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31.
Teachers and researchers in the field of educational assessment have a strong professional interest in evaluating practices that constitute effective educational assessment at the classroom level. In pursuing these goals it is fundamental for teachers and pupils to grow in a community of shared practice where nothing in the assessment process is hidden and students become assessors of their own learning. The challenge for students and teachers within present-day classrooms is understanding and learning how these communities are created. This paper is based on action research carried out to investigate our own teaching of the subject of assessment at postgraduate level. The focus of the research was to integrate current research evidence within educational assessment into our own professional practice. Such research suggests that to improve learning and indeed teaching, educational assessment must be formative in both function and purpose and must put the student at the centre of the assessment process. The paper describes the processes and procedures by which common meanings of published criteria and assessment quality for masters level coursework held by one community of assessors were shared and interpreted by students to enable them to articulate their own learning through student-self assessment. 相似文献
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Concepción Medrano Samaniego Alejandra Cortés Pascual 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(1):5-21
This study is based on the hypothesis that television contents themselves constitute a source of learning through television narratives. In specific terms, we defend the idea that it is possible to teach and learn values through said narratives. Some of the research dealing with the relationship between television and values is categorized from a three-fold standpoint: the contents themselves, the medium itself and the language. As a result of this review, we maintain that reiterated attacks on television, blaming it for the majority of problems suffered by young people today, are not supported by the studies carried out by psychologists over recent decades. We believe that viewers incorporate the information provided by television from different contexts and that the enculturation is not unidirectional. There is an interrelation between development contexts and messages. We are specifically interested in analyzing the implicit and explicit values underlying television contents. Thus, based on the model developed by Schwartz and Bilsky, we have compiled a questionnaire (Val-TV 0.1) with the aim of classifying values and interpreting the behaviours visualized in television texts, and relating them to adolescents’ own values. 相似文献
33.
Jeffery H. Marshall M. Alejandra Sorto 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(2):173-197
Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural Guatemalan primary schools. After presenting a conceptual framework for linking the work of the teacher with student learning in mathematics together with an overview of the different forms of teacher knowledge, the paper introduces the Guatemalan context and the analytical framework including the sample, data and methods. Overall, the results provide some empirical support for a widely held, if infrequently tested, belief in mathematics education: effective teachers have different kinds of mathematical knowledge. The results also suggest specific mechanisms by which effective teachers can make substantial impacts on student learning, even in extremely poor contexts. 相似文献
34.
Sandra Patricia Rojas Rojas Alejandra Meneses Emilio Sánchez Miguel 《International Journal of Science Education》2013,35(13):1827-1847
ABSTRACTReading is a tool that promotes the learning of science across schooling. Scientific texts are conceptually and linguistically complex, especially for students from low-income contexts because they have neither the experience with the language nor the literacy skills to face the challenges of scientific knowledge. This study used a mix method approach to compare the cognitive scaffolding practiced by teachers during science reading activities in high- and low-performing schools. Three teachers and 141 fourth grade students from low socioeconomic background schools participated in 48 class sessions. Classes were video-recorded and transcribed. The data were analyzed using Sanchez’ Pedagogic Practice Analysis System. The results show that teachers from both types of schools continuously use reading as a tool for learning. The effective teacher uses reading with non-invasive scaffolding and varied verbal participation to elaborate knowledge, promoting literal and inferential comprehension and more opportunities for the students to construct knowledge. By contrast, less effective teachers use reading with invasive scaffolding and little verbal participation of the students to consolidate knowledge, promoting mainly literal comprehension. This study shed light on different approaches teachers use to foster reading comprehension for science learning. 相似文献
35.
Curriculum reforms have led to discursive and organizational changes in Argentina. These reforms have reshaped school knowledge and institutional patterns of school administration. We analyse the process of this 'curriculum reterritorialization', the contradictions and displacements it produces, and the hybrid products that result from it. Reterritorialization is traced through four interrelated movements: the hybridization of discourses; the design of new maps of relations between the centre and the periphery of the educational system; the new 'regime of truth' that emerges out of these changes; and the role of the intellectual in educational reform. Although they are different in scope and magnitude, these movements provide the tools required to analyse the many ways in which curriculum reform is transforming Argentina's educational experiences. 相似文献
36.
This paper estimates the impact of private education on the academic achievement of low-income students in Chile. To deal with selection bias, we use propensity score matching to compare the test scores of reduced-fee paying, low-income students in fee-charging private voucher schools to those of similar students in public schools and free private voucher schools. Our results reveal that students in fee-charging private voucher schools score slightly higher than students in public schools. The difference in standardized test scores is approximately 10 points, a test score gain of 0.2 standard deviations. We find no difference in the academic achievement of students in the fee-charging private voucher treatment group relative to their counterparts in free private voucher schools. 相似文献
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Students who are not part of the dominant culture need teachers that have a clear understanding of their role as cultural workers (Freire, 1998). Moreover, it is imperative that teachers who work with immigrant children become reflective about their ideology and how their belief systems impact their interaction with culturally diverse families. In order to help immigrant students acquire the necessary academic skills to succeed in our society, teachers must also be supportive and aware of the delicate and nonstatic process of acculturation, which children undergo as they interact with a new culture, language, or reality that may not be in tune with their previous experiences. In this article, we will hear the voices of four novice teachers, as they critically examine assumptions they hold about their most disadvantaged students, and as they strive for ideological clarity in their practice. 相似文献
39.
Bonnie Urciuoli 《International journal of qualitative studies in education》2013,26(3):287-298
This essay explores ways in which multiculturalism is institutionally produced in a small liberal arts college. When the offices of admissions or student life deploy the categories multiculturalism and diversity, they are likely to seek academic expertise from humanities or African American, Latino, or Women's Studies Programs, the disciplines most closely matching identity slots on the college applicationforms. In doing so, they recreate the presupposed categories of person that shape U.S. perceptions of race. This leaves little room for an anthropological perspective that examines the bases on which concepts of person and social identities are constructed. 相似文献
40.
Jannette Elwood 《Cambridge Journal of Education》2012,42(4):497-512
This paper brings to the forefront students’ views on one of the most significant aspects of educational reform in the 14–19 phase in England, specifically qualifications, examinations and assessment reform. In this respect, the paper foregrounds students as ‘policy actors’, they are significant players in the mediation of national qualification systems rather than just subjects in their implementation. Data from a national dataset of focus groups with 243 students are presented. Key themes are highlighted relating to young people’s experiences of qualifications, examinations and assessment at this stage of education in a context of continuous initiatives and change as well as the impact on students of qualifications reform in situ which can be confusing, unsettling and ultimately detrimental to future success. 相似文献