Funding,reputation and targets: the discursive logics of high-stakes testing     

Steven Lewis  Ian Hardy 《Cambridge Journal of Education》2015,45(2):245-264

This paper provides insights into teacher and school-based administrators’ responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program – Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault’s notions of disciplinary power and subjectivity, and Pierre Bourdieu’s concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the ‘field of schooling practices’. The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate.  相似文献   

Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum     

Ashley Lewis Presser  Margaret Clements  Herbert Ginsburg  Barbrina Ertle 《Early education and development》2015,26(3):399-426

Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum.  相似文献   

The Canonical Alfred Hitchcock     

Michael J. Lewis 《Academic Questions》2010,23(4):458-468

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On blowing air into furnaces by a fall of water     

William Lewis 《Journal of The Franklin Institute》1828,5(6):378-382

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‘And When did You Last See Your Father?’ Exploring the Views of Children with Learning Difficulties/Disabilities     

Ann Lewis 《British Journal of Special Education》2004,31(1):3-9

The Gulliford Lecture 2003 was given by Professor Ann Lewis of the School of Education at the University of Birmingham. Professor Lewis's lecture, on which this article is based, focused on the process of listening to the views of children and, in particular, children with learning difficulties. Following the near-universal ratification of the United Nations (UN) Convention on the Rights of the Child, a plethora of recent initiatives, both in the UK and internationally, has encouraged professionals to access children's views about provision (educational, health-related, social and legal). A range of materials has been developed to support this process, often by, or in liaison with, children's charities. At the same time, research provides valuable insights into effective practice in exploring the views of children with learning difficulties. In this article, Ann Lewis reviews ten strategies for gathering the views of children and raises four challenges for the further development of policy and practice. She closes her argument with a call for greater rigour and critical evaluation in this crucial and demanding area.  相似文献   

Improvement of tidal rivers     

Lewis M. Haupt 《Journal of The Franklin Institute》1887,124(4):264-272

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Open learning: its relevance to higher education     

Roger Lewis 《Higher Education》1990,19(2):259-269

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At the Interface of School and Work     

Theodore Lewis 《Journal of Philosophy of Education》2005,39(3):421-441

The current emphasis that organisations are placing upon knowledge and the corresponding attention that workplace epistemological values are receiving within the educational community has resulted in an interesting convergence of discourses—school-based and work-based. Even as workplaces are tending toward abstraction over practice—based knowing, schools are being nudged into doing the reverse. The result of this ferment is that traditional barriers between these kinds of knowledge are being removed. As can be seen from workplace examples, it is possible for liberal learning to be in the service of instrumental ends. So too schools may come to see more clearly the value of situatedness and team-work in the transaction of liberal learning. More generally, we see also new possibilities for retreat from received views about the worth of practical knowledge.  相似文献   

Educating for an Inclusive World: Lessons Learned From A Globally Networked Human Rights and Disability Course for Social Work and Law Students     

Filomena Critelli  Laura Lewis  Adalberto Méndez-López 《Journal of Teaching in Social Work》2017,37(2):121-137

This article examines an innovative model of online international education regarding disability through a human rights perspective piloted through a collaboration between Universidad LaSalle, Mexico, and University at Buffalo, United States. The course is organized around a pressing global human rights and development issue. Its objective is to promote effective practice with persons with disabilities through cross-national, cross-disciplinary, human-rights based education; strengthen students’ sense of global engagement; and foster cross-cultural expertise and competence with diversity. The implications for effective professional education in law and social work are discussed. The article also examines pedagogical strategies and presents case study materials, identifies key disability rights themes common to both nations and cultures, and explores how distance learning technology is implemented in the course. A preliminary assessment of this newly piloted approach is also presented, based on data from students, as well as the implications for teaching and practice.  相似文献   

Designing a Bridging Discourse: Re-Mediation of a Mathematical Learning Disability     

Katherine E. Lewis 《学习科学杂志》2017,26(2):320-365

Students with disabilities present a unique instructional design challenge. These students often have qualitatively different ways of processing information, meaning that standard instructional approaches may not be effective. In this study I present a case study of a student with a mathematical learning disability for whom standard instruction on fractions had been ineffective. With regard to theory, I draw on Lev Vygotsky’s framing of disability and then use Anna Sfard’s conceptualization of mathematics as a discourse to design a fraction re-mediation that provided a bridge from the student’s discourse to the canonical mathematics discourse. This bridging discourse was used in 5 videotaped re-mediation sessions with the case study student. A fine-grained analysis of the re-mediation sessions traced the ways in which the student’s discourse shifted over time, which enabled her to solve problems she had previously been unable to solve. This study provides a proof of concept for reconceptualizing remediation and illustrates the potential utility of a bridging discourse to help students who have a history of failure gain access to the canonical mathematics discourse and content.  相似文献