Testing students under cognitive capitalism: knowledge production of twenty-first century skills     

Clara Morgan 《教育政策杂志》2013,28(6):805-818

Abstract

Scholars studying the global governance of education have noted the increasingly important role corporations play in educational policy making. I contribute to this scholarship by examining the Assessment and Teaching of twenty-first century skills (ATC21S?) project, a knowledge production apparatus operating under cognitive capitalism. I analyze how ATC21S gains symbolic power and authority as it defines what counts in education through three key processes: (1) By legitimizing and disseminating new knowledge about twenty-first century skills; (2) By implementing this knowledge concretely in schools and (3) By embedding this new knowledge within a global alliance. I suggest that the knowledge produced by ATC21S in calculating and measuring twenty-first century skills contributes to the capture of living labor and its reproduction for the knowledge economy through the school system.  相似文献   

Success in Community College: Do Institutions Differ?     

Charles T. Clotfelter  Helen F. Ladd  Clara G. Muschkin  Jacob L. Vigdor 《Research in higher education》2013,54(7):805-824

Community colleges are complex organizations and assessing their performance, though important, is difficult. Compared to 4-year colleges and universities, community colleges serve a more diverse population and provide a wider variety of educational programs that include continuing education and technical training for adults, and diplomas, associates degrees, and transfer credits for recent high school graduates. Focusing solely on the latter programs of North Carolina’s community colleges, we measure the success of each college along two dimensions: attainment of an applied diploma or degree; or completion of the coursework required to transfer to a 4-year college or university. We address three questions. First, how much variation is there across the institutions in these measures of student success? Second, how do these measures of success differ across institutions after we adjust for the characteristics of the enrolled students? Third, how do our measures compare to the measures of success used by the North Carolina Community College System? Although we find variation along both dimensions of success, we also find that part of this variation is attributable to differences in the kinds of students who attend various colleges. Once we correct for such differences, we find that it is not possible to distinguish most of the system’s colleges from one another along either dimension. Top-performing institutions, however, can be distinguished from the most poorly performing ones. Finally, our adjusted rates of success show little correlation either to measurable aspects of the various colleges or to the metrics used by the state.  相似文献   

Who Publishes More Books in U.S. English Departments,Men or Women?     

Nicole Benevento  Albert N. Greco  Toniann Pasqueralle  Clara Rodriguez  Francesca Russo  Alana M. Spendley  Kelly Sullivan  Yiming Sun  Robert M. Wharton 《Publishing Research Quarterly》2017,33(4):357-372

The “gender gap” in the U.S. publication of English language and literature scholarly books has not been fully investigated. In order to investigate gender disparity, we collected, aggregated, and analyzed data on 1633 faculty members who authored or edited 4835 scholarly books at the top 50 U.S. English Ph.D. departments. Despite the fact that more women than men have received Ph.D.s in English since 1987, the top 50 departments are predominantly male, and male faculty members publish more books on a per capita basis. However, who publishes more books in these departments varies: (1) with the department that the faculty member is in (with grater parity in the middle 30 departments); and (2) when the faculty member published their first book, with female faculty who published their first book after 1998 publishing as many books on a per person basis as male faculty. This paper also offers recommendations on how marketing strategies can be used to ameliorate the “gender gap” in this academic field.  相似文献   

Paths to Better Schools by the Commission on Paths to Better Schools,A.A.S.A. Publishers,Washington, D.C., 415 pages, $2.00     

Clara G. Stratemeyer 《The Educational forum》2013,77(1):120-128

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WAR TIME METHODS     

Herbert W. Gates  E. LeRoy Dakin  Elmer E. Thienes  Mrs. Clara B. Beatley  Jay S. Stowell 《Religious education (Chicago, Ill.)》2013,108(6):450-454

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‘Peer social capital’ and networks of migrants and minority ethnic youth in England and Spain     

Clara Helene Rübner Jørgensen 《British Journal of Sociology of Education》2017,38(4):566-580

This article discusses friendships and peer groups of migrant and minority ethnic youth in schools in England and Spain, and critically considers them in relation to existing notions of ‘peer social capital’ and bridging (heterogeneous) and bonding (homogeneous) peer networks. The article argues for an extended understanding of peer social capital and discusses the complex composition and outcomes of bridging and bonding peer networks. It critically discusses both facilitators and barriers to friendships experienced by migrant and minority ethnic youth in schools, and considers them in relation to school practices.  相似文献   

    

Clara Lig Long Rangel  Antonia Zenaida Sanchez Proenza 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(1):171-183

In this study we focus on a new program in Cuba, university studies for older adults or seniors. Specifically, we look at the Special Municipality of the Isla de la Juventud (Isle of Youth) in the context of the larger policy of “universalization of higher education.” We provide information about Cuban perspectives on adult education, discuss the “workshop” as an important mode of educational work, and present information on both the preparation of those who teach older adults and the training of “facilitators” in the workshop mode. This contribution also presents student evaluations, as well as a critique of the program.

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Zusammenfassung KUBAS SENIORENUNIVERSIT?T: EIN BLICK AUF DIE UNIVERSALISIERUNG DER UNIVERSIT?T – In diesem Beitrag legen wir das Augenmerk auf ein neues Programm in Kuba, n?mlich Universit?tsstudien für ?ltere Erwachsene oder Senioren. Insbesondere werfen wir einen Blick auf die Gemeinde der Isla de la Juventud im Kontext der weiteren Politik der ’x201C;,,Universalisierung der h?heren Bildung“. Wir liefern Informationen über die kubanischen Blickwinkel auf die Erwachsenenbildung, diskutieren den ’x2018;,Workshop‘ als eine wichtige Methode der Bildungsarbeit und pr?sentieren Informationen sowohl über die Vorbereitung derjenigen, welche Senioren unterrichten, als auch über die Ausbildung der Facilitatoren in der Workshop-Methode. Dieser Beitrag enth?lt auch Evaluationen von Studierenden sowie eine Kritik des Programms.

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Resumen LA UNIVERSIDAD DEL ADULTO MAYOR EN CUBA: UN VISTAZO A LA UNIVERSALIZACIóN DE LA UNIVERSIDAD – Dedicamos este trabajo a un nuevo programa educativo de Cuba que ofrece estudios universitarios para adultos mayores. Específicamente, echaremos un vistazo a la Municipalidad de la Isla de la Juventud, en el contexto de una política amplia de ‘universalización de la educación’. Ofrecemos información sobre las perspectivas cubanas en educación de personas adultas, describimos el ‘taller’ como modo importante dentro del trabajo educativo y presentamos información sobre la preparación de aquellos que imparten la ense?anza a los adultos mayores y la capacitación de los ‘facilitadores’ que trabajan en los talleres. Esta contribución también presenta las evaluaciones hechas por los estudiantes y críticas del programa.

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Résumé L’UNIVERSITé DE CUBA POUR LES PERSONNES DU TROISIèME ?GE : UN REGARD SUR L’UNIVERSALISATION DE L’UNIVERSITé – Dans cet article, nous nous concentrons sur un nouveau programme à Cuba, les études universitaires pour les adultes plus agés ou les personnes du troisième age. Plus spécifiquement, nous nous tournons vers la Municipalité Spéciale de la Isla de la Juventud (l’?le de la jeunesse) dans le contexte d’une politique plus large de ?’x201C; l’universalisation de l’éducation supérieure ?’x201D;. Nous fournissons des informations à propos des perspectives cubaines sur l’éducation des adultes, discutons de ? l’atelier de travail ? comme d’un mode important de travail éducatif et présentons une information aussi bien sur la préparation de ceux qui enseignent aux personnes du troisième age que sur la formation des facilitateurs sur le mode de l’atelier de travail. Cette contribution présente également des évaluations étudiantes aussi bien qu’une critique du programme.

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The authors: Clara Lig Long Rangel has a Masters of Education from the Pedagogical University of Enrique José Varona in Cuba. She holds a chair in adult education at the Medical University of the Isla de la Juventud. She is the president of the Isla de la Juventud branch of the Association of Cuban Educators (APC), a non-profit NGO. She has addressed guidance and links between education and work, didactics and pedagogy in her work. Contact address: Universidad Pedagógica y Facultad de Ciencias Méldica, Isla de la Juventud, República de Cuba. E-mail: clara@ahao.ijv.sld.cu. Antonia Zenaida Sánchez Proenza holds a Masters of Education from the Pedagogical University of Enrique JoséVarona in Cuba. She is Adjunct Professor and Deputy Director of Research and Postgraduate Studies at the Pedagogical University of Carlos Manuel de Céspedes, Isla de la Juventud. Her research interests cover the nexus between education and work, didactics and biology. She is currently working on teacher education and higher education. Contact address: Universidad Pedagógica y Facultad de Ciencias Méldica, Isla de la Juventud, República de Cuba. E-mail: fcmij@infomed.sld.cu.  相似文献   

Higher Education and Graduate Employment in Norway   总被引：1，自引：0，他引：1  

Clara Åse Arnesen 《European Journal of Education》2000,35(2):221-228

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Cultural aspects of nonverbal communication     

Marianne LaFrance  Clara Mayo 《Int J Intercult Relat》1978,2(1):71-89

A review of the literature on cultural aspects of nonverbal communication reveals the existence of both similarities and differences in the display of nonverbal behavior. It is argued that similarities are most manifest when analysis is at the level of the individual and the focus is on the objective, formal properties of the behavior; differences are more likely to become manifest when the analysis is at the level of the relationship between individuals and the focus is on the interpersonal import of the behavior. Material on gaze and eye contact, body motion and gesture, interpersonal distance and touch, facial expression, and paralanguage is surveyed and organized into three primary sections. The sections reflect the major functions nonverbal behavior is presumed to perform: (1) the sending of emotional states; (2) the conveying of interpersonal attitudes, particularly intimacy and status; and (3) the management of conversation. Implications are drawn concerning potential miscommunication in intercultural encounters.  相似文献   

Geoethics: Master’s Students Knowledge and Perception of Its Importance     

António Almeida  Clara Vasconcelos 《Research in Science Education》2015,45(6):889-906

In the 1990s, the field of geoethics started its development, associated with a set of ethical principles that regulate the profession of geologists in their relationship with society and with nature. Given the importance of this field, but also its youth, 36 higher education students attending a Master’s of Geology course were surveyed (20 were from an educational branch and 16 were from a scientific branch). The questionnaire applied to them aimed to achieve the following goals: (a) to identify the knowledge of the respondents about this new field and to verify their position about the inclusion of geoethics in the curriculum, (b) to understand how they consider the importance of geological knowledge in political decisions and (c) to investigate possible differences in the thinking of the respondents, given the specificities of their educational branches. The study concluded that the field of geoethics is unknown to the majority of the respondents. However, the recognition of its importance was also verified, after getting familiar with the definition of the concept, as well as the need for its inclusion in formal education. The respondents also considered relevant the creation of a deontological code that could provide geologists with ethical guidance. They also considered that geology should influence political decisions, but they did not consistently recognise the limits of its influence, which seems to reveal the need of a deeper understanding of the specific nature of geological knowledge when compared with other sciences. Almost all the results were similar in both groups, but the students from the educational branch offered more elaborate answers about the issues present in the questionnaire.  相似文献