Formative assessment for all: a whole-school approach to pedagogic change     

Mark Priestley  Daniela Sime 《Curriculum Journal》2013,24(4):475-492

Scotland's Assessment is for Learning initiative (AifL) seeks to introduce a co-ordinated national system for assessment in schools. Formative assessment is a major plank in this. The initiative has moved beyond its pilot phase and it is intended that it will be adopted by all Scottish schools by 2007. This article draws upon the case-study of a primary school that has adopted a whole-school approach to enacting the formative assessment principles of AifL since 2004. It utilizes Margaret Archer's social theory to analyse and explain the processes of change that have underpinned the development of formative assessment in the school. The article argues that meaningful change in schools can be stimulated by encouraging socio-cultural interaction among practitioners, via the impetus provided by a central initiative combined with the creation of spaces for dialogue and the extension of professional trust and autonomy.  相似文献   

What lies within: Whiteness as the transcendental norm     

Mark William Westmoreland 《Educational Philosophy and Theory》2013,45(13):1288-1289

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The canon in the classroom: Students' experiences of texts from other times   总被引：1，自引：1，他引：0  

Mark Pike 《课程研究杂志》2013,45(3):355-370

This paper examines the debate about the English literature canon in schools. It evaluates the importance of the canon in a 21st-century curriculum and considers its relevance to adolescent readers saturated in early 21st-century culture who have disparate identities and diverse backgrounds. The implications for teaching and learning of the chronological, social, cultural, and linguistic distance between pre-20th-century canonical texts and today's readers are examined in the light of the theoretical perspectives of Hans Robert Jauss and Wolfgang Iser. These perspectives are applied to findings from a recent 3-year longitudinal case study of 13-16-year-olds reading canonical texts and of the responsive teaching they experienced.  相似文献   

Time in the arts and physical education and school achievement     

Jesse Wilkins  George Graham  Suzanne Parker  Sarah Westfall  Robert Fraser  Mark Tembo 《课程研究杂志》2013,45(6):721-734

With the increase in state‐mandated high‐stakes testing across the USA, schools and school districts are considering ways of increasing instructional time for core curricular subjects such as mathematics, science, English, and social studies. One seemingly logical approach to improving test scores is to reduce the time spent in subjects that are not tested, most notably art, music, and physical education, thus increasing time for the tested subjects. In this study, data was collected from 547 Virginia elementary school principals who completed a survey indicating the time specialists taught art, music, and physical education in their schools. After controlling for socio‐cultural opportunities associated with the school community, partial correlations between time allocation and school‐level passing rates on the Virginia Standards of Learning tests indicated no meaningful relationship between time allocation to art, music, and physical education and school achievement. The findings from the study do not support the notion that a reduced time allocation to art, music, and physical education is related to higher test scores.  相似文献   

The momentum behind the International Primary Curriculum in schools in England     

Mark A. Pike 《课程研究杂志》2013,45(4):471-489

This paper evaluates the extent to which the implementation and assessment of the new citizenship curriculum in England treats learners as citizens or subjects by evaluating whether the interests of state or citizen predominate. Philosophical, contextual, and practical perspectives on citizenship education are drawn upon to evaluate mechanisms which mediate state power in young citizens’ lives. Current methods of delivering and assessing the citizenship curriculum in schools are challenged and the ideology underpinning citizenship education, as conceptualized in official discourse, is questioned. The view is advanced that citizenship cannot be reduced to what learners know (the informed citizen) or do (the active citizen) as it cannot be divorced from who they are. This paper focuses on citizenship education in the context of English liberal democracy but has a wide application as it addresses issues relevant to the state education of citizens elsewhere.  相似文献   

Difficulty versus Frequency of Latin Words,Forms, and Constructions     

Mark E. Hutchinson 《Journal of Experimental Education》2013,81(4):394-397

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Gestalt psychological theory's value in rhetorical criticism     

Mark H. Wright 《Quarterly Journal of Speech》2013,99(2):208-215

Rhetorical critics should avoid affirming the constancy hypothesis, the belief that a stimulus contains the response. After foregrounding Burke's avoidance of the constancy hypothesis in Permanance and Change as a model for rhetorical critics, this essay examines five examples of affirmation of the constancy hypothesis in rhetorical criticism. Affirming the hypothesis oversimplifies complex audience dynamics and prevents critics from understanding infrequent, more unified audience responses.  相似文献   

A Summary of the Work of the Character Education Inquiry     

Hugh Hartshorne  Mark A. May 《Religious education (Chicago, Ill.)》2013,108(7):607-619

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Teacher Planning,Instruction and Refl ection: What We Know About Teacher Cognitive Processes     

Tina J. Hall  Mark A. Smith 《Quest (Human Kinetics)》2013,65(4):424-442

The process of teaching is complex and multidimensional. Teaching behaviors and actions are shaped by numerous cognitive decisions made by the teacher before, during, and after instruction. This article examines teacher cognition across the broad field of education and, more specifically, physical education in teacher planning, instruction, and reflection. To date, research has largely examined the areas of planning, instruction, and reflection separately and often in controlled settings. It is suggested that future researchers examining teachers. thoughts and actions employ methodologies, such as case study, that examine the three processes holistically and in the natural teaching environment, thereby linking actual behaviors with the cognitive processes that produced them.  相似文献   

The relation between private speech and cognitive performance     

Mark N. Gaskill  Rafael M. Díaz 《Infancia y Aprendizaje》2013,36(53):45-58

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