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71.
Jannette Elwood 《Assessment in Education: Principles, Policy & Practice》2013,20(2):205-220
Long-standing concerns within the field of educational assessment consider the impact of assessment policy and practice as matters of equity, inequality and social justice. Yet educational assessment policy and practice continues to have powerful social consequences for key users such as children and young people. This paper re-positions these consequences as a matter of ethics. It uses the work of Messick to frame how ethical matters extend beyond test instruments into the realm of uses and impact. A case study of the 11+ school transfer system in Northern Ireland is presented to illustrate ethical dilemmas emerging as a consequence of actions and decisions of using assessment systems for particular purposes. In looking forward to how we might attend to ethical matters in assessment policy and practice, a consideration of a children’s rights approach is outlined that may provide a moral and legal framework for action. 相似文献
72.
Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual
students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources
included structured and unstructured interviews with teachers and students, school observations, and weekly small-group conversations
in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of
the sixth-grade girls actively recruited by their teachers to attend the district’s magnet school program for their upcoming
seventh grade-year instead of their neighborhood middle school. We found that much of the reasoning behind their decision-making
process centered around issues of status (e.g., how the magnet school offered better academic, economic, and professional
opportunities for their future) and solidarity (e.g., attending the neighborhood school with their friends and siblings).
In conclusion, we problematize the very nature of these so-called educational ‘choices’ for bilingual Latino/a youth. 相似文献
73.
74.
Jannette Elwood 《Assessment in Education: Principles, Policy & Practice》1995,2(3):283-303
Gender‐related differences in performance are a major concern in the public examination system in the UK which is undergoing major changes in both subject content and assessment technique. This is particularly so because the pattern of gender‐related performance is also changing. The paper examines these changes and challenges some of the current assumptions about gender related performance. In 1992 The University of London Examinations Council (ULEAC) and The National Foundation for Educational Research (NFER) investigated the extent to which the structures and assessment techniques used within the General Certificate of Secondary Education (GCSE) actually amplify or reduce the gender‐related differences that exist in examination outcomes. Evidence was collected which suggested that coursework plays only a minimal role in explaining substantial differences in English and mathematics. Teacher and pupil expectations, entry policies and emphases within syllabuses seem to be more significant factors when accounting for the differences. The gender‐related patterns of performance in the GCSE are parallel to wider trends at an international level. 相似文献
75.
Alejandra Favela 《Journal of Latinos & Education》2018,17(3):272-285
Drastic immigration policies and economic conditions have resulted in unparalleled return rates to Mexico. Deported parents are faced with the difficult choice of leaving US-born children behind or taking them to their country of origin, where many face significant educational, cultural, and linguistic barriers. This study focuses on six families and the challenges they have faced living with undocumented status in the US, re-adjusting to life in Mexico, and the educational challenges faced by their children in both countries. 相似文献
76.
George Cooper Katherine Burton Alejandra Black Mokheseng Buti Geraldine Richards Ginny Herbert Emma Lockwood Janet Remmington 《Learned Publishing》2023,36(1):58-67
- Collaboration between publishers and learned society partners can accelerate and amplify DEIA outcomes.
- 97 HSS titles have adopted alt-text publication workflows and this change has been welcomed by journal authors and editors.
- Efforts to promote global inclusivity do not always result in greater membership diversity, retention and growth.
- Top-down, publisher-led DEIA initiatives are effective when they are aligned strategically to pre-existing society initiatives.
- Bottom-up, member-led DEIA initiatives benefit from publisher support to mitigate financial and time-based barriers to active participation.
- To reliably track DEIA outcomes, publishers ought to adopt systematic data collection strategies through initiatives like C4 and the Joint Commitment.