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In this article, we examine teachers’ use of knowledge sources in meetings where they discuss and formulate initiatives and solutions to develop existing teaching practice based on national test results. While practices of data use have been extensively researched, less attention has been given to the content of data use practices. Analyses of what kind of knowledge sources are used, and how, in discussions about student performance levels and accompanying initiatives to improve teaching can yield important insight into the potential and pitfalls of local data use practices. Based on an analysis of the knowledge sources that Norwegian secondary school teachers draw upon in so-called ‘result meetings’ and of the prognostic frames that teachers initiate, we find that teachers use several knowledge sources and that their data use practices can be characterised as complex and ‘thick’, although the data itself are ‘thin’. However, although teachers draw upon a range of knowledge sources and integrate these when identifying possible solutions, the solutions themselves are often short-term and directed towards improving test results. In order for teachers to ask more fundamental questions regarding existing practices, more attention should be directed towards problem-solving processes and also whether result meetings can provide arenas for complex problem-solving. 相似文献
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Equality and excellence in higher education — Is it possible? 总被引：2，自引：0，他引：2
Sarah Guri 《Higher Education》1986,15(1-2):59-71
The dilemma of equality versus excellence in education bears conceptual and practical difficulties. It is especially problematic when dealing with higher education. Most of the univerities over the world are selective by nature and pursue high academic standards. The more an institution earns a reputation for excellence, the less likely it is to provide equality of opportunities to large segments of the population. The underlying philosophy of Everyman's University (EU), the Open University of Israel, reflects these two dialectical values of equality and excellence. The article analyzes EU's principles and practices in the light of equality-quality relationships.An earlier version of this article was presented at the First International Conference on Education in the 90's, December 1984, Tel-Aviv, Israel. 相似文献
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Guri A. Nortvedt 《European Journal of Psychology of Education - EJPE》2018,33(3):427-444
This article addresses the policy implications of participation in international large-scale assessments (ILSAs), particularly the Programme for International Student Assessment (PISA), and the ways in which such implications might influence mathematics education. Taking Norway as a special case, this discussion focuses on insights into teaching, learning and assessment practices that can be inferred from the PISA study, and how participation in ILSAs has contributed to educational policy and even changed policymakers’ perspectives on schools, teachers and students. Following publication of the PISA 2000 results, Norway experienced a ‘PISA shock’, leading to the implementation of a national quality assessment system and national tests. In addition, changes were made to the mathematics curriculum for compulsory school and to mathematics teacher education. More recently, public debate has focused less on rank and league tables, shifting instead to the high number of low-achieving students and the low number of high achievers. Moreover, there has been little uptake of policy advice provided by the Organisation for Economic Co-operation and Development (OECD), which focuses on strengthening accountability measures. Furthermore, although the Norwegian educational system in the past decade has undergone a decentralisation process, the educational system still follows the Nordic model, which focuses on equity and ‘education for all’. Analyses of the Norwegian case indicate that policymaking takes place in highly cultural contexts, and that international studies might be used merely to validate existing policy directions. 相似文献
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In this article, we want to present and analyse the picture book The World has no Corners (2006/1999) by the Norwegian author and illustrator Svein Nyhus. The book represents a new trend in Norwegian picture books for children by inviting the readers into a world of thinking and wondering about existential topics such as life and death, growing up and getting old, God, children’s relationship to nature, etc. The picture book does not give clear answers to the questions that are raised, but has a potential for exploratory dialogues between child and adult readers. In our analyses of verbal text and images—and the relation between these—we build on social semiotic theory by Halliday, Kress and van Leeuwen, reception theory by Eco and Iser, and aesthetic theory represented by Dewey and Rorty. Through analyses of some selected spreads, we want to show both the framework keeping the readers inside the text, and the indeterminacies inviting the readers to wonder and speculate about the questions raised. We also want to draw attention towards a special way of co-reading of the spreads. Compared with the process of reading picture books where the adults often confirm or correct the child readers’ way of putting their interpretation into spoken language, the co-reading between children and adults in this picture book seems to be rather existential and poetic as well as democratic. We will shed light upon this reading process, as we consider it as a way of the readers fortifying themselves into the world. 相似文献
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Stovner Roar B. Klette Kirsti Nortvedt Guri A. 《Educational Studies in Mathematics》2021,108(3):533-551
Educational Studies in Mathematics - Feedback provided by mathematics teachers usually addresses procedural skills and, to a much lesser extent, other competencies such as conceptual understanding... 相似文献
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Guri A. Nortvedt Leonor Santos Jorge Pinto 《Assessment in Education: Principles, Policy & Practice》2016,23(3):377-395
In this study, we aim to understand the forces driving assessment for learning (AfL) in primary school teaching. By applying a case study design, including the two cases of Norway and Portugal and using mathematics teaching as an example, available policy documents and research reports are analysed to identify the differences and similarities that might explain the assessment practices previously observed in the two countries. Many similarities are found at the school and national levels. In particular, AfL is introduced as a national policy in both countries. Still, AfL practices are not common in primary mathematics classrooms in either country, although this is true for different reasons in each country. It is suggested that the assessment culture caused by national policies, such as curriculum reforms, national professional development projects and teacher autonomy, explains the similarities in the observed outcomes. 相似文献
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Sarah Guri‐Rozenblit 《Assessment & Evaluation in Higher Education》1990,15(2):105-114
This study purported to identify major factors which influence perseverance in studies at a distance teaching university with an open admission policy. The results indicate that: students who study in organised groups and get weekly tutorials have a higher perseverance rate as compared to students who study in the regular framework which provides tutorials every three weeks; veteran students have a greater chance to complete courses successfully as compared to novice students; and the success rate in liberal arts and social science courses is considerably higher as compared to natural science and mathematics courses. On the other hand, the factors of age, sex and previous level of education do not have an impact on perseverance and success in studies. 相似文献
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Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2022,34(2):139-141
Educational Assessment, Evaluation and Accountability - 相似文献