High stakes testing and student perspectives on teaching and learning in the Republic of Ireland     

Emer Smyth  Joanne Banks 《Educational Assessment, Evaluation and Accountability》2012,24(4):283-306

There is now a well developed literature on the impact of high stakes testing on teaching approaches and student outcomes. However, the student perspective has been neglected in much research. This article draws on a mixed method longitudinal study of secondary students in the Republic of Ireland to explore the impact of two sets of high stakes examinations on student experiences. The analyses are based on surveys completed by 897 lower secondary students and 748 upper secondary students, along with 47 lower secondary and 53 upper secondary group interviews with students. Findings show the presence of impending high stakes exams results in increased workload for students, with many reporting pressure and stress. Throughout their schooling career, students clearly favour active learning approaches. However, for some students, particularly high-aspiring middle-class students, these views change as they approach the terminal high stakes exam, with many showing a strong preference for a more narrowly focussed approach to exam preparation. This article highlights how students shift from a position of critiquing exam-focused teaching methods as inauthentic to accepting such methods as representing ??good teaching??.  相似文献   

Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention     

Duong  Mylien T.  Nguyen  Lillian  Gaias  Larissa  Benjamin  Katherine S.  Lee  Kristine  Buntain-Ricklefs  Joanne  Cook  Clayton R. 《The Urban Review》2020,52(5):853-879

The Urban Review - Strong student–teacher relationships foster students’ social, emotional, and academic development, particularly for students from marginalized racial/ethnic groups....  相似文献   

The global virtual university     

Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):255-255

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Teaching and learning with technology     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(3):579-579

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‘Power,regulation and physically active identities’: the experiences of rural and regional living adolescent girls     

M. Casey  A. Mooney  J. Smyth  W. Payne 《Gender and education》2016,28(1):108-127

Drawing on interpretations of Foucault's techniques of power, we explored the discourses and power relations operative between groups of girls that appeared to influence their participation in Physical Education (PE) and outside of school in sport and physical activity (PA) in rural and regional communities. Interviews and focus groups were conducted in eight secondary schools with female students from Year 9 (n = 22) and 10 (n = 116). Dominant gendered and performance discourses were active in shaping girls’ construction of what it means to be active or ‘sporty’, and these identity positions were normalised and valued. The perceived and real threat of their peer's gaze as a form of surveillance acted to further perpetuate the power of performance discourses; whereby girls measured and (self) regulated their participation. Community settings were normalised as being exclusively for skilled performers and girls self-regulated their non-participation according to judgements made about their own physical abilities. These findings raise questions about the ways in which power relations, as forged in broader sociocultural and institutional discourse–power relations, can infiltrate the level of the PE classroom to regulate and normalise practices in relation to their, and others, PA participation.  相似文献   

Losing our way? Challenging the direction of teacher education in Australia by reframing it around the Socially Just School     

John Smyth 《Asia-Pacific Journal of Teacher Education》2013,41(1):111-122

In this discursive and wide-ranging paper I want to do two things: first, to interrogate the conditions that led to, and continue to wreak havoc as a result of, the Global Financial Crisis (GFC), and that underpin current policy approaches to teacher education in Australia and other western countries; and second, to move in the direction of puncturing the status quo by proffering an alternative orientation to teacher education deriving from some of my own research that is informed by what I am calling the Socially Just School. My argument is that teacher education could benefit from moving away from the ideological conditions that have produced the GFC and instead be informed by an approach to schooling around notions of social justice.  相似文献   

The more,the better? Intensity of involvement in private tuition and examination performance     

Emer Smyth 《Educational Research and Evaluation》2013,19(5):465-476

Private tuition, or “shadow education”, has become a prominent feature in many countries internationally. A number of studies have found that such tuition is associated with improved examination performance and enhanced access to tertiary education. However, these studies have generally not taken into account important attitudinal differences between tuition participants and nonparticipants or explored variation in the intensity of young people's involvement in paid tuition. This paper uses a large-scale survey of upper secondary students in the Republic of Ireland to explore the impact of different levels of involvement in private tuition on student performance. Multilevel regression and propensity score matching techniques indicate no significant performance advantage accruing to involvement in private tuition when adequate account is taken of key differences between participants and nonparticipants. All else being equal, even relatively high levels of involvement in private tuition do not enhance academic performance.  相似文献   

Teachers’ perceptions of student evaluations of teaching     

Cecilia K.Y. Chan  Lillian Y.Y. Luk  Min Zeng 《Educational Research and Evaluation》2013,19(4):275-289

Evaluation of teaching in higher education has drawn much attention due to the need for greater accountability and improvement in student learning. Our review of literature on Student Evaluation of Teaching (SET) surveys suggests that considerable controversy and criticism have surrounded its use, fairness, and validity. Yet, many universities in Hong Kong are depending primarily on student feedback in SET surveys to provide evidence for their improvement of teaching and learning, and for their decisions made on teachers' pay-rise and tenure. If universities are to continue to use SET surveys as the main source of mechanism for measuring teaching effectiveness, teachers will have to understand and be aware of its purposes. But how much do we know about teachers' perceptions of teaching and learning and, consequently, their opinions of using SET surveys as the primary standardized evaluation mechanism of teaching for promotion and tenure and for teaching effectiveness?  相似文献   

Photographic Methods     

Peter Smyth  Charles Swedlund 《Communication Booknotes Quarterly》2013,44(4):51-52

Peter Smyth's A Guide to Marine Photography (New York: Norton, 1974---$12.50)

Charles Swedlund's Photography: A Handbook of History Materials, and Processes (New York: Holt, Rinehart and Winston, 1974---$9.95, paper)  相似文献   

MISSISSIPPI INTEGRATION‐A BREAK WITH THE PAST     

Lillian S. Calhoun 《Equity & Excellence in Education》2013,46(2):4-20

On November 21, 1988, the University of Massachusetts held a convocation for its School of Education to celebrate its new dean, Marilyn Haring‐Hidore. David C. Berliner delivered the keynote address, “The Transformation of the Teaching Profession,” based on this article, originally published with the above title in 1987 as Chapter One in Talks to Teachers: A Festschrift for N.L. Gage, which Berliner co‐edited with Barak V. Rosenshine; this is the book to seek out if you want to follow up references in the text such as “Chapter 2” or “Chapter 4.” The original article is being reprinted with the permission of both David Berliner and McGraw‐Hill; the latter purchased the rights to the book from Random House about the time that Berliner was concluding his address.  相似文献