共查询到20条相似文献，搜索用时 31 毫秒
1.
Olena Fimyar 《教育政策杂志》2013,28(6):571-594
Educational policy‐making in the Commonwealth of Independent States (CIS) is still building upon the ambivalences and uncertainties of post‐communist transformation. The international support, expertise and discourses – coupled with communist legacies, stalled democratic developments and national discourses – produce unique effects on education in each of these countries. This paper is an attempt to conceptualise educational policy‐making (with its disparities between ‘democratised’ discourses and ‘Sovietised’ practices) as a form of emerging governmentality or governmentality‐in‐the‐making on the level of the state, using Ukraine as a case study. Analysing policy‐making through the perspective of emerging governmentality brings into focus the genealogy of post‐independent reforms, which is (as a part of the technologies of government) threaded into a broader governmental project of restructuring the state and legitimising its rationality. The final empirical part of the paper presents a discourse analysis of selected curriculum choice and assessment policy documents (1999–2003) and embedded in them the complex interplay of internal and external discourses, which work together to construct and justify the emerging governmental rationality of post‐communist Ukraine. 相似文献
2.
Comparability between different educational qualifications is an important issue within policy discourse in the UK. In this context, the comparability of qualification demands has been explored through the use of expert human judgement. The involvement of human judgement in estimating assessment demands has consequences for methodology. This review considered the ways that the Kelly's Repertory Grid (KRG) technique has been used to compare assessment demands over recent years. The review involved the identification and analysis of research documents as well as consideration of the original theory on which the KRG method was founded. This article describes how the technique has been adapted as it has shifted from its original psychotherapeutic context to be used in educational assessment and comparability studies. The review also explored possible disadvantages that stem from these adaptations, leading to recommendations to ensure the validity of findings when using the technique in educational assessment studies. 相似文献
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Annaliina Gynne Sangeeta Bagga-Gupta Jarmo Lainio 《Journal of Language, Identity & Education》2016,15(6):329-343
This article explores linguistic-cultural ideologies and educational policies as they emerge and are negotiated in everyday life in a bilingual school setting located in the geopolitical spaces of Sweden. Taking sociocultural theory and discourse analysis as points of departure, we focus on empirical examples of classroom interaction and locally established formal policing. Linguistic-cultural ideologies and educational policies that frame life at the school are investigated by employing nexus analytical methods, focusing on social (inter)actions through which a number of locally and nationally relevant discourses circulate. Our findings indicate that refocusing ideology and policy research from the lens of a practiced perspective allows the situated and distributed nature of everyday life to inform issues related to bilingualism as well as their relations to wider societal discourses. Furthermore, our analysis highlights the crucial role of educators in (re)locating bilingual education in its societal contexts as well as making these connections visible in classrooms. 相似文献
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教育实践与教育话语的互为建构关系已成为学术界的共识,而教育实践中问题的存在同样与教育话语有着密切的关系,在某种意义上说,教育话语维护了教育实践中某些现象的持久存在。本研究即从当代修辞研究视角,对维护、支持教育实践中的"竞争与控制"现象的教育话语进行修辞分析,揭示其修辞机制对该问题的意识形态化的稳固功效。 相似文献
5.
Philip Hallinger 《School Leadership & Management》2013,33(5):537-560
ABSTRACTThis review of research employed science mapping to analyse the intellectual structure of the knowledge base on educational leadership and management in Africa. The review analysed 645 Scopus-indexed documents on EDLM in Africa published between 1960 and 2018. Meta data associated with these documents were analysed using the VOSviewer software. The complementary use of citation and co-citation analysis determined that 95% of the African literature in EDLM has been published since 2000. Geographical distribution of African scholarship was highly skewed with South African scholarship accounting for 74% of the corpus. Citations analyses also identified highly cited scholars and documents within this literature. Analysis of the intellectual structure of the African EDLM knowledge base identified four main Schools of Thought. Three of these were comprised primarily of Africa-based scholarship and determined to be 'distinctively African' in terms of topical foci. The ‘research front’ or most current topical trend in this literature concerns leadership for educational and social transformation. Recommendations are made for building capacity among African EDLM scholars as well as for next steps in advancing the literature. 相似文献
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AbstractAdvanced by powerful venture philanthropies, educational technology companies, and the US Department of Education, a growing movement to apply ‘big data’ through ‘learning analytics’ to create ‘personalized learning’ is currently underway in K-12 education in the United States. While scholars have offered various critiques of the corporate school reform agenda, the role of personalized learning technology in the corporatization of public education has not been extensively examined. Through a content analysis of US Department of Education reports, personalized learning advocacy white papers, and published research monographs, this paper details how big data and adaptive learning systems are functioning to redefine educational policy, teaching, and learning in ways that transfer educational decisions from public school classrooms and teachers to private corporate spaces and authorities. The analysis shows that all three types of documents position education within a reductive set of economic rationalities that emphasize human capital development, the expansion of data-driven instruction and decision-making, and a narrow conception of learning as the acquisition of discrete skills and behavior modification detached from broader social contexts and culturally relevant forms of knowledge and inquiry. The paper concludes by drawing out the contradictions inherent to personalized learning technology and corporatization of schooling. It argues that these contradictions necessitate a broad rethinking of the value and purpose of new educational technology. 相似文献
7.
Theresa Bourke Mary Elizabeth Ryan John Lidstone 《Asia-Pacific Journal of Teacher Education》2013,41(4):398-413
The nature and value of “professionalism” has long been contested by both producers and consumers of policy. Most recently, governments have rewritten and redefined professionalism as compliance with externally imposed “standards.” This has been achieved by silencing the voices of those who inhabit the professional field of education. This article uses Foucauldian archaeology to excavate the enunciative field of professionalism by digging through the academic and institutional (political) archive, and in doing so identifies two key policy documents for further analysis. The excavation shows that while the voices of (academic) authority speak of competing discourses emerging, with professional standards promulgated as the mechanism to enhance professionalism, an alternative regime of truth identifies the privileged use of (managerial) voices from outside the field of education to create a discourse of compliance. There has long been a mismatch between the voices of authority on discourses around professionalism from the academic archive and those that count in contemporary and emerging Australian educational policy. In this article, we counter this mismatch and argue that reflexive educators’ regimes of truth are worthy of attention and should be heard and amplified. 相似文献
8.
Anastasia Liasidou 《教育政策杂志》2013,28(5):483-500
The legislative shift towards an inclusive education policy in Cyprus has allegedly been fragmented and contradictory. The textual hybridity of the ostensibly more inclusive policy documents prevents the realization of an inclusive discourse. Critical discourse analysis (CDA) is proposed as an emancipatory research tool that has the potential to destabilize the authoritarian discourses entrenched in educational policy agendas, thereby facilitating the linguistic and, by implication, conceptual reinstatement of inclusion as a notion that unequivocally advocates the protection of the human rights of children with special educational needs (SEN). In the first section, the article concentrates on the theoretical perspectives of CDA within the context of inclusive education policymaking. For illustration purposes, CDA is used here to expose the power/knowledge grid and its subjugating attributes, enshrined in two official legislative documents. The aim is to answer the following questions: (1) In what ways does the legislative document construct and sustain asymmetrical power relations? (2) In what ways are children with SEN constructed and positioned? and (3) In what ways are children’s human rights silenced? The next section is given over to the criticisms of CDA, whilst the final section raises some issues and identifies some problems in relation to the value of CDA as an emancipatory research tool. 相似文献
9.
Christopher DeLuca 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):303-320
Background:?Validity theory has evolved significantly over the past 30 years in response to the increased use of assessments across scientific, social and educational settings. The overarching trajectory of this evolution reflects a shift from a purely quantitative, positivistic approach to a conception of validity reliant on the interpretation of multiple evidence sources integrated into validity arguments. Moreover, within contemporary validity, interpretation has been emphasised as a central process; however, despite this emphasis, there have been few explicit articulations of specific interpretive methodologies applicable to the practice of validation. Purpose:?To link contemporary theoretical foundations in validity to practical methods and structures to help guide the collection and analysis of interpretive validity evidence. By building upon existing validity theory, this paper aims to provide greater clarity on the practice of validation and contribute toward the larger developing framework for the validation of educational assessments. Source of evidence:?An interdisciplinary, integrative review of over 60 research articles and sources related to the theory and practice of educational validation and interpretive inquiry approaches. Sources include literature from the fields of educational assessment and more broadly social scientific research. Main argument:?As assessments in education increasingly aim to measure complex constructs that are value-laden and socially dependant, validity theory must keep pace and evolve in ways that address the inherent complexities associated with contemporary educational assessment. Through this paper, I assert that a greater understanding of interpretive methodologies represents one of the most promising areas for development of validation theory and practice. Specifically, I argue that dialectic, hermeneutic and transgressive forms of inquiry can be integrated within current argument-based structures for the collection, analysis and representation of validity evidence in several useful ways. Conclusions:?Interpretive inquiry processes, namely dialectic, hermeneutic and transgressive forms of interpretation, serve to expand validation practice to include diverse evidences for the generation of multiple-perspective validity arguments. The paper concludes with specific implications for future research and practice within the field of interpretive validity theory. 相似文献
10.
在加拿大卑诗大学(University of British Columbia)的欧莱利(Patricia A.O’Riley)教授看来,当前的技术教育和教育技术中普遍存在着乌托邦的、欧洲中心论的技术话语。通过将自己的多样化声音文本与女性主义、后结构主义、原住民的声音、实践、定位和世界观交织在一起,欧莱利教授对当前这场匆匆奔向"联结与分享"的技术梦想进行了独特的分析/综合。 相似文献
11.
In its advancement towards an education quasi-market, Catalonia has recently been driving the development of school educational projects in all schools (both public and private) as a tool to facilitate school autonomy and family choices. A school educational project is a formal document in which schools identify their pedagogical goals, missions and orientations, their academic resources and organisational structures. Through the analysis of 60 in-depth interviews with parents of children at the age of commencing universal pre-primary education (three years old) and data collected from surveys completed by a representative sample made up of 3245 families, this article explores the impact of this policy on discourses and practices of school choice amongst families in the city of Barcelona. On the one hand, we observe that interest in educational projects has penetrated the discourses of the most educated parents, even though, at the same time, we detect a generalised lack of knowledge of the content of such projects. On the other hand, we note that the social composition of schools is still a prominent factor in choice practices. Such findings question the ideal of the autonomous and rational citizen-consumer that underlies the policy of establishing educational projects. 相似文献
12.
陶月仙 《重庆第二师范学院学报》2007,20(5):95-97
在回顾和分析我国1979年以来教育哲学研究文献的基础上,认为当今教育哲学研究应关注教育实践、关注各种社会思潮,对教育发展中提出的一些根本问题从方法论的高度给以理论上的阐明和科学的预测,使教育哲学切实发挥指导教育实践的作用。 相似文献
13.
高师学生教育科研素质拓展是基础教育和高等教育发展的现实需要,也是高师素质教育的薄弱环节之一。从100名高师学生的问卷调查和分析中得知,高师学生拥有潜在的科研意识和自发的科研行为,但其教育科研素质拓展受师资、课程、社会环境等因素的制约。基于高师的实际,高师学生教育科研素质拓展目标要通过建立激励机制、设置拓展课程、改进教学方法、参与课题研究及开展课外专题活动等五个方面来实现。 相似文献
14.
论高师学生教育科研素质的拓展——以钦州学院为例 总被引：1，自引：0，他引：1
叶汝坤 《钦州师范高等专科学校学报》2006,21(4):79-82
高师学生教育科研素质拓展是基础教育和高等教育发展的现实需要，也是高师素质教育的薄弱环节之一。从100名高师学生的问卷调查和分析中得知，高师学生拥有潜在的科研意识和自发的科研行为，但其教育科研素质拓展受师资、课程、社会环境等因素的制约。基于高师的实际，高师学生教育科研素质拓展目标要通过建立激励机制、设置拓展课程、改进教学方法、参与课题研究及开展课外专题活动等五个方面来实现。 相似文献
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Rachel Lambert 《International Journal of Inclusive Education》2017,21(5):521-531
Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and observational data suggests that Elijah constructed a unique set of self-understandings as a mathematics learner. Like his sixth-grade special education teacher, Elijah seems to differentiate between knowledge and the performance of knowledge in school. He created a unique identity as both ‘fast’ and ‘slow’ in mathematics, rejecting the binary found in many mathematics classrooms. These findings suggest that multiple discourses circulate in schools about ability and disability in mathematics. 相似文献
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Adam Lefstein 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):643-659
This article explores the school inspection as a political ritual for the management of tensions between competition and equality inherent in neo-liberal educational regulatory regimes. At the centre of the article is a case study of how teachers in an allegedly failing working-class English primary school coped with issues of social class, educational success-and-failure and an Office of Standards in Education (OFSTED) inspection and related accountability measures. National educational policy – relative performance data and inspection – generated a crisis within the school, and intervened in teacher discourse about the role of social class in pupil attainment. Whereas previous scholarship on OFSTED and inspections has emphasised their harmful effects on teachers and teaching practice, the current article broadens the focus from regulatory to political issues, from specific schools to the stability of the educational order more generally. Based on this case study, situated within a broader analysis of shifting discourses about social class and education in English educational policy, I argue that (1) the current regulatory regime makes ‘failure’ inevitable, thereby posing a symbolic problem for policy-makers and politicians; (2) by identifying failure and allocating blame, the inspection ritual fulfils an important symbolic function; which (3) serves to buttress the legitimacy of the neo-liberal educational order. 相似文献
19.
SUE THOMAS 《Discourse: Studies in the Cultural Politics of Education》2003,24(1):19-33
This paper gives an account of competing public discourses on schooling. In particular, it investigates one newspaper's coverage of the release of an educational report. The paper combines interview data with a critical discourse analysis of newspaper texts to show how media reporting of Queensland schools constructed a preferred discourse on education that represented schools as being in crisis, 'in trouble'. The analysis describes how the paper shaped popular opinion on educational policy through the construction of public discourses of crisis in education. Further, the analysis shows how this discourse positioned particular groups as the authoritative voice on standards in Queensland schools. It shows how, at a time when teacher quality was under question, the media constructed a public discourse that diminished the authority of teachers to speak about education policy, granting that authority to the newspaper's editor, who assumed the people's voice on educational issues. This analysis of the construction of public discourses about education policy gives insights into the media's place in educational policy-making. In so doing, the paper adds to the small body of literature that investigates the relationships between the media and education. 相似文献
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