The Concept of the ‘Small Secondary School’     

Jeremy Richmond 《Educational studies》1992,18(3):267-275

School size is becoming an increasingly important factor in discussions concerning school effectiveness, particularly those concerning cost‐effectiveness. Unfortunately, the term ‘small‐school’ is used in several different ways and lacks clarity. This paper examines the present usage of this term in order to construct a definition that could be incorporated into effectiveness research design.  相似文献   

PISA for Development: how the OECD and World Bank shaped education governance post-2015     

Euan Auld  Jeremy Rappleye  Paul Morris 《比较教育学》2019,55(2):197-219

ABSTRACT

The year 2015 was significant for the arena of international development, as UNESCO’s Education for All agenda was replaced by Education 2030, which would identify minimum standards of education quality. The OECD had been working on extending its existing PISA assessment into low- and middle-income countries through PISA for Development (PISA-D) and positioned the new assessment as a means of tracking progress on the post-2015 goals. The organisation maintains that PISA-D was introduced primarily in response to the demands of the international community, especially low- and middle-income countries, and that the assessment was developed in partnership with them. This paper investigates those claims through an analysis of the arrival of PISA-D in Cambodia, situating the analysis within UNESCO’s shifting agenda and the strategic visions of the OECD and World Bank that first emerged in the 1990s. The result is a very different picture to the portrayals of local agency, demand, consensus and partnership that adorn the official websites and pamphlets of global agencies and much academic research, raising serious doubts about education governance post-2015.  相似文献   

EMPIRICAL SYNTHESIS OF THE EFFECT OF STANDARD ERROR OF MEASUREMENT ON DECISIONS MADE WITHIN BRIEF EXPERIMENTAL ANALYSES OF READING FLUENCY          下载免费PDF全文

Matthew K. Burns  Crystal N. Taylor  Kristy L. Warmbold‐Brann  June L. Preast  John L. Hosp  Jeremy W. Ford 《Psychology in the schools》2017,54(6):640-654

Intervention researchers often use curriculum‐based measurement of reading fluency (CBM‐R) with a brief experimental analysis (BEA) to identify an effective intervention for individual students. The current study synthesized data from 22 studies that used CBM‐R data within a BEA by computing the standard error of measure (SEM) for the median data point from the baseline and intervention data. The median CBM‐R score from the intervention that the authors of each study identified as most effective fell within the SEM (68% confidence interval) of the baseline data approximately 30% of the time, but the ranges for the two author‐identified most effective interventions overlapped over 75% of the time. Extended analyses were consistent with the BEA results for approximately three‐fourths of the instances after considering the SEM of the baseline and intervention phases. Using matched passages did not improve the overlap of the ranges, but there was less overlap when the study used three data points per condition. Results emphasize the importance of considering SEM of CBM‐R data when comparing interventions within a BEA. Further implications for practice and future research are included.  相似文献   

An examination of the effects of a short course aimed at enabling teachers in infant,junior and secondary schools to alter the verbal feedback given to their pupils     

Jeremy Swinson & Alex Harrop 《Educational studies》2005,31(2):115-129

  相似文献   

Comparative education: the construction of a field     

Jeremy Rappleye 《比较教育学》2012,48(3):403-406

  相似文献   

A Review of “Gateway to Opportunity? A History of the Community College in the United States”     

Jeremy Cole 《Educational Studies A Journal of the American Educational Studies Association》2014,50(5):519-524

  相似文献   

Challenges Facing Immigrant Students Beyond the Linguistic Domain in a New Gateway State     

Jeremy Hilburn 《The Urban Review》2014,46(4):654-680

Although there is a great deal of theoretical and practical scholarship related to immigrant students, the extant literature most often conflates the needs of English language learners with the needs of immigrant students (Goodwin in Educ Urb Soc 34(2):156–172, 2002; Sox in Theory Pract 48:312–318, 2009; Yoon in Am Educ Res J 49(5):971–1002, 2012). Findings from this study indicate that teachers in an area with a rapidly rising immigrant population perceived immigrant students to face four significant challenges beyond linguistic considerations. By analyzing interview and focus group data from six high school Civics teachers, this qualitative collective case study is positioned to make recommendations for teachers and teacher educators by bringing attention to the challenges facing immigrant students beyond the linguistic domain in a new gateway state.  相似文献   

Bounce     

Jeremy Swinson 《Educational Psychology in Practice》2014,30(4):445-446

  相似文献   

Digital culture clash: “massive” education in the E-learning and Digital Cultures MOOC     

Jeremy Knox 《Distance Education》2014,35(2):164-177

While education has been both open and online, the sizeable enrolment numbers associated with massive open online courses (MOOCs) are somewhat unprecedented. In order to gauge the significance of education at scale, this article analyses specific examples of massive participation derived from E-learning and Digital Cultures, a MOOC from the University of Edinburgh in partnership with Coursera. Student-created content, user statistics, and survey data are illustrated to examine the experiences and repercussions of engaging with educational activity where participants number in the tens of thousands. This activity is shown to mirror established instructionist or constructivist approaches to pedagogy. However, rather than working with “massiveness,” these positions are suggested to oppose large participant numbers. Concluding remarks propose an irreducible diversity of participation, rather than a generalised categorisation of “student,” and call for future considerations of the MOOC to move beyond individualism and self-interest.  相似文献   

Managing change and embedding innovation in academic libraries and information services     

Jeremy Atkinson 《New Review of Academic Librarianship》2013,19(1):25-41

The paper examines the management of change and the embedding of innovation in academic libraries and information services during a period of considerable and continuous change. Detailed examples are given from the author's own institution that adopts a very structured and corporate approach to strategic planning. The internal and external factors driving organisational change in the UK Higher Education (HE) sector are identified using a PEST (Political, Economic, Social, Technological) analysis, and a detailed SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis is presented which will enable institutions to assess the strengths, weaknesses, opportunities and threats of their services being able to deliver the changes required. Examples are given of the kinds of changes library and information services will need to implement in order to respond effectively to the changing external environment. Some of the barriers to the successful implementation of change are identified, with some practical measures to bear in mind to help ensure successful outcomes.  相似文献