Fair student assessment: A phenomenographic study on teachers’ conceptions     

《Studies in Educational Evaluation》2020

This research focuses on understanding teachers’ conceptions of what constitutes a fair assessment. In recent decades the number of studies seeking to learn about teachers’ conceptions on assessment has multiplied. The idea is simple, and involves the extent to which conceptions have an effect on what happens in practice. With this aim, a phenomenographic study was carried out to understand what is a fair assessment from teachers’ perspectives. Despite the importance of conducting phenomenographic studies in education, in Spain hardly any studies have used this methodology. Participants were 30 teachers at primary/secondary schools in Spain. The results show that teachers' conceptions of fair assessment were divided, some being more closely related to the principle of equality and others to equity. The conclusion of this study highlights the influence of the school context on teachers’ conceptions of what constitutes fair assessment (in the research, there were 15 teachers who worked in schools located in low socioeconomic status contexts and 15 who were in high socioeconomic status environments).  相似文献   

Using an interactive platform to recognize the intersection of social and spatial inequalities     

Lisa Poling  Travis Weiland 《Teaching Statistics》2020,42(3):108-116

With the creation of interactive tasks that allow students to explore spatial ways of knowing in conjunction with their other ways of knowing the world, we create a space where students can make sense of information as they organize these new ideas into their already existing schema. Through the use of a Common Online Data Analysis Platform (CODAP) and data from Public Use Microdata Areas (PUMA), students can explore the communities in which they live and work, critically examining opportunities and challenges within a defined space.  相似文献   

Linguistic equity as open access: Internationalizing the language of scholarly communication     

Race MoChridhe 《The Journal of Academic Librarianship》2019,45(4):423-427

  相似文献   

可宥性事由：体育竞赛“越轨”行为出罪的又一考量因素     

刘峰江 《河北体育学院学报》2020,34(6):9-16

可宥性事由源于英美刑事诉讼中的可抗辩事由，与正当化事由联袂构成行为出罪理论的基石。与正当化事由不同，可宥性事由已经僭越了法定的行为正当化条件，行为的违法性首先被肯定，只是在责任归属上寻求宽恕性处理。引入可宥性事由，可丰富体育竞赛行为入罪和出罪的相关内容，便于司法统一判定。分析认为，体育竞赛行为可宥性事由成立，要满足体育赛事本身具有合法性和正规性、主体仅针对运动员、行为局限于体育竞赛行为、违法目的“单纯”性、行为以“反规则”为前提等条件。入罪和出罪的类型化有利于定罪和量刑的规范化，分别对竞技伤害行为、滥用兴奋剂行为、假球等竞赛舞弊行为适用可宥性事由予以出罪抑或减轻处罚的情形进行具体分析。最后，指出体育竞赛运动员可宥性事由行为入罪不能忽视运动员自由保障的理念，且尽量避免选择性刑事司法。  相似文献   

The Development and Evaluation of the Intersectional Privilege Screening Inventory for Use With Counselors-in-Training     

Danielle A. Pester  A. Stephen Lenz  Joshua C. Watson 《Counselor Education & Supervision》2020,59(2):112-128

As counselor preparation programs are compelled to demonstrate student social and cultural competence, valid inventories are needed to measure development consistent with contemporary standards. The Intersectional Privilege Screening Inventory was created for this purpose, was assessed using 4 types of validity evidence, and has results supporting its use in student development.  相似文献   

Teaching for social justice: A research synthesis on Asian American and Pacific Islander teachers in U.S. schools     

《Teaching and Teacher Education》2020

This article examines social justice in teaching and teacher education with a focus on the experiences, pedagogies, and instructional practices of Asian American and Pacific Islander (AAPI) teachers. We synthesized 37 peer-reviewed research publications on AAPI teachers’ experiences and contributions to diversity and social justice. The results show AAPI teachers disrupting Whiteness through beliefs, pedagogies, and practices that value multiple perspectives and marginalized voices. Policy implications include supporting cultural and linguistic diversity in teacher education programs and schools and providing opportunities for teachers to engage in critical praxis regarding their racial identities and issues of equity in education.  相似文献   

公正:人的全面发展的社会指向     

张方玉 《连云港师范高等专科学校学报》2007,2(2):12-16

公正是社会发展的价值追求,其更深层的蕴涵乃是保证和促进人的全面发展.公正是人的全面发展的社会条件,只有在合乎人性的社会关系中,人才能作为真正的人存在,人才能获得稳定的提升和发展.作为社会关系发展状态的社会公正、作为个体完满德性的个人公正以及人们出于自愿在公正的社会联合中自由地发展并实现自身的价值,都表明了在本质的意义上公正本身就是人的全面发展的内容.  相似文献   

传统义利观的当代价值     

倪愫襄 《黄冈师范学院学报》2004,24(5):72-75

传统义利观在历史上形成了重义轻利、利义并重、重利轻义、义利俱轻等不同观点。在市场经济条件下，挖掘传统化的合理价值，实现传统观念的现代变革以适应市场经济发展的需要，是传统义利观的当代价值所在。  相似文献   

"十六两"的启示--从"秤俗"看市场交易原则     

蔡云卿 《福建教育学院学报》2006,7(4):25-27

在市场经济转轨的过程中,针对某些经营者短斤缺两及失信行为,作者探究了陶朱公的造秤过程,揭示了“十六两”蕴涵的谆谆告诫,并从民间流传的“秤俗”中,引出了自觉遵守市场交易原则的重要意义。文中用熵理论分析了“十六两”的心理机制,融生理学、遗传学、心理学、社会学于一体,指出在社会主义市场经济条件下,自觉遵守公平原则、诚实信用原则的现实意义,提出应努力构建理性的财富文化观与财富责任观,培养更加高尚的社会人格和道德情操。  相似文献   

对我国民事再审程序的思考     

普金霞 《长治学院学报》2003,20(4):16-18

我国的民事再审程序有监督程序与当事人申请再审程序 ,前者凸现强职权主义 ,后者则存在申请难等实践问题 ,这与我国长期以来重实体公正、轻程序公正与效益的司法观念以及职权主义的诉讼模式有必然联系。淡化国家职权在再审中的介入 ,强化当事人申请再审的程序保障则是改革的方向。  相似文献