Regional examinations councils and geopolitical change: commonality, diversity, and lessons from experience     

Mark Bray 《International Journal of Educational Development》1998,18(6):473-486

Formation of regional bodies which serve groups of countries is a way to achieve economies of scale, greater specialisation in professional expertise, and a stronger voice in international affairs. Many advocates have particularly recommended regional collaboration to states which are too small to operate strong national bodies. However, regional bodies suffer multiple tensions and do not always meet their goals with great success.This paper focuses on regional collaboration in examinations, and compares the experiences of three existing and two defunct bodies. The three existing bodies are the West African Examinations Council, the Caribbean Examinations Council, and the South Pacific Board for Educational Assessment. The two defunct bodies are the East African Examinations Council and the University of Botswana, Lesotho and Swaziland Schools Examination Council. Although these five bodies were designed to undertake similar functions, they operated in different geopolitical environments. Instructive lessons on the nature and impact of geopolitical forces can be learned from the experiences of each body and from comparison of all five.  相似文献   

Comparative research on shadow education: Achievements,challenges, and the agenda ahead   总被引：1，自引：0，他引：1  

Wei Zhang  Mark Bray 《European Journal of Education》2020,55(3):322-341

This paper reviews research on private supplementary tutoring, widely known as shadow education, during the initial decades of the present century. It takes as its starting point the first global study of the phenomenon, published in 1999, though notes some scattered national and subnational literature prior to that date. During the initial two decades, great expansion of the research on shadow education brought more depth and stronger awareness of commonalities and differences in different cultures. From initial mapping and identification of factors shaping demand came work on ecosystems with deeper sociological and economic analyses, together with greater attention to research methods. The agenda ahead will need to keep up with changing times, e.g., through the impact of technology, and develop stronger interdisciplinarity to explore additional domains. It will also need continued attention to definitions and methods.  相似文献   

Researching shadow education: methodological challenges and directions     

Mark Bray 《Asia Pacific Education Review》2010,11(1):3-13

Research on shadow education has considerably increased in volume and has helped to improve understanding of the scale, nature, and implications of the phenomenon. However, the field is still in its infancy. Literature on shadow education reflects confusion over terms and parameters, and data suffer from challenges in securing evidence from actors who may be unwilling or unable to respond to enquiries in a clear manner. Particular care is needed in cross-national and cross-cultural comparisons. Nevertheless, the trajectory of improvement in both conceptualisation and instrumentation gives ground for confidence that shadow education will be progressively better documented and better understood.  相似文献   

Robert Cowen and Andreas Kazamias (eds.): International handbook of comparative education     

Mark Bray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):223-225

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Introductory Biology Students’ Conceptual Models and Explanations of the Origin of Variation     

Elena Bray Speth  Neil Shaw  Jennifer Momsen  Adam Reinagel  Paul Le  Ranya Taqieddin  Tammy Long 《CBE life sciences education》2014,13(3):529-539

Mutation is the key molecular mechanism generating phenotypic variation, which is the basis for evolution. In an introductory biology course, we used a model-based pedagogy that enabled students to integrate their understanding of genetics and evolution within multiple case studies. We used student-generated conceptual models to assess understanding of the origin of variation. By midterm, only a small percentage of students articulated complete and accurate representations of the origin of variation in their models. Targeted feedback was offered through activities requiring students to critically evaluate peers’ models. At semester''s end, a substantial proportion of students significantly improved their representation of how variation arises (though one-third still did not include mutation in their models). Students’ written explanations of the origin of variation were mostly consistent with their models, although less effective than models in conveying mechanistic reasoning. This study contributes evidence that articulating the genetic origin of variation is particularly challenging for learners and may require multiple cycles of instruction, assessment, and feedback. To support meaningful learning of the origin of variation, we advocate instruction that explicitly integrates multiple scales of biological organization, assessment that promotes and reveals mechanistic and causal reasoning, and practice with explanatory models with formative feedback.  相似文献   

Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder     

George A. Michna  Sierra M. Trudel  Melissa A. Bray  Jessica Reinhardt  Jessica Dirsmith  Lea Theodore  Zheng Zhou  Ishani Patel  Paul Jones  Matthew L. Gilbert 《Psychology in the schools》2023,60(2):479-494

Children and adolescents with autism have a higher likelihood of being exposed to bullying, abuse, and sexual assault which, through repeated exposure, has been demonstrated to impede academic, social, and physical functioning among this population. However, the complexity of unpacking the characteristics of autism and trauma can pose a challenge for school psychologists in using the most appropriate clinical method of intervention. This paper summarizes the co-occurrence of autism and trauma in an effort to better inform practitioners and recommends the need for valid and reliable assessments that measure adverse experiences for children with autism. A practitioner assessment guide of childhood trauma and autism spectrum disorder is also provided to facilitate a comprehensive assessment process. We conclude that there is a pressing need for more research examining the relationship between autism and trauma by better understanding the relationship of these constructs, and for the development of more effective assessments to provide more evidence-based interventions.  相似文献   

Integration of physical health and sensory processing assessment for children with autism spectrum disorder in schools     

Sierra M. Trudel  Emily L. Winter  Brenna Fitzmaurice  Gina Norman  Clark R. Bray 《Psychology in the schools》2023,60(2):378-400

Individuals with autism spectrum disorder (ASD) often undergo various assessments and evaluations as part of the diagnostic process, identification and classification for special education eligibility, and continued progress monitoring for skill growth. Such evaluations may include cognitive, social and emotional, behavioral, and speech evaluations, among other skill and ability assessments. One other area for assessment that clinicians may consider examining when working on evaluations for individuals with ASD includes the integration of assessments capturing physical and sensory needs. Physical health identifiers that may be included in such evaluations cover physical exercise, sleep, diet and food sensitivities, and elimination. Additionally, sensory evaluations may consider auditory, olfactory, taste, tactile, vestibular, and proprioceptive sensory abilities and needs. This practitioner-focused chapter includes a brief review of each of the aforementioned physical and sensory abilities and their connection to ASD. Further, implications for practitioners in their assessment of ASD are explored with practical tips and recommendations for providers to use for their future assessments for ASD.  相似文献   

Integrating evaluation data to enhance treatment planning for students with ASD     

Melissa A. Bray  Brittany A. Dale 《Psychology in the schools》2023,60(2):279-281

Accurate assessment across the various characteristics of autism spectrum disorder (ASD) and its comorbidities can help guide intervention planning. This introduction to the second issue of a double special issue on ASD assessment highlights assessment of various characteristics of and comorbidities with ASD to assist with treatment planning. For instance, anxiety and attention deficit hyperactivity disorder are two of the most common comorbidities with ASD. Educational, clinical, and medical interventions for individuals with ASD can vary based on the unique cognitive and additional mental health needs of the individual.  相似文献   

Computers in the delivery of special education and related services: Developing collaborative and individualized learning environments     

Nate Jones  Thomas J. Kehle  Melissa A. Bray 《Psychology in the schools》2004,41(2):275-277

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Financing Education in Transitional Societies: Lessons from Russia and China     

Mark Bray  Nina Borevskaya 《比较教育学》2001,37(3):345-365

Recent years have brought emerging theoretical propositions about the nature of educational change in societies undergoing transition from socialism to market economies. Focusing particularly on the financing of education, this article examines patterns in Russia and China in the light of this literature. It shows that although transitions in the two countries have displayed major differences, they have also displayed significant similarities. These similarities have been evident despite the fact that changes in Russia and China have been made independently of each other. This has largely been because of the impact of market forces, though it has also reflected broader forces of globalisation.  相似文献