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11.
Ruth Marlow Brahm Norwich Obioha C. Ukoumunne Lorraine Hansford Siobhan Sharkey Tamsin Ford 《Assessment in Education: Principles, Policy & Practice》2014,21(4):412-426
Assessing Pupils’ Progress (APP) arose from a government drive to increase the amount of teacher-based assessment within school and to make this consistent across schools. We conducted semi-structured interviews with head teachers to gain insight into how their schools applied APP and we compared the APP levels for English and Maths, provided by teachers across 11 schools for 72 pupils, to a standardised assessment (Wechsler Individual Achievement Test-II; WIAT). There was a strong correlation between the APP and WIAT for literacy but not for numeracy. Head teacher interviews revealed that APP is used differently across schools and at times is used in a way inconsistent with government guidance, which raises the question of how teacher assessments are used and their purpose. Questions that should be considered are; how is moderation used in schools, what is the function(s) of teacher assessments and what is good practice in relation to these assessments? Clarity about the function of assessments is of vital importance as is ensuring that assessments are meaningful to teachers, pupils, families and schools, especially in light of the weight that can be placed on teacher assessments for all these groups. 相似文献
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Although refuted many times, the commonly accepted story about Indigenous communities in Australia is that they had few counting words and thus were lacking in ways to quantify amounts. In this paper, we use the case of quantifying to discuss how Indigenous mathematics can be used, not just to help Indigenous students transition into the classroom but also back into their home communities. We argue that mathematics education must take seriously its responsibility to support Indigenous students to gain school mathematics and also to help maintain the use of traditional mathematical ideas. If this does not occur, mathematics educators will contribute, intentionally or unintentionally to the loss of Indigenous knowledge that present and future generations of Indigenous people will hold them responsible for. 相似文献
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Tamsin Cox 《Cultural Trends》2012,21(2):93-101
This paper considers the development of a “Liverpool model” for culture-led urban regeneration, based on an analysis of the competition to become the UK's first City of Culture (UKCC) for 2013. The paper outlines New Labour's developing approach to culture-led regeneration, placing the UKCC in the context of the use of culture for various local development policies, particularly city branding and urban regeneration (Evans & Shaw, 2004; McGuigan, 2005). Within this context, the paper considers how Liverpool's year as European Capital of Culture (ECoC) 2008 has been narrated by New Labour and the manner in which this narrative has influenced the development of the UKCC programme (Department for Culture, Media and Sport [DCMS], 2009; Garcia, Melville & Cox, 2010). The paper demonstrates how this narrative overlooks the ultimate specificity of Liverpool's success (Liverpool Culture Company, 2009; Garcia et al., 2010), which suggests a unique combination of political circumstance, cultural leadership and public and private investment are at the root of the perceived success of Liverpool's ECoC 2008, rather than an exportable, replicable policy (O'Brien & Miles, 2010) described by the policy literature, and substantiated by the competition to select the UKCC 2013 (DCMS, 2009). The paper's conclusion problematises the prospect of another city repeating the Liverpool experience. The “Liverpool model” of culture-led regeneration is shown as one which limits prospective cultural policies to a narrow vision of the possible, a vision which is unlikely to be sustainable in the foreseeable future. 相似文献
14.
Tamsin Meaney Tony Trinick Uenuku Fairhall 《Journal of Mathematics Teacher Education》2009,12(6):445-462
Professional development comes in many forms, some of which are deemed more useful than others. However, when groups of teachers
are excluded, or exclude themselves, from professional development opportunities, then there is an issue of social justice.
This article examines the experiences of a group of teachers from a Māori-medium school who attended a mathematics teacher
conference. By analysing the teachers’ sense of belonging through their ideas about engagement, alignment and imagination,
we are able to describe how different kinds of relationships influence the inclusion/exclusion process. This leads to a discussion
about what can be done by the teachers as well as conference organisers to increase these teachers’ likelihood of attending
further conferences in the future. 相似文献
15.
Since the 2000s, successive governments in the United Kingdom and elsewhere have embraced the idea of ‘raising aspiration’ among young people as a solution to persisting educational and socio-economic inequalities. Previous analyses have argued that these policies tend to individualise structural disadvantage and promote a ‘deficit’ view of working-class youth. This paper adopts a novel approach to analysing aspiration discourses combining Michel Foucault’s four dimensions of ‘ethics’ and Mitchell Dean’s notion of ‘formation of identities’. Applying Foucault’s and Dean’s work in this way provides a new lens that enables an examination of how policy encourages particular forms of subjectivation, and, therefore, seeks to govern individuals. The findings presented in the paper complicate previous research by showing that raising aspiration strategies portray disadvantaged youth both in terms of ‘deficit’ and ‘potential’, resulting in a requirement for inner transformation and mobility through attitudinal change. The paper concludes with a discussion of the implications for the identity formation of young people and for conceptualising contemporary forms of governmentality. 相似文献
16.
Kerry Anne Chappell Tamsin Pender Elizabeth Swinford Katherine Ford 《International Journal of Early Years Education》2016,24(3):254-278
This paper focuses on how wise humanising creativity (WHC) is manifested within early years interdisciplinary arts education. It draws on Arts Council-funded participatory research by Devon Carousel Project and University of Exeter’s Graduate School of Education. It is grounded in previous AHRC-funded research, which conceptualised WHC in the face of educational creativity/performativity tensions. WHC articulates the dialogic embodied inter-relationship of creativity and identity – creators are ‘making and being made’; they are ‘becoming’. The research used a qualitative methodology to create open-ended spaces of dialogue or ‘Living Dialogic Spaces’ framed by an ecological model to situate the team’s different positionings. Data collection included traditional qualitative techniques and arts-based techniques. Data analysis involved inductive/deductive conversations between existing theory and emergent themes. Analysis indicated that ‘making and being made’, and other key WHC features were manifested. We conclude by suggesting that WHC can help develop understanding of how creative arts practice supports the breadth of young children’s development, and the role of the creativity-identity dialogue within that, as well as indicating what the practice and research has to offer beyond the Early Years. 相似文献
17.
This paper presents a novel explanation for the continued absence of a children’s rights strategy within high-stakes educational assessment with reference to the competing purposes of high-stakes assessments and group-based constructions of fairness in assessment. We provide an original critique of group-based perspectives on the validity of assessment accommodations which supports an individual perspective on fair educational assessment. From this, the (almost forgotten) concept of ‘student assessment needs’ is (re-)introduced as a central axiom, to be constructed through feedback from, and dialogue with, students about their experience of high-stakes assessments, giving primacy to their purpose as an attainment demonstration opportunity for the student. To promote a new movement towards student participation in educational assessment processes and reforms, we propose ‘rights respecting assessment’, complementary to UNICEF’s ‘Rights Respecting Schools’ initiative, in which regular system-wide student representation would contribute to the development of high-stakes examination systems. In recognition of this aspiration, this paper is co-authored with a recent school-leaving age examination candidate. 相似文献
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19.
The social life of measurement: how methods have shaped the idea of culture in urban regeneration 总被引：1，自引：1，他引：0
Although ‘culture-led regeneration’ has been critiqued as both a concept and practice, it is clear that policy-makers continue to make efforts to use cultural activity of varying forms to achieve ends which could be (and are) described in terms of urban ‘regeneration’. Whilst the idea of culture-led urban regeneration had gained considerable prominence in a range of policy by the early twenty-first century, many questions have remained over how exactly such ‘regenerative’ outcomes could be convincingly demonstrated, despite much activity to attempt such demonstration over the course of preceding years. The desire for convincing evidence can be seen in a continued, and increasing, focus on evaluation, and methods aimed at providing evidence of impact and outcomes. In light of the renewed political focus in recent years on ‘proving’ the effects and value of cultural activity, this paper considers the continuation of practice in this area, and asks what lessons, if any, have been learned in evaluative practice which seeks to demonstrate the regenerative effects of culture. In light of the continuation of apparently problematic practices, the paper seeks to delineate and account for what has been learned, and what has not. 相似文献
20.
Educational Studies in Mathematics - To increase possibilities for listening respectfully to Indigenous educators, there is a need to identify conversational prompts which are used to raise... 相似文献