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This paper explores the ways in which policy discourses have constructed rationales for addressing adult literacy over the last 50 years. In particular, we examine how policy positions the literacy learner as citizen within discourses of rights and equity. Taking the case of the UK, we compare two key documents produced at different historical moments. Our discourse analysis reveals a long standing discourse of individual deficit within a functional model of literacy. This is now overlaid by a discourse of social exclusion that views adult learners as entrepreneurial global citizens who must compete within a market economy. 相似文献
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Anonymity in marking is a contentious issue within higher education. Conflicting research findings have identified issues surrounding gender bias, ethnicity bias and fairness in marking. However, the effects of anonymity upon feedback mechanisms have not been systematically explored. This study sought to understand the effects of anonymous marking and feedback upon students’ perceptions of its potential for future learning and relationship building with their lecturers. First year United Kingdom undergraduate business, politics, pharmacy and french students experienced anonymous and non-anonymous marking of coursework across different modules. Student performance data were collected, and a survey was administered following the completion of their modules. Results revealed that anonymous marking did not seem to advantage or disadvantage particular groups of students in terms of grade outcome. There was no significant difference in perceptions of fairness according to whether or not marking was anonymous. Furthermore, the results suggest that anonymous marking might undermine the learning potential of feedback, and minimise the strength of the relationship between lecturers and students, which may minimise the role of dialogue in the feedback process. 相似文献
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For over a decade, debate has raged about the nature and purpose of the PhD, including its role as preparation for working in academia. Academic work has changed a great deal in the last 60 years, yet our doctoral curriculum has remained relatively static. While there is increasing interest in matching PhD programmes to ‘real world’ needs, there is a surprising lack of research to inform research curriculum development at this level. If we take the position that the PhD is still the best way to prepare for academic work, what skills and attributes should we help graduates develop for this destination? This article analyses a set of academic job advertisements and asks: What do academic employers really want from the PhD now? 相似文献
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Norms, reliabilities, and validities for the five scales of an instrument designed to measure Bruner’s model are presented. In testing the instrument on a random sample of men and women, it was found that persons of both sexes emphasized knowledge of society, human condition, natural world, past, and artistic heritage in that order. It is suggested that the Educational Values Inventory may be able to provide useful information to educational planners when developing institutional goals. 相似文献
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Vertical (FN) and horizontal (FH) forces were recorded while four vertically-loaded court shoes were dragged horizontally across six types of floor surface. Variation in coefficient of limiting friction (FH/FN) between floor surfaces was greater than that between shoes. Squash strokes were also performed on the same surfaces during which FH/FN was calculated. Slips occurred on some surfaces either at heel contact or upon attainment of full-sole contact. It is concluded that the coefficient of limiting friction obtained during full-sole contact with the floor is a suitable means of distinguishing between tractional qualities of shoes. Alternatively, this measure is an inadequate predictor of the likelihood of slips in the game of squash racquets. Dusty floor conditions produce poor traction as does a damp sealed floor. As sweat droplets are unavoidable in the game, floors sealed with urethane represent a significant hazard. Bare, clean, wooden flooring which can absorb moisture represents a better surface than a sealed floor from the point of view of traction. 相似文献
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Stephen J. Thoma Darcia Narvaez James Rest Pitt Derryberry 《Educational Psychology Review》1999,11(4):325-341
Recent critics of the Defining Issues Test (DIT) suggest that moral judgment development as currently measured is neither developmental nor moral. Instead, scores on the DIT are claimed to be the result of political attitudes or verbal ability. In making such claims, these critics raise the possibility that the validity of the DIT is suspect as well as the construct it purports to measure. We begin our response with an overview of the various claims that DIT scores reduce to political attitudes or verbal ability. Then, a relevant sample of the DIT literature is summarized in order to assess the degree to which relationships between DIT scores and criterion variables typically used to support the validity of the DIT can be explained by political attitudes or verbal ability. This summary suggests that moral judgment development as measured by the DIT provides a unique source of information that cannot be explained by general/verbal ability or political attitudes. 相似文献