Travelling towards change in assessment: Policy,practice and research in education     

Louise Hayward  Nicki Hedge 《Assessment in Education: Principles, Policy & Practice》2005,12(1):55-75

Whilst there is evidence of significant investment in policy-led initiatives to raise attainment in schools, there is rather less evidence of the positive impact of such initiatives. In this paper we explore stakeholder views of recent initiatives in assessment in Scotland in an attempt to discern the relationships between assessment policy, research and practice in schools. Against a background of major assessment initiatives and by drawing on data from two national consultations, the paper illustrates the complexities inherent in following advice for policy developments to begin from where people are now. Finally, the paper explores the possibility of a new assessment journey for researchers, teachers and policy-makers, one which acknowledges the complex process of community-based transformational change.  相似文献   

Chalkface challenges: a study of academic dishonesty amongst students in New Zealand tertiary institutions     

Kelly de Lambert  Louise Taylor 《Assessment & Evaluation in Higher Education》2006,31(5):485-503

This paper presents the findings of two investigations into the prevalence and profile of academic dishonesty amongst students in New Zealand’s tertiary institutions and compares this with findings from other studies. Staff and students report on their personal experiences of academic dishonesty and these are compared with official information requested and supplied by the institutions. Ways in which academic dishonesty are dealt with are discussed, including the reasons given by staff and students for lack of action. Staff and student reactions to institutional policies on the issue are presented, analysed and compared with data from other studies. Finally the study examines methods utilised by academic staff to minimise the occurrence of dishonest behaviour.  相似文献   

Teachers’ recognition of anxiety and somatic symptoms in their pupils          下载免费PDF全文

Louise Neil  Marjorie Smith 《Psychology in the schools》2017,54(9):1176-1188

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Reflective Writing and the Spirit of Inquiry     

Mary Louise Holly 《Cambridge Journal of Education》1989,19(1):71-80

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The relationship between the school as a learning organisation and staff outcomes: A case study of Wales     

Marco Kools  Pierre Gouëdard  Bert George  Bram Steijn  Victor Bekkers  Louise Stoll 《European Journal of Education》2019,54(3):426-442

Does the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large.  相似文献   

Curriculum,pedagogies and assessment in Scotland: the quest for social justice. ‘Ah kent yir faither’   总被引：1，自引：0，他引：1  

E. Louise Hayward 《Assessment in Education: Principles, Policy & Practice》2007,14(2):251-268

This paper explores the ways in which assessment has developed and is developing in Scotland. The article begins by providing background information on Scotland's educational system. The second section tracks the relationship between curriculum and assessment in Scotland for children aged 3–14, 14–16 and 16+. The third section explores Scotland's current attempt to develop a coherent assessment system. The fourth section focuses on the major curriculum review presently underway in Scotland and reflects on the emerging future for Scottish Education. Connections between ideas of Learning, Assessment and Excellence are explored and issues being faced by one small country trying to develop a coherent assessment system that is both just and dependable are identified.  相似文献   

The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study     

Kathryn Gibbs  K. Louise Mercer  Suzanne Carrington 《International Journal of Disability, Development & Education》2016,63(6):608-622

This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD.  相似文献   

Work values in relation to gender and forecasted career patterns for women     

Jacques Perron  Louise St-Onge 《International journal for the advancement of counseling》1991,14(2):79-90

This study examined the problem of life-style and career patterns for women. College students (367 males, 332 females) expressed their preferences for one of three career patterns for women combining work and family involvement and also answered a work values questionnaire. Results showed that 70.5% of the subjects expected women to attend school and/or work outside the home first and to have their child(ren) only after they have established themselves in a career. Forecasting of career patterns for women was significantly related to subjects' work values. Results confirmed previous findings and also indicated new trends in work values that differentiate between male and female college students.Université de MontréalUniversité du Québec à Trois-Rivières  相似文献   

Identifying dyslexia in multilingual students: can phonological awareness be assessed in the majority language?     

Louise Miller Guron  Ingvar Lundberg 《Journal of Research in Reading》2003,26(1):69-82

A study of 97 students from two schools in Göteborg, Sweden, examined reading proficiency and phonological skill using a comprehensive battery of group measures in the classroom. The sample comprised 38 monolingual native‐Swedish speakers, and 59 multilingual students for whom Swedish is an additional language. Students were administered tests of non‐verbal intelligence, vocabulary, reading comprehension, word recognition and non‐vocal phonological tasks. Two sub‐groups of 26 monolingual and 26 multilingual students, matched on non‐verbal intelligence, also participated in oral word and nonword reading tasks. No significant differences were found between language groups on the separate phonological subtests or the composite phonological score after controlling for non‐verbal intelligence in hierarchical regression analyses. The language groups were equally represented at the 20th percentile on both composite phonology and word reading measures. The composite phonological score was equally powerful for both language groups in predicting word recognition. The results of the present study suggest that, given sufficient exposure to the majority language, it is possible to assess a range of phonological skills among speakers of minority languages using the same battery of tasks as for native speakers.  相似文献   

Science capital or STEM capital? Exploring relationships between science capital and technology,engineering, and maths aspirations and attitudes among young people aged 17/18     

Julie Moote  Louise Archer  Jennifer DeWitt  Emily MacLeod 《科学教学研究杂志》2020,57(8):1228-1249

We previously proposed that science capital (science-related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post-18 aspirations to pursue further STEM study and whether science capital can be extended to related disciplines including engineering, maths and technology. Specifically, we report on correlational analyses exploring the relationships between science, technology, engineering and maths attitudes and science capital. Drawing on data from a new survey of 7,013 17/18 year old English secondary school students, analyses showed that science capital, while strongly related to engineering and physical science future study aspirations, was not strongly related to the pursuit of either maths or technology postsecondary study. The findings also suggest that engineering and maths attitudes have a stronger relationship to science capital than attitudes relating to technology. We conclude with a discussion of the implications of these findings and propose that science capital might be more usefully applied to “SEM,” with links to technology fields and aspirations needing further exploration.  相似文献