‘I’m just a numbers person’: the complexity,nature and effects of the quantification of education     

Ian Hardy 《International Studies in Sociology of Education》2015,25(1):20-37

This paper draws upon the sociology of numbers, particularly work by Theodore Porter, to reveal the multifarious ways in which numbers actively constitute practices in schools. Drawing upon a case study of one low-performing school in a low-performing region in the state of Queensland, Australia, and theorising into the sociology of numbers, the research explores the complex ways in which numbers came to constitute and dominate the practices in this school site under a broader national, state and regional policy context demanding rapid improvements in various forms of standardised tests and associated practices. Specifically, the research reveals a strong and simultaneous focus by teachers upon a variety of numeric data collected at national, regional and local levels, and intricate relations between these data; multiple visualisation, triangulation and comparison approaches towards such data in virtual and physical formats; and the enumerative nominalisation of both students and their reading attainment in relation to specific, concretised levels of achievement and various types of scale scores. The research cautions against the sheer volume of such enumerative practices, which, while productive of teachers’ understandings of student capacity against standardised measures of achievement, may also lead to a more reductive view of education, dominated by concerns about achievement in standardised tests (and associated practices) alone.  相似文献   

Education as a ‘risky business’: Theorising student and teacher learning in complex times     

Ian Hardy 《British Journal of Sociology of Education》2015,36(3):375-394

This paper employs sociological literature on risk and the commodification of education to explain current schooling practices in a context of increased concerns about students’ behaviour and results on standardised tests of achievement. Drawing upon teacher and student learning practices in three school sites in south-east Queensland, Australia, the article reveals how specific tests, packages and programmes have been employed as technologies of governance to minimise the risk of adverse student behaviour, maximise student outcomes on standardised tests, and provide teachers with discrete learning experiences construed as improving such outcomes. The sum total of these foci is the construction of education as an increasingly ‘risky business’ which employs a myriad of products and tests to manage perceived and actual risks. The paper also reveals how these products and processes constitute student misbehaviour and inadequate teacher and student learning as ‘risk objects’ requiring constant intervention, but which also inhibit inclusion in schooling settings, and challenge teachers’ professionalism.  相似文献   

Changing the English Classroom: When Large-scale ‘Common’ Testing Meets Secondary Curriculum and Instruction in the United States     

Sandra K. Cimbricz  Matthew L. McConn 《Changing English: An International Journal of English Teaching》2015,22(4):393-404

This article explores the intersection of new, large-scale standards-based testing, teacher accountability policy, and secondary curriculum and instruction in the United States. Two federally funded consortia – the Smarter Balanced Assessment Consortium and the Partnership for Readiness of College and Careers – prove focal to this paper, as these two organisations are creating new tests that will assess 42–49% of the K–12 student population in the United States in 2014–2015. Because greater teacher accountability for student performance will be given for these tests, there is more reason to pay attention to what these tests measure and what they do not. Our analysis suggests that these new tests will hold secondary English teachers accountable for literacy and disciplinary knowledge outside the field of English and thus raise important questions about what English teachers should, can and will do, especially when their jobs are on the line.  相似文献   

某任务管理计算机航电系统测试与研究     

花文波  周小武  姚丽娟 《大众科技》2014,(3):32-34

为了解决某机载任务管理计算机航电系统测试设备对故障的快速定位及故障诊断、隔离问题,对机载计算机航电测试设备的系统结构、硬件、软件进行了分析,阐述了系统测试设备的设计思想及实现方法,最后通过对机载任务管理计算机各模块故障模拟、数据分析,对测试系统设备进行了评价,验证了某机载任务管理计算机测试设备设计的合理性和可靠性,为机载计算机测试系统设计、研发、故障隔离诊断提供借鉴和参考。  相似文献   

改革开放以来外资检验检测认证机构在华发展历程研究     

肖遥  王清  刘展 《科技管理研究》2022,(2):101-110

为系统深入研究改革开放以来外资检验检测认证机构(TIC)在华发展状况,以14家典型外资TIC机构为研究对象,将外资TIC机构在华发展历程分为探索、培育、快速发展、高质量发展4个阶段。研究发现,不同阶段外商投资政策与行业监管政策的调整直接影响到外资TIC机构在华发展战略、经营策略、业务方向、成长速度等;外资TIC机构在华发展的主要经验包括全国布局分支机构、多元业务统筹经营、开展并购抢占市场、紧贴中国市场需求、积极进军新兴领域、参与社会公益事业。基于研究发现,提出继续深化改革、强化科学监管和扶持民营机构等启示对策,以期为推进国有与民营TIC机构做大做强做优以及中国外资TIC机构监管体制机制改革提供参考借鉴。  相似文献   

语言测试公平性研究回顾及其思考     

程家宁 《科教文汇》2014,(16):135-136

近几年来语言测试公平性问题吸引了越来越多测试专家的关注。值得注意的是,当人们谈到语言测试公平性问题的时候,首先想到的就是公平性的定义,以及如何进行公平性的检验。然而,对公平性研究进行回顾是更好地了解公平性定义以及更好地制定出适用于公平性检验的指导性原则的前提。通过相关文献的查阅,文章总结出了迄今为止公平性问题研究所经历的三个阶段,并对语言测试公平性的相关问题进行思考与展望。  相似文献   

预测2015年高考数列考点     

梁填 《科教文汇》2014,(30):170-171

高考一直是大家关注的焦点,而数列也是高考的必考的重要知识点。2014年的高考已过,2015年高考成为着重点。本论文主要以以往各届高考真题为依据,探讨预测2015年数列知识点的试卷分布和试题特点。  相似文献   

工科非电专业电工学教考模式的几点思考     

诸志龙 《环球赛鸽科技》2014,(32)

电工学是工科院校非常重要的一门技术基础课,本文基于不同专业对电工学教学的要求,从内容设置、教学模式及考核模式几个方面进行了一些思考,并针对不同专业提出了案例教学的实例,以期能够把基础课的教学与专业方向紧密联系起来,用生动的教学方式激发学生学习这门课程的积极性。  相似文献   

高职旅游管理专业行业基本素质课程考核新模式探讨     

秦志英 《重庆第二师范学院学报》2010,23(6):41-44

基于高职旅游管理专业的人才培养目标，构建适合高职学生发展的考核模式，是高职旅游管理专业教学改革的重要内容。本文通过对传统考核模式特点的分析，发现传统模式具有三大特点，也同时发现了其中存在的与当前旅游行业人才素质培养不相符合的一些问题。为此，我们构建了新的考核模式，并绘制了新考核模式图，分析阐述了新模式的四大主要特点。在进行新模式的试点过程中，我们同样发现了一些问题，为了获得更加满意的结果，我们提出了几点相应的解决措施。  相似文献   

体育专业与非体育专业大学生心肺功能的比较研究   总被引：4，自引：0，他引：4  

刘晓莉  宋宪强 《沈阳体育学院学报》2004,23(6):779-781

选取32名山西大学体育专业和非体育专业学生为实验对象,采用意大利Cosmed公司生产的心肺功能运动检测系统进行心肺功能各指标的测试和综合评价。结果显示:体育专业男女生安静时心率(HR)明显低于非体育专业男女生(P<0 05)。体育专业学生达到无氧阈(AT)和最大吸氧量( VO2max)时的摄氧量( VO2)、氧脉搏(O2P)、代谢当量(METs)、负荷(LOAD)等指标均高于非体育专业学生(P<0 05)。认为:大学生的心肺功能存在明显的性别差异;体育锻炼可提高人体的心肺功能,获得良好的健康效应。  相似文献