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ABSTRACT

This paper examines processes of datafication in early childhood education (ECE) settings for children from birth-five years in England and how this relates to increased formalisation. Unusually, ECE in England includes a standardised curriculum and formative and statutory assessments; thus it has been described as subject to both datafication and ‘schoolification’, a term used to describe the adoption of school-like practices and values in ECE. Using interview data from ECE settings over the last decade and a theoretical framework drawing on Foucault and Deleuze, the paper sets out the ways in which settings in schools and nurseries are subject to the demands of data, and how this produces data-driven subjectivities for both teacher and child. These developments are then linked to aspects of ‘schoolification’ including more formal teaching, a focus on literacy and mathematics, and use of ‘ability’ grouping.  相似文献   
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ABSTRACT

This paper investigates datafication in schools through an analysis of the enactments of quality assurance and evaluation (QAE) policies in Brazil. In doing so, I question how data permeates and changes school environments, school actors’ conduct and their imaginaries. QAE policies encompass large-scale assessments, indicators, rankings and other steering mechanisms, but importantly connect data to quality in education. Here, I analyse the discourses of school actors (principals, coordinators, supervisors, teachers, students and parents) from three Brazilian public schools collected through semi-structured interviews (n = 28). Data manifests in those schools as a technology of government. Schools enact QAE policies in distinct ways, incorporating the idea of governmentality, but also proposing alternative patterns of action.  相似文献   
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近十年来,文献编目领域从理论模型、标准规范到实践应用,均发生了自机读目录问世以来的最大变化。这个变化与关联数据技术的应用直接相关,可以概括为从数字化到数据化,也就是书目数据由机器可读走向机器可操作,进而融入互联网全球数据库。在此过程中,编目界经历了观念上的重要变更(从记录到数据),厘清了混淆的概念(实体及其名称与描述),重新对书目数据建模,并展开了一系列实践。其中,作为应用的重要组成部分,数据基础设施在数据化中发挥着重要作用。图1。参考文献43。  相似文献   
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ABSTRACT

This paper critically examines the ways in which ClassDojo is altering the disciplinary landscape in schools through the datafication of discipline and student behaviour. ClassDojo is one of the most popular and successful educational technologies and is used internationally. It is a school-based social media platform that incorporates a gamified behaviour-shaping function, providing school communities with a centralised digital network in which to interact. We argue that ClassDojo’s datafying system of school discipline intensifies and normalises the surveillance of students. Furthermore, it creates a culture of performativity and serves as a mechanism for behaviour control.  相似文献   
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