Education in a Destitute Time[1]     

Michael Bonnett 《Journal of Philosophy of Education》1983,17(1):21-33

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Developing a community of thinking: assessment of environmental education     

Penny Singh 《Environmental Education Research》2011,17(1):113-123

This paper discusses an oral assessment intervention in environmental education at two tertiary institutions in South Africa. A qualitative study grounded in a social constructivist framework, the inquiry locates learning and assessment of environmental education based on practical activities and first‐hand experience within the framework of situated learning, and explores processes of constructing and assessing knowledge within the learner's community of practice. The paper focuses on how communities of practice can be used as a possible learning approach in environmental education to address the diversity and challenges of classrooms, and on the efficacy of oral assessments structured to encourage thinking through dialog in such settings.  相似文献   

高考英语写作范文集锦     

Penny 《高中生》2014,(3)

正(2013年高考湖南卷)请以下列词语为关键词写一篇英语短文。内容:1.自己或他人的一次经历;2.你的感受。注意:1.必须使用所给4个关键词;2.词数不少于120个;3.不能使用真实姓名和学校名称。One possible version:Last week,a football match was held between us Class One and Class Two.The players from both sides were all excellent basketball players,so the match went on fiercely at first.At last the result was:the winner was Class Two while we match winner loser result  相似文献   

Cultivating engineers’ humanity: Fostering cosmopolitanism in a Technical University     

Alejandra Boni  Penny MacDonald 《International Journal of Educational Development》2012,32(1):179-186

This paper aims to explore the potential of a curriculum designed to develop Nussbaum's cosmopolitan abilities through two elective subjects offered to future engineers in a Spanish Technical University. To this end, Nussbaum's proposition of cosmopolitan abilities is presented in relation to the broader academic literature on cosmopolitanism and higher education. From this perspective, the origin, context and pedagogical rationale of the curriculum are described including the discussion of an exploratory study based on discourse analysis and how it has informed our pedagogical practice. Finally we argue for the importance of electives that develop cosmopolitan values for students of technical programmes in Higher Education and the need to consider the implications of their cessation as a consequence of the Bologna Process.  相似文献   

Obscenity and fabrication in equity and widening participation methodologies     

Matt Lumb  Penny Jane Burke  Anna Bennett 《British Educational Research Journal》2021,47(3):539-556

Equity and widening participation (EWP) initiatives in Australia are increasingly reimagined in policy as sites where participants are constructed as competitor-individuals, with education considered only in terms of employability, social mobility and nation-state market competition. In the context of EWP outreach, and with school students in particular, this can transpire into demands for narrow forms of ‘legitimate’ aspirations. Goffman defines obscenity as when (1) the very intimate is forced into the public sphere, while (2) the humanising dimensions or contexts are stripped away, with an example being pornography—where intimate encounters are reproduced as de-contextualised acts while being made public. This article argues that dominant approaches to practicing and evaluating EWP risk obscene consequences if they force community members to present static future-oriented valuations of intimate, fluid aspirations and experiences of education against a backdrop of increasingly individuated, competitive and standardised educational institutions. In this article, firstly we detail the context to establish a foundation for theorising consequences of particular socio-educational discursive practices. Secondly, we engage with notions of frame, keying and fabrication as a toolbox to reveal some of the unintended (obscene) dynamics risked via certain approaches to programmatic practice and evaluation. Thirdly, we review the diversity of approaches to evaluation (and their attendant debates), highlighting the importance of these debates and diversities, making a case against methodological imperialism.  相似文献   

Getting the Measure of Measurement: Global educational opportunity     

Penny Enslin  Mary Tjiattas 《Educational Philosophy and Theory》2017,49(4):347-361

Abstract

Although measurement is widely misused in education, it is indispensable in addressing the problems of injustice in global educational opportunity. Considering how the case can be made for legitimate use of measurement in normative analysis and argument, we explore ways in which metrics have featured in the formulation of theories of justice, with particular attention to resourcist and capabilities approaches. We then consider three means of addressing global inequality and defend a reconstruction of the public sphere in which objective measures of justice, deliberatively constructed, could supersede prevalent assumptions about measurement.  相似文献   

Does Religious Education as an examination subject work to promote community cohesion? An empirical enquiry among 14- to 15-year-old adolescents in England and Wales     

Leslie J. Francis  Tania ap Siôn  Ursula McKenna  Gemma Penny 《British Journal of Religious Education》2017,39(3):303-316

This study begins by examining the way in which, in both England and Wales, Religious Education has become implicated in political discussion regarding the role of education in promoting community cohesion. The relationship between taking Religious Education as an examination subject and attitude towards religious diversity (as an affective indicator of community cohesion) is then explored among 3052 14- to 15-year-old students. After controlling for contextual factors (school type and geographical location), personal factors (sex and age), psychological factors (psychoticism, neuroticism and extraversion) and religious factors (Christian affiliation, worship attendance, personal prayer and belief in God), a small but significant positive association was found between taking Religious Education as an examination subject and attitude towards religious diversity. This finding may be interpreted as supporting the view that Religious Education works to promote community cohesion, although the wider debate that the community cohesion agenda has generated among religious educators needs further exploration.  相似文献   

An Analysis of Student Grade Expectations and Marker Consistency     

Alan J. Penny  Christine Grover 《Assessment & Evaluation in Higher Education》1996,21(2):173-184

This study sets out to assess the extent to which final‐year students following a four year degree in education have a realistic sense of the strengths and weaknesses of an independent research study they are required to undertake. An analysis of the self‐assessment grades and those of their tutors reveals a poor match, whilst the criteria students use to assess their studies emphasise lower order criteria such as style and presentation, and largely ignore higher order criteria concerned with theoretical and conceptual understanding and the quality of discussion. The paper considers why students appear not to have theorised their experiences, and why there is only limited evidence of a critical understanding of academic writing.  相似文献   

Conceptualisations of literacy and literacy practices for children with severe learning difficulties     

Hazel Lawson  Lyn Layton  Juliet Goldbart  Penny Lacey  Carol Miller 《Literacy》2012,46(2):101-108

Literacy is traditionally narrowly conceptualised as a set of skills related to accessing and generating written or printed text. For children designated as having severe learning difficulties (SLD), who are unlikely to develop these ‘conventional’ literacy skills, such a conception implies their semi‐literacy or nonliteracy. Although conceptions of multimodal literacy and multiliteracies have rarely been applied to this group, broader understandings of literacy that include a range of activities, modes and media provide greater opportunities for including these learners in literacy practices. Drawing upon our research with teachers of this group of children and young people, we illustrate these literacy practices. We note, however, that such practices are often haphazard, not coherently thought through, and that there is much confusion regarding any distinction between communication and literacy. We argue for literacy as a specific form of communication, but conclude that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD.  相似文献   

Children with autism and peer group support: using 'circles of friends'   总被引：1，自引：0，他引：1  

Philip Whitaker  Penny Barratt  Helen Joy  Mo Potter  & George Thomas 《British Journal of Special Education》1998,25(2):60-64

Philip Whitaker (Specialist Senior Educational Psychologist, Leicestershire Educational Psychology Service with specialist responsibility in autism) and members of the Leicestershire Autism Outreach Team describe the rationale and process of establishing 'circles of friends' to support seven youngsters with autistic spectrum disorders, six of whom were attending mainstream schools.  相似文献