The benefits of students learning about critical evaluation rather than being summatively judged     

Karen Smyth 《Assessment & Evaluation in Higher Education》2004,29(3):370-378

This paper explores how student reflection on assessment procedures is a necessary part of the learning experience, and how such reflection can be supported in our teaching practices. Attention is paid to how discussion and analysis of assessment practices can be prioritized in the opening stages of a course. Further exploration reveals the importance of teaching students the differences in rationale behind summative and formative methods, and ways to do this. The advantages of conceptual marking, how written and verbal feedback should not be the end stage but used as a building block for student reflection, roles for self‐ and peer assessment and particular issues concerning oral assessment are all investigated.  相似文献   

Doing Critical Cultural Studies: an antidote to being done to     

John Smyth  Geoffrey Shacklock  Robert Hattam 《Discourse: Studies in the Cultural Politics of Education》1999,20(1):73-87

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Higher degree research supervision: from practice toward theory     

T.W. Maxwell  Robyn Smyth 《高等教育研究与发展》2011,30(2):219-231

This paper presents our theorizing about the complex nature of higher degree research supervision. The intent is to make a contribution to the current debates about higher education generally, and supervision of higher degree research students in particular. We add to the pedagogy of supervision by extending its scope to and beyond the supervisory relationship via our tripartite view of supervision. We see supervision as a creative, synergistic relationship interweaving activities concerning (1) the student, (2) knowledge and (3) the research project. From our perspective, the discourse of supervision has been relatively silent on this third element until now.  相似文献   

Research supervision: the research management matrix   总被引：1，自引：0，他引：1  

T. W. Maxwell  Robyn Smyth 《Higher Education》2010,59(4):407-422

We briefly make a case for re-conceptualising research project supervision/advising as the consideration of three inter-related areas: the learning and teaching process; developing the student; and producing the research project/outcome as a social practice. We use this as our theoretical base for an heuristic tool, ‘the research management matrix’ and this is the major focus of this paper. The matrix facilitates the work of supervision. In the matrix we privilege the research questions. The research management matrix can be easily used to focus on key research features and the relationships amongst them. The timing of different parts of research is introduced so that practical goals are identified. This facilitates project and research student learning management and timely completions. For these reasons the research management matrix is a useful tool for supervisors/advisors  相似文献   

The economic returns to field of study and competencies among higher education graduates in Ireland     

Elish Kelly  Philip J. O’Connell  Emer Smyth 《Economics of Education Review》2010,29(4):650-657

This paper looks at the economic returns to different fields of study in Ireland in 2004 and also the value placed on various job-related competencies, accumulated on completion of higher education, in the Irish labour market. In examining these issues, the paper also analyses, through quantile regression, how the returns vary across the earnings distribution. The impact that education-job mismatch, both education level and field, has on earnings is also taken into consideration. The results derived indicate that, relative to the base case, there are higher returns to Medicine & Veterinary, Education, Engineering & Architecture, Science and Computers & IT. Small but significant returns were found for some of the competencies analysed, in particular technical skills. The quantile regression analysis reveals that both field and competency returns vary across the wage distribution and that, apart from Medicine & Veterinary and technical skills, field and competency-specific returns diminish as one moves up the earnings distribution.  相似文献   

Education and social mobility: a case of over-promising and under-delivering     

John Smyth 《International Studies in Sociology of Education》2015,25(2):164-167

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What it means to be studying against the grain of neoliberalism in a community-based university programme in a ‘disadvantaged area’     

John Smyth  Tim Harrison 《Journal of educational administration and history》2015,47(2):155-173

Australia is indicative of a country that is deeply confused and conflicted around a policy discourse of inclusion that is sutured within an existential context heavily committed to the tenets of neoliberalism. Nowhere is this more evident than in the case of higher education, in which the proportion of young people from backgrounds of ‘disadvantage’ has remained implacably stuck at around 15% for several decades. The research from which this paper comes is an innovative community-based university-provided programme for young people for whom university education was never a realistic possibility – because of family histories, interruption to their lives, of having undertaken forms of secondary education that prevented them from gaining university entrance qualification, or who had terminated their education before completing the secondary years of schooling. This paper explores the story of one young person in his first year in a university programme, as he struggled with obstacles and impediments of a higher education system and set of neoliberal policy discourses that remain deeply sceptical and antagonistic to his trajectory.  相似文献   

Social capital and the ‘socially just school’     

John Smyth 《British Journal of Sociology of Education》2004,25(1):19-33

This paper argues that growing inequalities make it imperative that schools reinvent themselves around the issue of social justice. Through a case study of an Australian primary school, teacher‐based forms of social capital are explored revealing progressive pedagogies to be an important precursor to the ‘socially just school’.  相似文献   

‘Education and the working class’: a conversation with the work of Dennis Marsden and his contribution to the sociology of education     

John Smyth 《Journal of educational administration and history》2016,48(4):275-289

This paper is both a careful analysis of a seminal piece of work in the sociology of education, as well as a passionate plea to revisit with renewed urgency, the way in which education continues to fail unacceptably large numbers of working-class children. Through closely examining the work of Dennis Marsden (with his colleague Brian Jackson) in Education and the working class, the paper argues that this pioneering work done in working-class Huddersfield the 1950s, remains a stoic statement of what is wrong with working-class education, and is as rich in substantive and methodological insights as when it was written in 1962. By taking some biographical slices of key contemporary scholars, in particular Stephen Ball and Diane Reay, who have themselves been prolific scholars in this field, the paper speaks to the central arguments of Marsden’s unique work through their biographies, while establishing the distinctiveness of Marsden’s contribution to understanding social class within the wider field of sociology of education. The paper argues for a reinvigoration of the elusive search for the kind of authentic understandings of working class pioneered by Marsden, as the basis for an equitable and just schooling for working-class children.  相似文献   

The neoliberal toxic university: Beyond no is not enough and daring to dream a socially just alternative into existence     

John Smyth 《Educational Philosophy and Theory》2020,52(7):716-725

Abstract

This article deploys critical sociology to examine institutions of higher learning, worldwide, within a context of a more utopian set of possibilities. The article contests the idea of universities as marketplaces – competition, commercialisation and vocationalisation; the synthetic values of docility, conformity, and image/impression management; the calibration and metrification of all facets of university activity; and the containment of universities as places of dissent and social critique, shackling them instead to the whims of capitalism. As an alternative, the author explores Klein's elements of a social imaginary that involves extirpating the alien interloper neoliberal ideology that has been allowed to invade and colonise universities, and instead allowing indigenous ideologies to emerge from the discourses of those who do academic work. The austerity logic that has so poisoned universities, is replaced by the humanising and democratising practices and voices of those who have been wilfully excluded. Above all, what the author pitches towards is not ‘fixing’ our broken universities, for that would be in Klein's terms ‘fitting into the box’ that has been constructed for universities over the past half-century, but rather an ‘exploding of the box’. Examples from the author's prior community-based research are used to illustrate humanising, transformative possibilities.  相似文献