The (mis)use of SATs to examine gender and achievement at Key Stage 2     

Shaun Fielding  Harry Daniels  Angela Creese  Valerie Hey  Diana Leonard 《Curriculum Journal》2013,24(2):169-187

ABSTRACT

This article discusses some of the issues raised in the early stages of an Economic and Social Research Council (ESRC) study. ¹ 1 Gender and Learning: A Study of Underachievement in Junior Schools, Economic and Social Research Council R000237346. Project directors: Harry Daniels, Valerie Hey, Diana Leonard and Marjorie Smith. The first phase of the project involved an analysis of end of Key Stage 2 (children aged 10–11) Standard Assessment Test (SAT) data within a Midlands and a London local education authority (LEA(M) and LEA(L) respectively). The LEAs were identified according to the quality and accessibility of the data and their socio‐economic and socio‐cultural diversity. The analysis was used as an instrument for selecting schools in each LEA that displayed specific but con‐ sistent patterns of high, low and average achievement which were cross cut by large differences between boys' and girls' achievement in all three SAT subjects (English, maths and science). On one level, this article discusses the difficulties we encountered in identifying schools with consistent patterns of gendered achievement as well as signposting the ‘political’ significance of these difficulties for present and future edu‐ cation policies. On another level, it is a vehicle for the development of the theoretical lenses of learner identity and post‐Vygotskian analysis that have shaped our under‐ standing of gendered achievement which we use to ‘speak’ to and influence the development of the test procedures highlighted in this article.

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Education policy and the challenge of living philosophy     

Michael Fielding 《教育政策杂志》2013,28(4):377-381

Talk of the rise of a global war for talent and emergence of a new global meritocracy has spread from the literature on human resource management to shape nation‐state discourse on managed migration and immigration reform. This article examines the implications that the global war for talent have for education policy. Given that this talent war is a product of neoliberalism, it raises many of the same concerns for educators as neoliberalism in general: the embrace and promotion of social, economic and educational inequality; and a narrow, market‐based conception of education, skill and talent. This article argues, however, that the global war for talent represents a new phase in neoliberalism, as it seeks to liberalise the global movement not just of capital and commodities, but of high skill labour as well. In this, it threatens to undercut some of the founding assumptions and goals that have shaped national education policy in OECD countries throughout the post‐World War II period, and raises serious concerns for how we are to think about and pursue equality, inclusion and fairness in and through education in the future.  相似文献   

“Stop sending your kids across our border:” Discursively constructing the unaccompanied youth migrant     

Mary Grace Antony  Ryan J. Thomas 《Journal of International and Intercultural Communication》2017,10(1):4-24

The recent migration of 65,000 children across the southwestern border, coupled with allegations of abuse by the U.S. Border Patrol, enables the investigation of an overlooked immigrant category: the unaccompanied youth migrant. Analyzing audience responses to news reports of the abuse, we find that established disparaging immigrant tropes apply, describing the children as an economic burden, disease carriers, and offspring of irresponsible families. We uncover two new themes: Youth migrants are channels whereby criminals may infiltrate the U.S., and manipulate legal authorities to remain in the U.S. Finally, we demonstrate how global compassion is strategically deployed to qualify harsh retaliatory measures.  相似文献   

Usages and impacts of the integration of information and communication technologies (ICTs) in elementary classrooms: case study of Swedish municipality schools     

Johannes S. Sahlin  Antony Tsertsidis  M. Sirajul Islam 《Interactive Learning Environments》2017,25(5):561-579

During recent years, many schools have started to implement information and communication technologies (ICTs)-based learning devices (such as laptops, tablets, mobile phones, and active boards) in the classroom settings in order to increase learning outcomes. The aim of this study is to find which activities and outcomes are evident in the usages of computing devices and how those devices aid elementary-level students in their learning activities. The study includes five overt participant observations at some schools in a Swedish municipality including unstructured interviews and explains the findings through activity theory and the Alberta Education Framework for Student Learning . The major activities found were dealing with the (1) educational application assignments, (2) storytelling, (3) report writing and (4) practical interaction assignments. We concluded that ICTs aid students in becoming more concentrated, focus driven, engaged and amused, thus learning becomes more interesting.  相似文献   

The Paradigm Case Argument: abusing and not using the PCA     

Antony Flew 《Journal of Philosophy of Education》1982,16(1):115-121

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Towards a multi-media catalogue     

Antony Croghan 《British journal of educational technology : journal of the Council for Educational Technology》1970,1(2):148-153

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Children's book publishing and the educational market     

Antony Kamm 《Children‘s Literature in Education》1970,1(3):30-40

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Competition and Cooperation,Equality and Elites*     

Antony Flew 《Journal of Philosophy of Education》1983,17(2):267-274

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Reading in the Content Areas: The Importance of Choosing Appropriate Level Texts     

Elizabeth Fielding 《Literacy》1990,24(3):179-184

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PERSONALITY-CAREER FIT AND FRESHMAN MEDICAL CAREER ASPIRATIONS: A Test of Holland's Theory     

Antony  James Soto 《Research in higher education》1998,39(6):679-698

Employing Holland's personality theory ofoccupational decision making, this study explores howpersonality-career fit influences initial medical careeraspirations among college freshmen, and the extent to which such fit is associated with themaintenance or abandonment of those aspirations.Personality types thought to be common among physicians(Holland's investigative, social, or artistic types) are predictive of aspiring to a medicalcareer-findings that validate the importance offit between an individual's personalityand career choice generally, and the choice of medicinespecifically. Moreover, the personality characteristics ofstudents are related to the careers they later choose asalternatives to medicine. Overall, these findingsprovide additional support for Holland's occupational decision-making theory of personality-careerfit, and illustrate how personality characteristics aresystematically associated with changes in career choiceduring college.  相似文献