Why reforms fail: the politics of education in France and the Federal Republic of Germany     

Ian Westbury 《课程研究杂志》2013,45(4):291-315

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Analyzing Contemporary Introductory Textbooks on Correctional Administration/Management/Organization: A Content Analysis     

Jeffrey Ian Ross 《Journal of Criminal Justice Education》2013,24(3):446-460

This book review essay discusses and analyzes how introductory textbooks on correctional administration, written primarily for the American university market, frame the discourse on this subject matter. The writer presents both quantitative and qualitative empirical evidence of coverage given to prison administration. In addition to traditional content analysis methods, the authors of these books were contacted and asked to explain the decision‐making processes they used for content inclusion, exclusion and/or minimization. The paper concludes with a handful of recommendations on improving texts in this subdiscipline.  相似文献   

Book reviews     

Clare Burstall  Ian M. Gomme  Ruth Weir  Edgar Z. Friedenberg 《Interchange》1985,16(2):77-86

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GLOBALISING CITIZENSHIP EDUCATION? A CRITIQUE OF 'GLOBAL EDUCATION' AND 'CITIZENSHIP EDUCATION'   总被引：4，自引：1，他引：3  

Ian  Davies   Mark  Evans   Alan  Reid    《British Journal of Educational Studies》2005,53(1):66-89

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Education and Schooling in Post‐industrial Society     

Ian Lister 《British Journal of Sociology of Education》1989,10(4):501-506

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Editorial     

Ian Selwood 《Education and Information Technologies》2008,13(2):81-82

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Individual Differences in Children's Corepresentation of Self and Other in Joint Action          下载免费PDF全文

Sophie J. Milward  Sotaro Kita  Ian A. Apperly 《Child development》2017,88(3):964-978

Previous research has shown that children aged 4–5 years, but not 2–3 years, show adult‐like interference from a partner when performing a joint task (Milward, Kita, & Apperly, 2014). This raises questions about the cognitive skills involved in the development of such “corepresentation (CR)” of a partner (Sebanz, Knoblich, & Prinz, 2003). Here, individual differences data from one hundred and thirteen 4‐ to 5‐year‐olds showed theory of mind (ToM) and inhibitory control (IC) as predictors of ability to avoid CR interference, suggesting that children with better ToM abilities are more likely to succeed in decoupling self and other representations in a joint task, while better IC is likely to help children avoid interference from a partner's response when selecting their own response on the task.  相似文献   

A Quantum Measurement Paradigm for Educational Predicates: Implications for validity in educational measurement     

Ian Cantley 《Educational Philosophy and Theory》2017,49(4):405-421

Abstract

The outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, and to compare international education systems. Given the current high-stakes nature of educational assessment, it is imperative that the measurement practices involved have stable philosophical foundations. However, this article casts doubt on the theoretical underpinnings of contemporary educational measurement models. Aspects of Wittgenstein’s later philosophy and Bohr’s philosophy of quantum theory are used to argue that a quantum theoretical rather than a Newtonian model is appropriate for educational measurement, and the associated implications for the concept of validity are elucidated. Whilst it is acknowledged that the transition to a quantum theoretical framework would not lead to the demise of educational assessment, it is argued that, where practical, current high-stakes assessments should be reformed to become as ‘low-stakes’ as possible. This article also undermines some of the pro high-stakes testing rhetoric that has a tendency to afflict education.  相似文献   

Reflections on the Academic Policy Analysis Process and the UK Identity Cards Scheme     

Edgar A. Whitley  Ian R. Hosein  Ian O. Angell  Simon Davies 《The Information Society》2007,23(1):51-58

There is an increasing rhetoric from politicians for universities to become more involved in policy analysis and policy research. In this article, we reflect on our experiences of the analysis we conducted into the legislation to introduce biometric identity cards in the United Kingdom. We highlight how our work had direct consequences for the ongoing policy deliberation around this controversial piece of legislation. In particular, we highlight our role in the debate surrounding the government's figures for identity fraud and the concerns about the likely cost of the scheme to the government and taxpayer. We end the article by discussing some of the practical realities of such a foray into real politik.  相似文献   

Public libraries,digital literacy and participatory culture     

Ian McShane 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):383-397

In recent years public libraries have experimented with user-generated or community-contributed content through the interactive tools of Web 2.0. For some commentators this not just establishes a new relationship between libraries and their publics, but signals the end of information hegemony and an ‘expert paradigm’. Such claims need to be treated with caution. This article argues that public library experiments with user-generated content can be more usefully analysed in the context of wider institutional mandates around literacy, civic engagement and access. This article critically examines some recent library developments in this field, with a particular focus on Australian libraries.  相似文献