Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014     

Aspa Baroutsis  Bob Lingard 《教育政策杂志》2017,32(4):432-449

This paper empirically documents media portrayals of Australia’s performance on the Program for the International Student Assessment (PISA), 2000–2014. We analyse newspaper articles from two national and eight metropolitan newspapers. This analysis demonstrates increased media coverage of PISA over the period in question. Our research data were analysed using ‘framing theory’, documenting how the media frames stories about Australia’s performance on PISA. Three frames were identified: counts and comparisons; criticisms; and contexts. Most of the media coverage (41%) was concerned with the first frame, counts and comparisons, which analysed PISA data to provide ‘evidence’ that was then used to comparatively position Australia against other countries, reference societies, which do better, with particular emphasis on Finland and also Shanghai after the 2009 PISA. The other two frames dealt with criticisms and contextual issues. This paper only focuses on the first frame. The analysis demonstrates the ways in which media coverage of Australia’s PISA performance has had policy impact.  相似文献   

Role of human and relational capital of universities as underpinnings of a knowledge economy: A structural modelling perspective from north Indian universities     

《International Journal of Educational Development》2017

Authors propose a research framework that human capital of universities enhances performance through the mediating mechanisms of relational capital. Against the backdrop of the report issued by the National Knowledge Commission set up by the Indian government with a vision to transform India into a global knowledge hub, this study explores how universities can contribute in contriving a knowledge economy. Data collected from 13 north Indian universities has been tested empirically using structural equation modelling (SEM). Findings reveal that human capital has a significant influence on a university’s performance and relational capital partially mediates that effect. The results of this study will be of paramount importance for planners in the Indian higher education sector to achieve the goals that have been laid down in the report. Furthermore, it will help administrators and policy makers at universities to take cognizance of the global shift towards the knowledge economy and leverage human and relational capital in the process.  相似文献   

What Do We Really Know About the edTPA? Research,PACT, and Packaging a Local Teacher Performance Assessment for National Use     

Cristyne Hébert 《The Educational forum》2017,81(1):68-82

This article calls attention to the overreliance on research about the Performance Assessment for California Teachers (PACT)—often labeled edTPA's predecessor—as justification for the edTPA. The article argues that the distinctions between the assessments are too vast to rely on PACT data to support the edTPA, given the localized nature of PACT and the way in which it is scored.  相似文献   

Relative Age Effect and Gender Differences in Physical Education Attainment in Norwegian Schoolchildren     

Tore Kristian Aune  Arve Vorland Pedersen  Rolf Petter Ingvaldsen  Terje Dalen 《Scandinavian Journal of Educational Research》2017,61(3):369-375

The relative age effect (RAE) refers to that children born early in their year of birth show higher performance compared to children born late in the same cohort. The present study evaluated whether RAE exists within non-competitive physical education (PE) attainments, change in RAE magnitude with age, and possible gender differences. The results show a drop in PE attainment and a difference in number of high and low marks between the first and second half-year. Of the pupils who attained the highest mark, 73% were born in the first 6 months. In lower-secondary school, RAEs were larger in girls compared with boys. A possible explanation for the results is that the PE-teachers might be inspired by product-oriented criteria.  相似文献   

Thanks,but no-thanks for the feedback     

Alex Forsythe  Sophie Johnson 《Assessment & Evaluation in Higher Education》2017,42(6):850-859

Feedback is an emotional business in which personal disposition influences what is attended to, encoded, consolidated and eventually retrieved. Here, we examine the extent to which students’ perceptions of feedback and their personal dispositions can be used to predict whether they appreciate, engage with and act on the feedback that they receive. The study is framed in psychological theories of mindset, defensive behaviours and new psychometric measures of the psychological integration of assessment feedback. Results suggest that, in this university population, growth mindset students were in the minority. Generally, students are fostering self-defensive behaviours that fail to nurture remediation following feedback. Recommendations explore the implications for students who engage in self-deception, and the ways in which psychologists and academics may intercede to help students progress academically by increasing their self-awareness.  相似文献   

由学术而政治 由政治而戏曲——“三教论衡”简论     

庆振轩  车安宁 《内蒙古大学学报(人文社会科学版)》2003,35(4):75-79

“三教论衡”作为一种文化现象,渊源有自,自成一脉。它由学术而政治,由政治而戏曲,是政教文化因素与戏曲因素有机结合的产物。  相似文献   

国际技术转让合同适用最密切联系地法的依据     

蒋新苗  邱润根 《湖南师范大学社会科学学报》2004,33(6):68-72

适用当事人自主选择的法律是国际技术转让合同使适用最密切联系地法的前提条件。在当事人没有明确选择法律时，则适用与合同有最密切联系的法律。在转让技术所有权的合同中，转让方的习惯居所地法或营业地法是与合同有最密切联系的法律。在转让技术使用权的许可合同中，原则上技术保护国法是与合同有最密切联系的法律。但在保护国有多个时，技术主要利用地为保护国；在技术被许可给一个受让方在几个国家利用且都得到充分的利用时，被许可国法律为合同最密切联系的法律；在许可方和被许可方有相同惯常居所、营业地、中心管理地或国籍时，其共同的法律为合同最密切联系的法律；在许可合同明显与许可国有更密切的联系时，许可国法律为合同最密切联系的法律。  相似文献   

不可逆回热斯特林热泵的生态学优化研究     

杨惠山 《泉州师范学院学报》2001,19(6):24-28

应用有限时间热力学理论，探讨热阻及回热损失对一类斯特林热泵的生态学优化性能的影响，所得结论可为斯特林热泵的研制和设计提供新的理论指导。  相似文献   

The Use of Reflective Journals in Initial Teacher Training   总被引：2，自引：0，他引：2  

Frances Harland  Debra Myhill 《English in Education》1997,31(1):4-11

The intention of this article is to examine the role of reflective journals in Initial Teacher Training courses, and, in particular, how they can enable students to develop critical independence for professional self-appraisal. It explores the value of journal writing in the process of learning about teaching by reproducing an edited extract of one PGCE (Post-Graduate Certificate in Education) student's course journal, and by offering both a student's and a tutor's perspective of the significance of the journal.  相似文献   

The Role of Instruction for Spelling Performance and Spelling Consciousness     

Kim A. H. Cordewener  Fred Hasselman  Ludo Verhoeven  Anna M. T. Bosman 《Journal of Experimental Education》2018,86(2):135-153

This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition representing different types of metacognitive aspects. The results showed that students in all three training conditions made more progress in both spelling performance and spelling consciousness than students in the control condition. With respect to spelling consciousness, only students in the strategy-instruction condition made significant improvement between pretest and posttest. Students made more progress in spelling performance on regular words than on loan words. Students in all four conditions became more accurate at assessing which words they could spell correctly. Students in the control condition more frequently overestimated their spelling ability.  相似文献