The instrumentation of test-based accountability in the autonomous dutch system     

Natalie Browes  Hülya K Altinyelken 《教育政策杂志》2021,36(1):107-128

ABSTRACT

Test-based accountability or ‘TBA,’ as a core element of the pervasive Global Education Reform Movement (GERM), has become a central characteristic of education systems around the world. TBA often comes in conjunction with greater school autonomy, enabling governments to assess ‘school quality’ (i.e. test results) from a distance. Often, quality improvement is further encouraged through the publication of these results. Research has investigated this phenomenon and its effects, much of it focusing on Anglo-Saxon cases. This paper, drawing on expert interviews and key policy documents, couples a policy borrowing with a policy instruments approach to critically examine how and why TBA has developed in the highly autonomous Dutch system. It finds that TBA evolved incrementally, advancing towards higher stakes for schools and boards. Further, it argues that school autonomy has been central to the development of TBA in two ways. Firstly, following a period of decentralisation that increased school(board) autonomy, the Dutch government saw a need to strengthen accountability to ensure education quality. This was influenced by international discourse and accelerated by a (politically exploited) national ‘quality crisis’ in education. Secondly, the traditionally autonomous Dutch system, shaped by ‘Freedom of Education’, has at times conflicted with TBA, and has played a significant role in (re)shaping global policy and in mitigating the GERM.  相似文献   

Student- and instruction-level predictors of narrative writing in third-grade students     

Natalie G. Olinghouse 《Reading and writing》2008,21(1-2):3-26

This study examined the student-level and instruction-level predictors of narrative writing fluency and quality. Participants included 120 third-grade students from 13 classrooms. Student predictors included measures of reading, handwriting, spelling, IQ, grammatical understanding, and gender. Instructional predictors focused on the amount of time allocated to teaching basic writing skills and planning skills. Significant predictors of compositional fluency included gender, advanced planning ability, and handwriting fluency, while significant predictors of compositional quality included gender, compositional fluency, Full-scale IQ, word reading ability, and grammatical understanding. There were no main effects of instructional variables; however there were two student by instruction interactions. Implications of the study highlight the importance of student characteristics in writing achievement, as well as considering the need for differential instruction based on student needs.  相似文献   

The importance of place in indigenous science education     

Dawn Sutherland  Natalie Swayze 《Cultural Studies of Science Education》2012,7(1):83-92

In this issue of Cultural Studies of Science Education, Mack and colleagues (Mack et al. 2011) seek to identify the necessary components of science education in Indigenous settings. Using a review of current research in informal science education in Indigenous settings, along with personal interviews with American educators engaged in these programs, the authors suggest some effective practices to use Indigenous ways of knowing to strengthen science programming. For the past 4 years, we have been interested in the importance of place in culturally relevant science education. We have explored the role of place and have used Gruenewald’s critical pedagogy of place (2003) to examine the importance of place in a variety of Indigenous contexts. In response to Mack and colleagues, in this paper we explore the importance of place as a means to reinhabituate Indigenous youth who live in urban, First Nation, and rural Costa Rican contexts.  相似文献   

Biological Inquiry: A New Course and Assessment Plan in Response to the Call to Transform Undergraduate Biology     

Ellen S. Goldey  Clarence L. Abercrombie  Tracie M. Ivy  Dave I. Kusher  John F. Moeller  Doug A. Rayner  Charles F. Smith  Natalie W. Spivey 《CBE life sciences education》2012,11(4):353-363

We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students’ interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students.  相似文献   

The co-evolution of e-government and public libraries: Technologies,access, education,and partnerships     

Paul T. JaegerAuthor Vitae  Natalie N. GreeneAuthor VitaeJohn Carlo Bertot  Natalie PerkinsAuthor VitaeEmily E. WahlAuthor Vitae 《Library & information science research》2012

While many studies have discussed the impacts of electronic government (e-government) on public libraries, little research has considered the extent to which the current federal government's implementation of e-government relies on the public technology access, training, and support provided by public libraries. A range of data and policy materials are drawn upon in order to illuminate the co-evolution of public libraries and e-government. Beginning with a discussion of the development of e-government and its impacts in public libraries, the access, goals, and challenges of e-government are detailed as they relate to libraries, and the areas in which current implementations of e-government would not be possible without public libraries. Based on the explorations of the co-evolution of e-government and public libraries, key policy issues are offered that require reconceptualization in order to better support the interrelationship between e-government and public libraries.  相似文献   

Addressing the big picture: Deaf children and reading assessments     

Ashley Greene-Woods  Natalie Delgado 《Psychology in the schools》2020,57(3):394-401

In the field of education, there is a great emphasis placed on literacy, from reading fluency to writing. There are various approaches that teachers can use in their classroom to design and identify needed areas of instruction, but these approaches do not always apply to Deaf Education. The act of using the same assessments throughout all student populations presents some potential issues, particularly the question of whether or not the students’ actual literacy abilities are being identified. The focus is to spotlight a frequently used approach for measuring reading fluency and present an alternative approach.  相似文献   

Laboratories of Liberalism: American Higher Education in the Arabian Peninsula and the Discursive Production of Authoritarianism     

Koch  Natalie  Vora  Neha 《Minerva》2019,57(4):549-564

Minerva - American university globalization has increasingly targeted and been courted by authoritarian states. While the reasons for these partnerships are manifold—including the ease of...  相似文献   

Preschoolers modulate contrastive inferences during online language comprehension     

Narae Ju  Natalie Williams  Julie Sedivy  Craig G. Chambers  Susan A. Graham 《Child development》2023,94(5):1319-1329

This study examined 4- and 5-year-olds' incremental interpretation of size adjectives, focusing on whether contrastive inferences are modulated by speaker behavior. Children (N = 120, 59 females, mostly White, tested between July, 2018 and August, 2019) encountered either a conventional or unconventional speaker who labeled objects in a correspondingly typical or atypical way. Critical utterances contained size adjectives (e.g., “Look at the big duck”). With conventional speakers, gaze measures indicated that children rapidly used the adjective to differentiate members of a contrasting pair, indicating that even 4-year-olds derive contrastive inferences. With unconventional speakers, contrastive inferences were delayed in processing. The findings demonstrate that preschoolers adjust their use of pragmatic cues when presented with evidence disconfirming their default assumptions about a speaker.  相似文献   

Case Study: Distance Learning at the SBC Center for Learning     

Natalie S. Friend 《Performance Improvement Quarterly》1999,12(4):33-44

This case study presents what distance learning is and how it can be used as an alternative delivery solution for training. Distance learning definitions, characteristics, and design qualities are discussed. Specific examples and characteristics of the SBC Center for Learning's distance learning use are provided and can be related with how other companies, such as Arthur Andersen, Eastman Kodak, Microsoft, Netscape, and the Rochester Institute of Technology are using distance learning as an instructional delivery solution. Finally, the future technologies and applications of distance learning at the SBC Center for Learning and in general are discussed.  相似文献   

Fashion Time: The Fashion Calendar and Scheduling an Industry     

Natalie Nudell 《Journal of American culture (Malden, Mass. : 2003)》2023,46(1):36-43

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