Tongan secondary students’ conceptions of schooling in New Zealand relative to their academic achievement     

Mo’ale ‘Otunuku  Gavin T. L. Brown  Airini 《Asia Pacific Education Review》2013,14(3):345-357

This study examines the relationship between Tongan students’ attitudes and beliefs towards their school experiences and their academic achievement on the high-stakes National Certificate of Educational Achievement (NCEA) assessments in English and mathematics. Data were obtained from using previously published self-reported inventories on a sample of Tongan senior students in New Zealand secondary schools. Confirmatory factor analysis of students’ conceptions found good fit measurement models for each domain (teaching, learning, and assessment). Structural equation modelling was used to identify the effect of the various beliefs upon students’ total score in each subject and upon internal and externally assessed performance. It was noted that different beliefs became statistically significant predictors of performance, depending on the subject and type of assessment. Nonetheless, all three constructs played some role in at least one subject. A small-to-moderate proportion of variance in NCEA performance could be attributed to student beliefs, suggesting that efforts to help students adopt adaptive beliefs will have beneficial consequences for those students.  相似文献   

Prenatal screening for risk of major parenting problems: further results from the Queen Mary Maternity Hospital Child Care Unit     

S M Monaghan  R J Gilmore  R C Muir  J E Clarkson  T J Crooks  T G Egan 《Child abuse & neglect》1986,10(3):369-375

This research revealed in Stage I the ability to identify during the prenatal period women at risk for possible child abuse and in Stage II an intervention program which when introduced resulted in fewer high-risk mothers relinquishing the care of their infants. The research had two main aims: to use the data from Stages I and II to reassess the criteria for identifying "at risk" mothers, and to develop a brief, easily administered screening questionnaire which could be standardized for widespread prenatal use; and to collect data on a random sample of prenatal patients, to use these data for confirming the validity and stability of the screening procedures, and to estimate the incidence of potentially high-risk mothers in an urban population.  相似文献   

Teachers' conceptions of assessment: implications for policy and professional development     

Gavin T. L. Brown 《Assessment in Education: Principles, Policy & Practice》2004,11(3):301-318

Teachers' conceptions of assessment can be understood in terms of their agreement or disagreement with four purposes to which assessment may be put, specifically, (a) improvement of teaching and learning, (b) school accountability, (c) student accountability, or (d) treating assessment as irrelevant. A 50‐item Teachers' Conceptions of Assessment (COA‐III) questionnaire was completed by New Zealand primary school teachers and managers (n=525). The COA‐III, based on the four main purpose‐defined conceptions of assessment, was analysed with structural equation modelling and showed a close fit of the data to a hierarchical, multi‐dimensional model (χ²=3217.68; df=1162; RMSEA=.058; TLI=.967). On average, participants agreed with the improvement conceptions and the school accountability conception, while rejecting the view that assessment was irrelevant. However, respondents disagreed that assessment was for student accountability. Improvement, school, and student accountability conceptions were positively correlated. The irrelevance conception was inversely related to the improvement conception and not related to the system accountability conception. Surprisingly, no statistically significant differences were found in mean scale scores for each conception regardless of teacher (age, gender, role, assessment training, or assessment practices) or school (size, location, or socio‐economic status) variables. Implications for the use of the COA‐III for policy implementation and teacher professional development are discussed.  相似文献   

Globalized curriculum or global approach to curriculum reform in mathematics education     

Bill Atweh  Philip Clarkson 《Asia Pacific Education Review》2002,3(2):160-167

The mathematics education community has shown considerable awareness of the international status of their discipline. While internationalization of the discipline is not a new phenomenon, globalization is a relatively recent term in educational discourse. This paper presents a theoretical model towards the study of globalization and internationalization in mathematics education based on previous publication by the authors. Secondly, it identifies some key issues that have been discussed in the literature and that may require further discussion and research in the field. In particular it discusses the issue of similarity of mathematics education curricula around the world. The concept of a global curriculum is rejected in favor for more internationalized approach to curriculum reform based on collaboration between mathematics educators.  相似文献   

The Crisis in Doctoral Education: A sociological diagnosis   总被引：1，自引：0，他引：1  

Gavin Kendall 《高等教育研究与发展》2002,21(2):131-141

Sociological thinkers help us understand the crisis in doctoral training. Weber shows us that the crisis is the result of a clash of rationalities. Foucault shows us the highly-developed rationality of policymakers/administrators, which emerged in "disciplinary societies". I discuss the new doctoral training that reshapes subjectivity and retunes the relationship between self and education in the name of social progress. Borrowing from Rose, I stress two themes that are crucial for modern doctoral training: expertise and audit. Latour shows how this rationalisation of doctoral education occurred when it did. It had to await a series of translations--beliefs, knowledges, practices, documents, technologies and so forth, which originally arose in another language (business), and had to be packaged up in simplified forms.  相似文献   

Chinese secondary school students’ conceptions of assessment and achievement emotions: endorsed purposes lead to positive and negative feelings     

Junjun Chen  Gavin T. L. Brown 《Asia Pacific Journal of Education》2018,38(1):91-109

Student perceptions of the purposes of assessment have been shown to be significant predictors of self-regulated learning. Their relationship to achievement emotions is less well understood. This paper reports a survey study of Chinese middle and high school students (N = 1,393) self-reported conceptions of the purpose of assessment and their achievement emotions using inventories with previously developed Chinese versions. While pre-existing models were not replicated, exploratory techniques developed well-fitting measurement models for each inventory and a structural equation model showed that significant variance in achievement emotions was elicited by certain beliefs about assessment. Positive emotions of pride and enjoyment depended primarily on conceptions that assessment (1) contributed to student moral and skill development, (2) was accurate, and (3) was not for evaluating schools or teachers. Negative emotions of anger and shame depended primarily on conceptions that assessment was (1) for evaluating schools and teachers and (2) not for improving teaching and learning. Thus, student emotional responses to assessment in China logically depend on beliefs that assessment reliably relates to developing their own learning, skills, and moral character.  相似文献   

Action research: Boundaries, tensions, and directions     

Gavin Melles 《The Australian Educational Researcher》1998,25(2):113-123

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祝贺复旦大学百年校庆     

盖文·布朗  王卫霞 《复旦教育论坛》2005,3(6):17-18

吴女士、韩市长、王校长、各位同仁、女士们、先生们：本人非常愉快和荣幸代表悉尼大学带来对复旦大学的祝贺,祝贺复旦大学在过去一百年所取得的伟大成就。我相信,在下一个百年复旦大学能取得更辉煌的成功。我也希望悉尼大学能为成就这个未来贡献一份力量。  相似文献   

丰田汽车召回意味着什么     

刘佳 《英语沙龙》2010,(4)

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‘From Time Immemorial’: The Alnwick Shrovetide Football Match and the Continuous Remaking of Tradition 1828–1890     

Gavin Kitching 《国际体育史杂志》2013,30(6):831-852

There is a widespread belief in the Northumberland county town of Alnwick that its Shrovetide football match dates from ‘time immemorial’. In fact, it dates from the mid-eighteenth century. Moreover, it has changed constantly over its 260 year history, in a paradigm case of the invention, and continual reinvention, of tradition, and would almost certainly not have survived to the present had it not done so. The article uses a mass of Victorian newspaper sources to illustrate how media perceptions and evaluations of the match changed over the nineteenth century, and how, in particular, both the match itself and perceptions of it were transformed by the emergence of ‘modern’ rugby and soccer in Northumberland from the 1880s onward. The article concludes with some reflections on popular perceptions of the match in contemporary Alnwick. It suggests that those perceptions perfectly exemplify the post-modern devaluation of history through its reduction to a kind of hackneyed pastiche.  相似文献