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1.
Rebecca Miles Narelle Lemon Donna Mathewson Mitchell Jo-Anne Reid 《Asia-Pacific Journal of Teacher Education》2016,44(4):401-414
As a field, Teacher Education has lived with continued criticism from governmental and research bodies on the quality of professional preparation and the lack of a strong research base. We respond to such criticisms by considering possibilities for further exploration of the research of practice and the practice of research in both initial and continuing teacher education. As both a theoretical and methodological challenge, this is tied recursively with research and practice in teacher education, for teacher educators, about teacher education. We draw on the theoretical resources of practice theories, to argue that teacher education practice must be informed by the study of the practice of teaching as well as research addressing the teaching of practice. In conclusion, we make a methodological case for reframing the roles of teacher and researcher within a “thirdspace” to consider the practice of researching teaching as recursive and always regenerative. 相似文献
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In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly focuses on the practices of the field. We argue that more-experienced academic developers have an obligation to provide formal and systematic routes into the field and its knowledge base than is currently the case. One way of doing this is through offering a formal course for growing the next generation of academic developers. Such a course could equip newcomers with a more solid and shared knowledge base, thus contributing to shaping the epistemic spine of AD. In this paper, using Maton's Legitimation Code Theory, we offer an analysis of an existing course aimed at equipping novices with the theoretical and practical knowledge to enable them to solve some of the problems in higher education. From this analysis have emerged general principles that could inform the selection, sequencing and pacing of knowledge in a formal course for academic developers. 相似文献
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Ivanna K. Lukie Sheri-Lynn Skwarchuk Jo-Anne LeFevre Carla Sowinski 《Early Childhood Education Journal》2014,42(4):251-259
Children’s involvement in home literacy and numeracy activities has been linked to school achievement, but the subtleties in the home environment responsible for these gains have yet to be thoroughly investigated. The purpose of this study was to determine how children’s interests and collaborative parent–child interactions affect exposure to home literacy and numeracy activities. Parents of 170 four-to-five year old children completed a survey about their child’s home learning environment. They rated their children’s interests in 14 activities, and the extent of parent–child collaboration on a cooking and card-making task. Follow up interviews were also initiated with four mothers to provide validation of the survey data in numeracy. Factor analyses reduced the number of survey items. Parents whose children preferred exploratory, active or crafts activities reported frequent engagement in literacy and numeracy activities. Parents seeking a collaborative approach during activities reported increased exposure to home literacy and numeracy activities than families with less collaborative involvement. Interview data confirmed that parents of children with high numeracy scores were exposing their children to rich numeracy activities during play. The findings suggest that children’s interests and collaborative parent–child involvement impact literacy and numeracy exposure in the home. 相似文献
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Entirely predictable examinations are ones for which the questions are known in advance. Some assessments are designed this way, but in public examinations, predictability is subtler. Students familiarise themselves with the requirements broadly: likely topics that will come up, question formats and how to maximise their marks. If students can predict what they have to do, they can memorise performances, such as essays, and restrict their learning to fit only with examination requirements. The danger is that this focus could undermine curriculum aims. Further, examinations that are overly predictable might produce results that do not generalise to other performances or have predictive validity. This paper presents part of a broader project investigating whether the Higher Level Irish Leaving Certificate (LC) examinations were too predictable. Here, the development of a rating scale for students’ views of examination predictability is described. Data were collected from 1002 Irish LC students taking higher level examinations in biology (n?=?536), English (n?=?749) and geography (n?=?387). Students’ views on predictability of the examination could be grouped consistently across subject areas into three factors: valuable learning, predictability and narrowing of the curriculum. Belief that narrowing of the curriculum was a good examination preparation tactic had a negative relationship with examination scores and perceived learning value of examinations was positively associated with students’ scores in biology and English. These findings indicate that the scoring system rewards students who believe they must study the discipline broadly. 相似文献
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Predicting item difficulty of science national curriculum tests: the case of key stage 2 assessments
Predicting item difficulty is highly important in education for both teachers and item writers. Despite identifying a large number of explanatory variables, predicting item difficulty remains a challenge in educational assessment with empirical attempts rarely exceeding 25% of variance explained.
This paper analyses 216 science items of key stage 2 tests which are national sampling assessments administered to 11 year olds in England. Potential predictors (topic, subtopic, concept, question type, nature of stimulus, depth of knowledge and linguistic variables) were considered in the analysis. Coding frameworks employed in similar studies were adapted and employed by two coders to independently rate items. Linguistic demands were gauged using a computational linguistic facility. The stepwise regression models predicted 23% of the variance with extended constructed questions and photos being the main predictors of item difficulty.
While a substantial part of unexplained variance could be attributed to the unpredictable interaction of variables, we argue that progress in this area requires improvement in the theories and the methods employed. Future research needs to be centred on improving coding frameworks as well as developing systematic training protocols for coders. These technical advances would pave the way to improved task design and reduced development costs of assessments. 相似文献
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Typically, students are assessed on elements of their performance, and it is assumed that the sum of marks for these elements will be just as impressive as the students' whole performances. Examiners might expect more for a particular grade if they only see parts of the students' work separately. Two experiments were carried out comparing examiners' judgements of the grade-worthiness of candidates' A-level examination work at question paper level and at subject level. The results of both studies suggested that examiners may have compensated to some extent for the different aspects of the subject tested in different question papers when they made holistic judgements, but did not make this compensation when they made question paper judgements. Tunnel vision effects are likely to be greater in the AS/A2 examinations than those found here, because the examinations will be broken into smaller parts. 相似文献
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Is Teaching Experience Necessary for Reliable Scoring of Extended English Questions? 总被引：1，自引：0，他引：1
Hundreds of thousands of raters are recruited internationally to score examinations, but little research has been conducted on the selection criteria for these raters. Many countries insist upon teaching experience as a selection criterion and this has frequently become embedded in the cultural expectations surrounding the tests. Shortages in raters for some of England's national examinations has led to non-teachers being hired to score a small minority of items and changes in technology have fostered this approach. For a National Curriculum test in English taken at age 14, this study investigated whether teaching experience was a necessary selection criterion for all aspects of the examination. Fifty-seven raters with different backgrounds were trained in the normal manner and scored the same 97 students' work. Accuracy was investigated using a cross-classified multilevel model of absolute score differences with accuracy measures at level 1 and raters crossed with candidates at level 2. By comparing the scoring accuracy of graduates with a degree in English, teacher trainees, experienced teachers and experienced raters, this study found that teaching experience was not a necessary selection criterion. A rudimentary model for allocation of raters to different question types is proposed and further research to investigate the limits of necessary qualifications for scoring is suggested. 相似文献
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Jo-Anne Dillabough 《Discourse: Studies in the Cultural Politics of Education》2005,26(2):127-148
In this article I explore the part played by liberal democratic ideology in the regulation of female work, in particular, the work of women teacher educators and contract researchers in British and Canadian teacher education departments. My goal is to examine the relationship between symbolic notions of female domesticity and service as they have been expressed in liberal understandings of the nation state across time, together with accounts of contemporary working life as described by differently positioned women workers in teacher education. Central to the argument I make is the assertion that women's work and its symbolic representation in teacher education constitute powerful symbolic elements in the ongoing regulation of women as non-citizens. In following the work of feminist political theorists and cultural sociologists, I also examine the cultural, material, and social power of historicized visions of the female as “domestic servant”, as daughter of the nation state, and as “deviant non-citizen” as they are reflected in the contemporary working lives of women teacher educators. 相似文献
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