Pick ’n’ mix,select and project; policy borrowing and the quest for ‘world class’ schooling: an analysis of the 2010 schools White Paper     

Paul Morris 《教育政策杂志》2013,28(1):89-107

Education reform is increasingly portrayed as a quest to achieve a ‘world class’ education system through a process of identifying and adopting the practices of those systems whose pupils perform best in league tables of achievement. This is the rationale for the range of new policies proposed by the coalition government in the schools White Paper published in November 2010, which promotes whole-system reform in England. This article examines the White Paper and analyses the sources and nature of the evidence for reform and the congruence between the policy intentions and their associated policy actions. The analysis suggests that the evidence for the proposed reforms and policy actions is at best tenuous. Both the White Paper and its key sources of evidence are characterised by: a selective use of data: a propensity to mix and match the sources of comparison; and an overall tendency to employ comparisons with high-performing systems elsewhere as a façade to legitimate preferred policy options.  相似文献   

The management of participation in the policy‐making process: the case of the Education Commission in Hong Kong     

Paul Morris 《教育政策杂志》2013,28(3):319-336

In 1984 the Education Commission was established as a quasi governmental body to advise on all aspects of education policy in the colony. Within the Hong Kong context the Education Commission's establishment was novel for it created a single body to advise on all aspects of education policy and it involved a greater degree of public participation in the policy making process. This paper examines the motives for its establishment, the means by which the state maintained control of the policy making process and the impact of the policy measures initiated by the Education Commission.  相似文献   

Athletics, Academics, and Rankings: The Power of Competition     

Libby V. Morris 《Innovative Higher Education》2013,38(3):171-172

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MOOCs, Emerging Technologies, and Quality     

Libby V. Morris 《Innovative Higher Education》2013,38(4):251-252

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Exposing Student Teachers' Content Knowledge: Empowerment or debilitation?     

Susan E. Sanders  Heather Morris 《Educational studies》2000,26(4):397-408

Previous governments and other commentators have emphasized the relationship between a teacher's knowledge of the subject material being taught and the quality of learning outcomes. This has been reflected in the entry requirements to Initial Teacher Training (ITT) (primary) of public examination performance in the core subjects. However, disquiet has been expressed as to the efficacy of such qualifications as indicators of knowledge and skills at the entry point. Recent changes to ITT (primary) regulations require students' actual knowledge of the content of the three core subjects to be audited. This paper reports and reflects on the effects that re-examining their knowledge and skills in mathematics has had on the confidence of primary trainee teachers. It presents some key questions that must be addressed if the current audit regulations are indeed to benefit our future teachers and to enhance the learning of our pupils.  相似文献   

Averting a Recruitment Crisis in Educational Psychology Services: An investigation of psychology undergraduate perspectives on the profession     

Norah Frederickson  Sue Morris  Lisa A. Osborne  Phil Reed 《Educational Psychology in Practice》2000,16(4):405-429

This paper describes a survey of psychology undergraduates' perceptions of educational psychology, and the factors most likely to motivate or deter them from joining the profession. Results suggest that interest in educational psychology as a career option is at its lowest level for thirty years or more. The paper presents evidence that the current recruitment crisis within the profession needs to be addressed at a number of levels, including: the promotion within first degree programmes of improved understanding of educational psychology as a discipline and a profession, and of the links between basic research and its applicability to educational psychology in practice; the further development of the role which educational psychologists (EPs) fulfil, and the accurate dissemination of information about the profession; stream-lining and rationalising post-graduate training routes for psychology graduates, in order to offer a more accessible career route, and maximising its direct relevance in supporting the acquisition of core professional skills; and attenting to pay and conditions within the profession, so that it competes on more equal terms with other career destinations considered by undergraduates.  相似文献   

Science Policy in Action: Policy and the Researcher   总被引：1，自引：0，他引：1  

Morris  Norma 《Minerva》2000,38(4):425-451

Government policies for science, usually incorporatingeconomic and social aims, are increasingly influencing the contentand management of university research. This essay discusses theinfluence of selected science policies on individual researchersand group leaders. Within the limitations of a case study, itargues that policies that steer the content of research have agreater influence on research behaviour, than do policies relatedto overall research management. Increasing pressures for compliancewith mission-objectives point to the need for closer discussionbetween those who make policy decisions, and the wider researchcommunity.  相似文献   

Gredler,G. R. (Ed.) Ethical and Lega Factors in the Practice of School Psychology. Harrisburg: Commonwealth of Pennsylvania,Doucment Book Store, 1975, 221 pp., $3.00     

Joseph Morris 《Psychology in the schools》1975,12(3):375-377

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Gordon Thomas T.E.T.: Teacher effectivensess training. New York: Peter H. Wyden, 1974, 366 pages, $9.95     

Joseph Morris 《Psychology in the schools》1975,12(4):507-508

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A remedial reading technique for disabled readers that eatploys students as behavioral engineers     

Jerry W. Willis  Betty Morris  Jeane Crowder 《Psychology in the schools》1972,9(1):67-70

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