PISA for Development: how the OECD and World Bank shaped education governance post-2015     

Euan Auld  Jeremy Rappleye  Paul Morris 《比较教育学》2019,55(2):197-219

ABSTRACT

The year 2015 was significant for the arena of international development, as UNESCO’s Education for All agenda was replaced by Education 2030, which would identify minimum standards of education quality. The OECD had been working on extending its existing PISA assessment into low- and middle-income countries through PISA for Development (PISA-D) and positioned the new assessment as a means of tracking progress on the post-2015 goals. The organisation maintains that PISA-D was introduced primarily in response to the demands of the international community, especially low- and middle-income countries, and that the assessment was developed in partnership with them. This paper investigates those claims through an analysis of the arrival of PISA-D in Cambodia, situating the analysis within UNESCO’s shifting agenda and the strategic visions of the OECD and World Bank that first emerged in the 1990s. The result is a very different picture to the portrayals of local agency, demand, consensus and partnership that adorn the official websites and pamphlets of global agencies and much academic research, raising serious doubts about education governance post-2015.  相似文献   

Similarities and differences in teachers' beliefs about effective teaching of mathematics: Japan and Hawai'i     

Nancy C. Whitman  Morris K. Lai 《Educational Studies in Mathematics》1990,21(1):71-81

This paper examines the similarities and differences in beliefs about the effective teaching of mathematics held by teachers from two different socio-cultural backgrounds: Tokyo, Japan and Hawai'i, U.S.A. Data were collected using a part of the Teacher General Classroom Process Questionnaire (Grade 8) of the Second IEA Mathematics Study. Validation and interpretation of the data collected were based on classroom observations and interviews. The results indicate that while there are some similarities in beliefs of what constitutes effective teaching, the differences are greater. These differences appear to reflect the difference in the teachers' socio-cultural environment. In particular, the differences appear in classroom management, face-saving strategies, and providing for individual needs and differences.  相似文献   

Counselor Candidates' Attitudes and Opinions About Mental Illness     

Morris L. LeMay 《Counselor Education & Supervision》1968,8(1):51-54

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REVIEW SYMPOSIUM     

Stephanie Jones  Sue Morris  Dr Nickf Peim 《British Journal of Sociology of Education》2007,28(5):653-669

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Senior Teaching Fellows: Renewal and Professional Development     

Libby V. Morris 《Innovative Higher Education》2012,37(1):1-2

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Students’ experiences of supervision in academic and industry settings: results of an Australian study     

Suzanne Morris  Rachael Pitt  Catherine Manathunga 《Assessment & Evaluation in Higher Education》2012,37(5):619-636

The joint supervision of Research Higher Degree (RHD) students by an industry and university supervisor is likely to increase in forthcoming years with a rise in the number of university–industry collaborations. Research students may become involved in these collaborative arrangements for a variety of reasons and may launch into their RHD without considering how they will serve two masters, and how this complex relationship will affect their RHD experience. Moreover, little research has been conducted to assess the impact of these arrangements on current RHD students’ experiences. The experiences of students with academic and industry supervisors were, therefore, explored in a survey of confirmed RHD students at an Australian research‐intensive university. This paper investigates whether RHD students conducting research in traditional academic settings have a different experience to students working on industry‐related projects in industry settings, specifically in regards to supervision and institutional access and engagement.  相似文献   

游戏化网络课程的设计与应用研究     

尚俊杰  张喆  庄绍勇  蒋宇  Jiang Yu 《远程教育杂志》2012,30(4):66-72

针对游戏进入中小学课堂教学出现的困难和障碍,提出了构建面向中小学生的基于游戏化学习的网络课程。分门别类地详细介绍了此类课程的设计理念和特点:一是基于游戏化学习的课程;二是面向中小学生的网络课程;三是大学和中小学共同开设课程,同时针对每种特点提出相应的设计策略。随后,开发了"农场狂想曲科学探究网络课程",并开展了准实验研究,探讨了游戏化网络课程的教学成效。  相似文献   

Comparative education,the ‘New Paradigm’ and policy borrowing: constructing knowledge for educational reform     

Euan Auld  Paul Morris 《比较教育学》2014,50(2):129-155

Education reform in England is increasingly portrayed as a quest to create ‘world class’ schools through the transfer of features of ‘high performing’ school systems. The demand for evidence to support policy borrowing has been serviced by an influential intermediary network, which uses international data banks to compare education systems, and to identify and promote evidence of ‘what works’. The approach to comparisons has been portrayed as a ‘New Paradigm’ by its advocates, and whilst the network has been extensively critiqued, this has largely focused on its deviation from the norms of academic comparative education. This article explores how the ‘New Paradigm’ operates, identifying its inherent features and the strategies used to overcome the methodological issues associated with policy borrowing. This is pursued through an analysis of the rationale; assumptions; underlying ideology; methodology; omissions and silences; dealing with critics; and language and presentation of four of its influential publications.  相似文献   

Beginning and Capping Undergraduate Education     

Libby V. Morris 《Innovative Higher Education》2014,39(2):91-92

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The changing experiences of bisexual male adolescents     

Max Morris  Eric Anderson 《Gender and education》2014,26(4):397-413

Drawing on in-depth interviews with 15 openly bisexual male youth from sixth forms across the UK, this article documents positive experiences of bisexual male youth in school: participants had positive coming out experiences and did not encounter significant discrimination or harassment because of their sexual identity. Participants attribute this to the inclusive environments of their schools and local cultures. Examining the narratives of two participants who had negative experiences, this article also highlights continued issues for bisexual youth in schools. It thus advances our understanding of contemporary bisexual lives in educational institutions, and contributes to debates about whether sixth forms are more inclusive spaces than secondary schools for bisexuals.  相似文献