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Any policy reform in education is highly effective when it is planned and implemented ‘holistically’ and yet, it is the most challenging way forward. Many countries in Asia have reformed their English language policies and syllabi in the last two decades due to the increasing value of the language worldwide. Motivated by a ‘communicative approach’ to English language teaching, Bangladesh was one of the countries that launched such a reform in the 1990s. However, this reform has been criticised for imposing the changes on teachers without preparing them sufficiently. More importantly, there is limited evidence as to how much the secondary English language assessment system is aligned with the changes introduced in the curriculum. In order to explore this gap, a medium-scale study was conducted in 38 secondary schools in Bangladesh, following a mixed methods approach. The findings highlighted a ‘mismatch’ between the intended English language learning outcomes and current assessment practices, including the resulting challenges faced by the teachers. This paper argues that language education reform is likely to fail if the assessment system is not aligned with the curriculum. 相似文献
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Most of the molecules react to form products by climbing a barrier. The energy involved in this climbing of the barrier is known as the activation energy of the reaction. Questions like how fast a reaction occurs can be answered by considering the height of the barrier. However, in some reactions, the reactants transform to products by directly tunnelling across the barrier instead of climbing over it. Such a purely quantum mechanical effect, which becomes more prominent for reactions at low temperatures can lead to interesting and even completely unexpected products. This effect and its consequences in representative examples are discussed. 相似文献
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Laura Colucci‐Gray Sharmistha Das Donald Gray Dean Robson Jennifer Spratt 《British Educational Research Journal》2013,39(1):126-147
This study was conceived as an opportunity to reflect on the place of action‐research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government‐sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action‐research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action‐research reports pointed to a multi‐faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action‐research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform. 相似文献
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Sudhangshu B. Karmakar 《Journal of The Franklin Institute》1981,312(5):345-347
This paper presents a numerical technique to determine the stability of a nonlinear feedback control system with a single nonlinear element in the feedback path. By expressing the output explicitly in terms of the input the bounded inputand bounded output stability criterion of the nonlinear system is investigated. 相似文献
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