Alternative Pathways to Traditional Destinations: higher education for disadvantaged Australians     

T. C. Gale  P. J. McNnamee 《British Journal of Sociology of Education》1995,16(4):437-450

In 1985, the Higher Education Equity Program was introduced by the Australian Government to improve the participation of those persons from social groups traditionally under-represented within higher education. In 1990, the program was incorporated within A Fair Chance For All which provided more specific details of the government's desire for a system-wide approach to equity issues. One result has been the proliferation of access and equity programs conducted by universities around the country and aimed at redressing the disadvantage of potential students. The alleged success of these programs is based on greater participation in and graduation from Australian universities by individuals from targeted disadvantaged groups. The research reported here, however, would suggest that such programs are prone to co-opt the language of equity and social justice, dependent as they are on satisfying statistically-orientated program performance indicators in order to receive recurrent government funding. Further, the paper argues that success in achieving equity within Australian higher education will remain limited unless the structural arrangements that work to construct social inequalities in mainstream higher education are addressed.  相似文献   

The Development and Implications of Frames of Reference in Curriculum Evaluation Programmes: the Experience of a British School of Medicine     

Janet Gale  Michael O'Pray 《British journal of educational technology : journal of the Council for Educational Technology》1981,12(1):49-63

For both practical and theoretical reasons, the evaluation of any educational programme requires the evaluator to make selective decisions about data gathering and interpretation. In particular, he must develop frames of reference within which data collection and interpretation can fulfil its stated role and purpose. This paper describes factors which gave rise to the need for delineation of frames of reference, their derivation and rationale, during a curriculum evaluation programme at a British School of Medicine. The curriculum, the evaluation role and methodology and the derivation of appropriate frames of reference are described and discussed both in practical terms and with regard to wider theories and implications.  相似文献   

Simulation-based performance assessment: an innovative approach to exploring understanding of physical science concepts     

Jessica Gale  Stefanie Wind  Jayma Koval  Joseph Dagosta  Mike Ryan  Marion Usselman 《International Journal of Science Education》2016,38(14):2284-2302

This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students’ understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force, acceleration, velocity, and inertia. Illustrative examples drawn from the administration of these simulation-based PA tasks to a sample of eighth-grade students (n?=?74) highlight the potential of simulation-based tasks for revealing conceptual understanding of science concepts and for informing curriculum development within the context of design-based implementation research. The paper also describes a variety of challenges encountered over the course of the development, administration, and analysis of the PA data that may be informative for researchers and educators as they consider implementing simulation-based PAs.  相似文献   

A Bitter Partnership: The Black Press’ Contentious Relationship with the Negro Leagues in the Struggle to Integrate Major League Baseball     

Samuel Edward Gale 《国际体育史杂志》2016,33(16):1885-1903

In the 30-year campaign to integrate Major League Baseball, the relationships between African-American newspapers and the Negro Leagues developed in three distinct phases. What began as a harmonious partnership where the two institutions worked together to publicize and improve the quality of the Negro Leagues gave way to bitterness and resentment, as each questioned the other’s role in integrating the sport. By the early 1950s, however, some black sportswriters attempted to revitalize the Negro Leagues after recognizing that the integration of the sport had damaged this distinctly African-American social and economic institution. Analysing the contradictory and complicated attitudes and actions of black journalists as they worked with and later disassociated from the Negro Leagues demonstrates the black press’ shifting relationship with the Negro Leagues and illustrates the conflict among African-American journalists over how to transition from a segregated environment to an integrated one.  相似文献   

Student Success and Failure: As a matter of fact or just how they are portrayed?     

Trevor Gale  Kathleen Densmore 《Asia-Pacific Journal of Teacher Education》2002,30(1):7-23

This paper introduces and analyses three broad discourses of academic achievement and failure, specifically those that speak of students' deficits, disadvantages and differences. It draws on interview data collected from teachers working in Australian primary (elementary) and secondary (high) schools and on academic literature that speaks to the field. The paper argues that 'deficit', 'disadvantage' and 'difference' represent discourses of considerable influence in determining how teachers, students and parents define what constitutes success or failure in schools, which respective approaches educators employ, and the beliefs we hold about students who fail and those who succeed. In this respect, the paper is concerned with matters of inclusion and exclusion in schooling. In particular, we seek to tease out the stories that these discourses tell about student diversity, as a way of unmasking how students are differently represented and how these representations serve to include some and exclude others from the benefits of schooling and society more broadly.  相似文献   

The development, pilot implementation, and formative evaluation of a grass-roots teacher evaluation system—or, the search for a better lawnmower     

David A. Payne  Gale Hulme 《Journal of Personnel Evaluation in Education》1988,1(4):365-372

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Educating science teachers for the sociocultural diversity of urban schools     

Dr Kenneth Tobin  Gale Seiler  Mackenzie W. Smith 《Research in Science Education》1999,29(1):69-88

This interpretive study of the preparation of science teachers for urban high schools explored the extent to which learning to teach was facilitated by the methods courses, cooperating teachers and university supervisors. Because the methods course was minimally effective in addressing the needs of teaching low track students from conditions of poverty the methods instructor, Tobin, decided to be a teacher-researcher with such students. He joined Smith, a student teacher and Seiler, a doctoral student, in an investigation that examined learning to teach in a graduate teacher preparation program. In an endeavour to gain a first hand grasp on the challenges of teaching African American students placed in a low track program of study the three authors of this paper co-taught science in an urban high school. The paper incorporates rich perspectives gained from the teacher-researchers and theoretical frameworks associated with resistance, habitus and learning to teach by co-teaching. The paper advocates co-teaching as an essential component of teacher education programs.  相似文献   

Writing to it: creative engagements with writing practice in and with the not yet known in today’s academy     

Jonathan Wyatt  Ken Gale 《International journal of qualitative studies in education》2018,31(2):119-129

We have developed an approach to collaborative-writing-as-inquiry that we sometimes refer to as ‘between the twos’. Increasingly, we came to understand that the only way to continue in our process was to ‘write to it’; whatever the question, the query or the problem, it was this inducement – ‘write to it’ – that led to new experimentations and the indeterminate rhythms and refrains of the multiple that were often present in the agonistics of our practice. This is how we have been living intra-actively with desire within and against the traditional representations of research and pedagogic practice in higher education in recent years. In offering opportunities for bringing non-totalising modes of sensing to life within Deleuze and Guattari’s experimental and creative originations, and in the multiplicity and the vibrant potentialities of always becoming, we make claims for new, creatively productive writing practices in the university of the future.  相似文献   

Assessing faculty performance using student evaluations of teaching in an uncontrolled setting     

Clifford Nowell  Lewis R. Gale  Bruce Handley 《Assessment & Evaluation in Higher Education》2010,35(4):463-475

This paper provides new evidence on the disparity between student evaluation of teaching (SET) ratings when evaluations are conducted online versus in‐class. Using a multiple regression analysis, we show that after controlling for many of the class and student characteristics not under the direct control of the instructor, average SET ratings from evaluations conducted online are significantly lower than average SET ratings conducted in‐class. Further, we demonstrate the importance of controlling for the factors not under the instructor’s control when using SET ratings to evaluate faculty performance in the classroom. We do not suggest that moving to online evaluation is overly problematic, only that it is difficult to compare evaluations done online with evaluations done in‐class. While we do not suppose that one method is ‘more accurate’ than another, we do believe that institutions would benefit from either moving all evaluations online or by continuing to do all evaluations in‐class.  相似文献   

Spore: Spawning Evolutionary Misconceptions?     

Thomas E. Bean  Gale M. Sinatra  P. G. Schrader 《Journal of Science Education and Technology》2010,19(5):409-414

The use of computer simulations as educational tools may afford the means to develop understanding of evolution as a natural, emergent, and decentralized process. However, special consideration of developmental constraints on learning may be necessary when using these technologies. Specifically, the essentialist (biological forms possess an immutable essence), teleological (assignment of purpose to living things and/or parts of living things that may not be purposeful), and intentionality (assumption that events are caused by an intelligent agent) biases may be reinforced through the use of computer simulations, rather than addressed with instruction. We examine the video game Spore for its depiction of evolutionary content and its potential to reinforce these cognitive biases. In particular, we discuss three pedagogical strategies to mitigate weaknesses of Spore and other computer simulations: directly targeting misconceptions through refutational approaches, targeting specific principles of scientific inquiry, and directly addressing issues related to models as cognitive tools.  相似文献