses the theory and practice relationship that has taken place within teacher education and theological education by incorporating insights from various theologians and curriculum theorists. The article argues that both theology and education conceptualize the relationship between theory and practice in very similar ways and thus set the conditions under which potential interdisciplinary dialogue between theologians and educational theorists could begin by using transversal rationality.  相似文献   

Teaching Television in the Classroom: results of a preliminary study     

P. Kelley  B. Gunter  Christine Kelley 《Learning, Media and Technology》1985,11(1):57-63

Against a background of concern at the effects of heavy TV viewing on young people, a number of studies have indicated the value of television studies courses. However, little systematic research has been carried out in Britain on the best ways to teach with or about television. This paper describes a course for 14‐15 year‐old children, aimed at explaining TV production techniques and approaches, and to evaluate critically TV news broadcasts and drama. The course involved analysis of specific broadcasts and the planning, preparation and production of video programmes by the pupils themselves. Detailed course evaluation, by careful pre‐ and post‐testing of experimental and control groups, has demonstrated clear improvements of the children's understanding of television.  相似文献   

Redefining what it means to be a teacher through professional standards: implications for continuing teacher education     

Deirdre Torrance  Christine Forde 《欧洲师范教育杂志》2017,40(1):110-126

This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent national review of career-long teacher education. That review called for a reprofessionalisation of the teaching profession and the revision of the standards was an element of this process. Scotland is utilised as a lens through which one country’s response to international trends is viewed, with a focus on ‘teacher leadership’ and ‘practitioner enquiry’ as policy endorsed sets of practices. The analysis demonstrates the complex and contested nature of these terms and the tensions posed between the need to meet professional standards as part of teacher education and aspirational dimensions of the current policy project of reprofessionalisation. The article concludes by considering the implications for continuing teacher education.  相似文献   

Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children     

Fiona Mayne  Christine Howitt  Léonie J. Rennie 《International Journal of Inclusive Education》2017,21(3):299-315

ABSTRACT

Ensuring young children’s competence to participate meaningfully in the informed consent process is a troublesome ethical issue. Evolving recognition of the influence of context and relationship, researcher perspective, and researcher responsibility to provide adequate support has advanced understanding of how this might be achieved. Here, we report the findings of the pilot trial of a new approach that used an ‘interactive nonfiction narrative’ to enhance young children’s capacity to provide meaningful informed consent. This innovative approach employs (re)telling strategies and technology (interactive) to convey factual information about the research (nonfiction) via a story (narrative) to promote participant understanding. Case studies of two 3-year-old boys and their mothers captured participants’ understanding of the informing and consent process. Data collection in the child’s home took place over 11 weeks and included conversations with children and semi-structured interviews with parents on three occasions, together with videos of children interacting with the informing story. We found that children understood many of the key concepts, including the research problem and how they could ‘help’ (participate). Children also understood that they could cease their participation, with one boy exercising his right to opt out towards the end of the study.  相似文献   

Infants' Instrumental Use of Their Mothers to Achieve Their Goals     

Christine E. Mosier  Barbara Rogoff 《Child development》1994,65(1):70-79

In order to investigate very young children's active contribution to managing interaction with others, we examined 6–13-month-old infants' instrumental use of their mothers to reach goals. We examined the idea that infants are already involved at 6 months in managing interaction with adults, with rapidly increasing instrumental use of mothers between 6 and 13 months. 64 mother-infant pairs were videotaped during structured episodes in which the investigator instructed the mother to challenge the infant to use her instrumentally to get access to or to work a toy. Already at 6 months of age, infants used their mothers instrumentally in 36% of the episodes. The amount of infants' instrumental use of their mothers increased to 67% of episodes at 9 months and continued increasing to 78% of the episodes by 13 months. These results suggest early and rapid development of infants' management of joint activities from as early as the middle of the first year of life.  相似文献   

Kahoot! Using a game-based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres     

Christine Elizabeth Holbrey 《Technology, Pedagogy and Education》2020,29(2):191-202

ABSTRACT

Traditional lecture theatre environments present significant challenges in higher education, in light of increasingly large and diverse student populations. This small-scale study explores how blended learning through the game-based platform Kahoot! can be used to enhance the learning experience offered to students in these spaces, from the perspective of 44 final-year primary education undergraduates. An action research approach was employed with data collected from pre- and post-lecture surveys. Findings suggest that the integration of synchronous online learning in lecture theatres presented no technical difficulties and that gaming was successful in enabling active participation and interactive learning. Students valued its competitive nature, the immediacy of feedback on their knowledge and structured opportunities for further discussion. Students reported improvements in engagement, concentration and retention, although results for the latter were more ambiguous and would benefit from further investigation.  相似文献