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1.
《British Educational Research Journal》2003,29(4):471-488
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning. 相似文献
2.
Anita Prunty 《Irish Educational Studies》2013,32(1):23-44
The concept of children's rights evolved during the 1980s giving prominence to the role of children as active participants in the construction of their lives. The rhetoric of children's rights has emerged as an important consideration in all policy and practice relating to children. Implementation of children's rights in practice is necessary to maximise their potential to improve the lives of children. This paper presents an argument for the importance of giving meaning to the implementation of children's rights in the Individual Education Plan (IEP) process for pupils with autistic spectrum disorder (ASD) in Ireland. The study, on which this paper is based, was conducted in two stages using both qualitative and quantitative approaches. The first stage focused on the development of a set of indicators for the IEP process based on a children's rights framework and informed by the perspectives of children, parents and teachers, alongside the literature on best practice on IEPs. In the second stage, a survey questionnaire was designed, based on the children's rights indicators, to evaluate current IEP practice in Ireland for pupils with autistic spectrum disorder. This article outlines the development of a set of indicators for the IEP process. It also presents findings of the survey which evaluates current practice in relation to the IEP process for pupils with ASD in Ireland. The article focuses specifically on Article 3(1) of the United Nations Convention on the Rights of the Child (UNCRC) which stipulates that in all actions concerning children, ‘the best interests of the child shall be a primary consideration’. 相似文献
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4.
This paper analyses aspects of a Hong Kong school curriculum reform, which recommends amongst other things, a greater focus on assessment for learning. It outlines the principles of the reform as it pertains to assessment and discusses how structural changes are being employed to lend support to changes in the assessment culture in Hong Kong. The paper draws on a previous problematic attempt to introduce formative assessment through the Target-Oriented Curriculum initiative. Two examples of assessment for learning practice of 'early adopters' are used to illustrate both the potential and some of the challenges of implementation in the Hong Kong primary school context. From these cases, are drawn out some of the facilitating and inhibiting factors impinging on the implementation of assessment for learning in schools, building on a model of professional growth. 相似文献
5.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):125-136
Background: Teacher education is an area of concern both in the policy and practice domains in both international and national contexts. Internationally, there are a wide range teacher education programmes and there is also considerable diversity with reference to policy approaches that operationalise such provision. Purpose: This paper focuses on teacher education policy in Ireland and explores the relationships that exist between policy and teacher education as a sub-system of the education system. Sources of evidence: Data from Governmental legislation, discussion papers, professional bodies commentaries, institutional practice and research. Main argument: The paper provides a critical analysis of existing policy and practice in the area and it reflects on recent policy approaches in the context of the difficult economic circumstances, which Ireland has been experiencing since 2010. Conclusions: The process of policy formation has been historically slow and rarely rational. It is likely to remain so for the foreseeable future given the current fiscal crisis and the need to further reduce public spending, with teacher education viewed primarily in terms of promoting economic objectives. 相似文献
6.
Eithne Kennedy 《European Journal of Education》2013,48(4):511-527
Over the past 15 years or so, individual governments worldwide have put an unprecedented focus on educational policy in an effort to ensure the acquisition of literacy skills for all children, recognising underachievement in literacy as a universal social justice issue preventing many individuals from reaching their promise. In Ireland, literacy has recently moved to centre stage with the publication of the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020 (DES, 2011a) and the Policy on the Continuum of Teacher Education (Teaching Council, 2011). How policies are conceived, constructed, interpreted and translated into action on the ground are key determinants of their success to effect change and achieve intended outcomes. This article examines the process of policy development in Ireland. It begins with a brief outline of primary education and then traces the influences that gave rise to the new policies. Next, the key dimensions of the policies and their expected outcomes are outlined. The article concludes with some reflections on the possibilities, challenges and implications for schools and schooling. 相似文献
7.
This article analyzes the common educational challenges faced by curriculum developers in the UK at the turn of the 21st century
and the steps taken to address them by the Qualifications and Curriculum Authority in England and the Council for Curriculum
Examinations and Assessment in Northern Ireland. The paper explores how the solutions emerging during the three curriculum
review phases of 1998–1999 and 2005–2007 in England and 2000–2004 in Northern Ireland came about largely as a result of collegial
working between the two bodies. As well as considering steps taken to develop aims that would drive curriculum change and
a curriculum that would address the learning needs of students in the 21st century, the article also considers the lessons
learnt about managing and supporting curriculum change. Developments in England and Northern Ireland serve to illustrate that
an effective curriculum needs to: articulate clearly the key aims that will shape and drive it; be sufficiently visionary
and flexible to allow teachers to respond to the needs of students now and in the future; and provide on-going support to
help embed and sustain change. The three are inter-related and successful curriculum development involves considering them
together.
Ian Colwill is a freelance educational consultant. Until his recent retirement, he was a member of the executive of the Qualifications and Curriculum Authority in England with responsibility for curriculum development. He began his career teaching history in a secondary school in inner London before becoming an advisory history teacher for the Inner London Education Authority. He has since held senior posts in a succession of bodies advising the government on curriculum and assessment development with responsibility for developing and revising the national curriculum and producing a wide range of support materials. Carmel Gallagher is currently a Visiting Senior Research Fellow at the UNESCO Centre, University of Ulster. Until recently, she was the manager in charge of Curriculum and Assessment Development at the Northern Ireland Council for Curriculum, Examinations and Assessment (CCEA), a post from which she has been seconded. She began her career teaching history in a large comprehensive school in West Belfast during some of the worst years of the Northern Ireland Troubles. She was seconded from this post to a number of curriculum development projects before she became the officer in charge of the history curriculum at the newly formed Northern Ireland Curriculum Council (NICC). Soon after this organisation merged with the Northern Ireland Secondary Examinations Council to form CCEA, she took over responsibility for the curriculum review process from 1996–2006, the production of a wide range of support materials and the development of an implementation strategy. 相似文献
| Carmel GallagherEmail: |
Ian Colwill is a freelance educational consultant. Until his recent retirement, he was a member of the executive of the Qualifications and Curriculum Authority in England with responsibility for curriculum development. He began his career teaching history in a secondary school in inner London before becoming an advisory history teacher for the Inner London Education Authority. He has since held senior posts in a succession of bodies advising the government on curriculum and assessment development with responsibility for developing and revising the national curriculum and producing a wide range of support materials. Carmel Gallagher is currently a Visiting Senior Research Fellow at the UNESCO Centre, University of Ulster. Until recently, she was the manager in charge of Curriculum and Assessment Development at the Northern Ireland Council for Curriculum, Examinations and Assessment (CCEA), a post from which she has been seconded. She began her career teaching history in a large comprehensive school in West Belfast during some of the worst years of the Northern Ireland Troubles. She was seconded from this post to a number of curriculum development projects before she became the officer in charge of the history curriculum at the newly formed Northern Ireland Curriculum Council (NICC). Soon after this organisation merged with the Northern Ireland Secondary Examinations Council to form CCEA, she took over responsibility for the curriculum review process from 1996–2006, the production of a wide range of support materials and the development of an implementation strategy. 相似文献
8.
May Hara 《Peabody Journal of Education》2017,92(4):466-485
Despite the body of literature around practicing teachers and policy (Knapp, Ferguson, Bamberg, &; Hill, 1998; Kumar &; Scuderi, 2000; Lortie, 1975/2002), little is known about the involvement of their preservice counterparts. Preservice teachers have limited exposure to policy-related coursework in their professional training (Floden &; Meniketti, 2005) and scholarship is relatively silent regarding preservice teachers' experiences with educational policies and their sense-making process (Spillane, 2004; Weick, 1995; see Heineke, Ryan, &; Tocci, 2015, for a notable exception).This paper examines preservice teachers negotiating and making sense of a particular policy, the Massachusetts' Rethinking Equity and Teaching for English Language Learners (RETELL). It addresses the following questions: First, what do preservice teachers know about policy in general and the RETELL language policy in particular? Second, how do preservice teachers make sense of the implementation of the RETELL policy in the various settings of their professional training? Third, in what ways do preservice teachers' experiences with the policy influence their orientations toward teaching emergent bilingual students? This analysis demonstrates that preservice teachers have limited general knowledge of educational policy process, and limited specific knowledge around the RETELL language policy. Yet, they learn important lessons about how to “do” policy from their field supervisors and play an important role in policy implementation. The impact of the RETELL policy on preservice teachers' beliefs about teaching emergent bilingual students is mediated by the lack of policy information they receive and by their experiences in the field. This paper adds to the limited literature around preservice teachers involvement in policy and offers recommendations for highlighting the importance of policy education in teacher training. 相似文献
9.
This article examines the definitions of literacy in operation in secondary schools, and the relationship between official literacy policy and the practices of the agents responsible for implementing this policy. We trace the history of national 'policy' back to the Language Across the Curriculum movement of the 1970s as it provides an illustrative point of comparison with the first five years of the National Literacy Strategy. Drawing on empirical data which illuminate the views, perceptions and practices of key agents on a number of levels, we critically review the concept of 'school literacy' promoted in government policy, defining it as 'school–centric literacy' and question its ability to facilitate participation in the practices associated with the media and technological literacies which are increasingly a feature of school life. There is evidence of some unplanned effects of the current national policy but also that levels of agency, for literacy teachers in particular, may be rapidly diminishing. 相似文献
10.
Michael O'Leary 《Irish Educational Studies》2013,32(1):153-177
Abstract Since the introduction of the Northern Ireland Curriculum, (Education Reform (Northern Ireland) Order, 1989) education in Northern Ireland has been underpinned by a process of continual change. The Department of Education has established new priorities which are no longer purely concerned with academic standards but which are more focused on preparing pupils for life in a modern complex democracy. Many of the key issues which have emerged over the past decade such as a commitment to social inclusion, personal development and balance in the curriculum have been, and continue to be an important part of the Rudolf Steiner philosophy. This paper argues that a critical examination of the Steiner approach to education has the potential to inform and improve practice in mainstream schools. In the same way, Steiner schools would benefit from a careful scrutiny of recent policy developments in mainstream practice. 相似文献
11.
MARK PRIESTLEY 《Cambridge Journal of Education》2003,33(2):237-255
Curriculum 2000 was heralded as a long overdue reform of the post-sixteen curriculum in England. In particular, critics of the traditional A level school curriculum had long complained of the narrow focus of these qualifications. The initiative therefore sought to improve the breadth of study experienced by students, through the added inclusion of Key Skills to the curriculum and the institution of an additional tier of assessment in Year 12; this latter reform would, it was hoped, allow students to follow broader courses of study in Year 12 before specialising in Year 13. Curriculum 2000 also sought to bring together the academic and vocational tracks, through encouraging mix-and-match qualifications. In practice its first two years have been characterised by implementation problems, as examination boards, schools, teachers and students have struggled to come to terms with the new system. Recently these problems have received the full glare of publicity, contributing to a ministerial resignation, as the media has spotlighted the grading crisis of 2002. This paper examines the policy context of the reform before drawing on research findings to address a particular issue of relevance: whether Curriculum 2000 succeeds in its stated aim of increasing breadth of study. 相似文献
12.
Mary Hilton 《Literacy》2006,40(1):36-41
This article is written in response to the article published in issue 39.3 of this journal, in November 2005, on the nature of the Key Stage 2 National Curriculum reading tests: ‘Examining England's National Curriculum assessments: an analysis of the KS2 reading test questions’ by Anne Kispal of the National Foundation for Educational Research. It argues that, far from providing a valid and rewarding assessment experience for pupils as Kispal suggests, the primary English tests at the end of KS2 are invalid as a measuring instrument and are having a damaging effect on pedagogy. The tests and the information on them provided by the Qualifications and Curriculum Agency are based on a misleading unidimensional conception of reading literacy attainment. Because the test assessment simply adds together marks achieved for very different cognitive skills, it propagates a dysfunctional model of literacy pedagogy that conflates and confuses two separate developmental trajectories – word reading and text comprehension. The article goes on to argue that the unidimensionality of the national tests and their pedagogic apparatus has constricted the primary English curriculum in ways that are damaging for young pupils and for the national need for creativity and enterprise. 相似文献
13.
Anne Looney 《Curriculum Journal》2013,24(3):177-192
The ‘knowledge society’ has become a central discourse within educational reform. This article posits that the impact of the knowledge society discourse on curriculum and assessment has led to the emergence of what the authors term a new-form/re-form curriculum, and it asks whether what is transacting in contemporary movements in curriculum is less the reform of curriculum and more the emergence of a new-form/re-form curriculum. What is emerging is well beyond the discussions of outcomes and curriculum alignment that characterised much curriculum reform effort in the late 1990s. In this new-form/re-form curriculum ‘content’ is displaced by ‘skills’ and ‘knowledge acquisition’ by ‘learning’. Curriculum coverage is replaced by learner engagement. In this context, assessment also begins to take on new-form/re-form. Assessment now engages and promotes learning as process rather than as product. Two cases – the Republic of Ireland and Queensland, Australia – are analysed and compared to illustrate this shift in the conceptualisation of curriculum and assessment. Consideration is given to the possibility that this new-form/re-form curriculum represents a settlement in the contestation associated with learning outcomes and their perceived technical rationality and market focus. The paper concludes that the new-form/re-form curriculum is emerging in locations as diverse as Ireland and Queensland. 相似文献
14.
Geoff Whitty 《British Journal of Sociology of Education》1997,18(2):149-163
This paper looks back at the career of the sociologist Karl Mannheim, who died 50 years ago. It considers how far Mannheim's work remains relevant and discusses what lessons it may still have to offer. Quoting Sir Fred Clarke as saying that educational theory and education policy that took no account of changes in the wider social order would be not only blind but positively harmful, the paper suggests that a similar case applies today. It therefore remains essential that Mannheim's legacy is preserved and that the sociological imagination is exercised in relation to contemporary education policy and education research. In the light of Mannheim's own shift from diagnosing the crisis to prescribing the remedies, the paper also reflects on how far it is legitimate for sociologists of education to make such a move. Finally, the paper considers how Mannheim's notion of planning for democracy might be superseded by more genuinely democratic forms of education policy‐making in the aftermath of current neo‐liberal policies of deregulation. 相似文献
15.
In this article UK governmental policy imperatives to apply new forms of information and communications technology (ICT) to school improvement are explored, with particular reference to the National Curriculum for England and Wales. The analysis juxtaposes the piecemeal, random way in which ICT is used in National Curriculum programmes of study and schemes of work with the government rhetoric that requires coherent planning and integration of ICT within all aspects of teaching learning. The article argues that this contradiction within the policy process could be overcome if a stronger conceptualization of teachers' professional knowledge was embraced. An example of such a conceptualization is presented and this is exemplified by accounts of teachers' development of ICT within their pedagogic practice. 相似文献
16.
《Africa Education Review》2013,10(2):279-294
Abstract In an increasingly complex and specialised society, it is imperative that individuals think critically and creatively. This kind of thinking is also required to achieve the critical outcomes as stated in the Revised National Curriculum Statement for South Africa. It seems, however, that higher-order thinking is unlikely to occur unless learners are engaged in activities that deliberately promote this kind of thinking. They should also be guided on how to engage in these complex thinking tasks. The aim of this article is to reflect on the use of assessment to promote learners' higher-order thinking skills. The role of assessment has implications for the nature of teacher training programmes. If lecturers model the way assessment can be done to develop higher-order thinking skills, it is hoped that teachers will have little difficulty in adapting it to their unique classroom situations. Examples from language modules of an in-service teacher training programme are used to show how assessment can be implemented to help learners develop higher-order thinking skills within the framework of outcomes-based education and the Revised National Curriculum Statement. 相似文献
17.
L. Kyriakides 《Educational Research and Evaluation》2013,19(3):214-242
This paper reports and analyses findings from an investigation into Cypriot teachers' perceptions of national policy for curriculum reform in primary schools, with special reference to Mathematics. Questionnaires were sent to three samples of teachers: a 10 per cent sample of Cypriot teachers randomly selected from the total population; all Cypriot beginning teachers; and all beginning teachers who graduated in 1992 from the University of Warwick in the United Kingdom. There were five main findings. First, pupils' ability to solve investigations, and to gain mathematical knowledge were seen as of equal importance while ability to talk about Mathematics the least important. Second, formative purposes of assessment were accorded most, and summative purposes least, importance. Third, teachers approved of active pedagogy. Fourth, they conceptualised assessment as a natural part of teaching but paradoxically favoured formally structured techniques of assessment. Fifth, statistically significant differences between perceptions of the English and Cypriot sample of beginning teachers were associated with the extent of central control on the curriculum. Implications for the implementation of curriculum policy are discussed. 相似文献
18.
ABSTRACT The authors of this paper have conducted research into the implementation of National Curriculum assessment at Key Stage 1 by local education authorities in one particular region of the United Kingdom, East Anglia. They found that policy documents were being interpreted in a number of different ways, thus allowing a variety of practices to develop. This has allowed policy implementation to be shaped to meet local needs, in particular with regard to audit or moderation at this key stage. 相似文献
19.
Gunnlaugur Magnússon 《International Journal of Inclusive Education》2019,23(7-8):677-690
ABSTRACTThe Salamanca Statement is a primary point of departure in research and policy on inclusive education. However, several problems have surfaced in the 25 years since its publication. In particular, several different interpretations of the concept of inclusive education and its enactment in practice have arisen. For instance, the definition of the pupil groups in focus varies greatly. There are also varying definitions of the importance of pupil-placement, when it comes to organisation of inclusive education. Using a theoretical framework combining Bacchi’s [1999. Women, Policy and Politics. The Construction of Policy Problems. London: Sage Publications] poststructural policy-analysis and concepts from Popkewitz [2009. “Curriculum Study, Curriculum History, and Curriculum Theory: The Reason of Reason.” Journal of Curriculum Studies 41 (3): 301–319. doi:10.1080/00220270902777021], this article illustrates that The Salamanca Statement allows for a variety of interpretations of inclusion. As a policy-concept, inclusion encompasses an amalgam of political ideals, including welfare-state ideals where education is viewed as a public-good, as well as market-ideals of education as a private-good. Policies of inclusion also define the desired citizen, through categories of disadvantaged children, the ones excluded but to be included for their own good as well as for the good of the future society. The conclusions are that researchers and policy-makers should elucidate what they mean by inclusion with for instance moral- and practical arguments rather than vague references to The Salamanca Statement. 相似文献
20.
Mathematics education is rarely out of the policy spotlight in England. Over the last 10 years, considerable attention has been given to improving 14–19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project (MPP). From 2004 to 2010 this project, which was directed by England's Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14- to 19-year-old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke's discussion of timescales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes. 相似文献