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Sue Thomas Jayne Keogh Steve Hay 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):452-463
Recent education policy places a heavy emphasis on parents in relation to students' success at school. This paper explores how parents and teachers account for school success. Using membership categorisation analysis, it interrogates data collected in different interview situations across sites over a period of 20 years. The analysis shows how parents and teachers use talk as moral work to conversationally constitute particular agreed versions of the category ‘parent’. This category is interactively assembled through the use of category-bound attributes that construct deficit discourses of parents that explain student achievement. The analysis demonstrates that parents are complicit with teachers in producing versions of being a good parent wherein they are held responsible for their children's school success and that minimises the responsibility of the school. These findings raise questions both about who is responsible for schooling and about current contradictory policy emphases on parent and teacher responsibility for school success. 相似文献
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Objectives
What impact does the strengthening of child rights have on the experience and circumstances of children? CRC General Comment 13 emphasizes that defining measurable targets for improvements in child protection is a key element of efforts to strengthen child rights and well-being across the world. This paper describes an attempt to identify key domains relevant to such mapping of child protection indicators, and the feasibility of collecting data—from existing data sources or otherwise—to complete a “National Child Protection Index Report” summarizing achievements and concerns at a national level.Methods
A process of inter-agency consultation was facilitated by the CPC Learning Network to establish a template for the Index Report. The template was modeled on that used for the “Countdown to 2015” maternal, neonatal and child health initiative, aiming to capture indices not only of key protection risks but also implementation and coverage of key protection measures. The work drew on indicator development and policy initiatives by a number of international child protection agencies. The template developed was used as a basis to pilot national data collection in Indonesia and, at a sub-national level, in northern Uganda.Findings
The template provides a concise summary of protection issues of relevance to a broad range of constituencies, global and national. However, in the pilot settings, existing routine data collection was inadequate to effectively populate a large proportion of indicators. Mechanisms of collating findings from discrete assessments—another potential source of data for completion of the index report—were also generally underdeveloped.Practice implications
In settings where state infrastructure allows the collection and analysis of routine data in such domains as health and economic activity, such efforts should be extended to the child protection sector. Discrete assessments by governmental or non-governmental agencies also provide significant potential for more effective sharing and collation of information. National Child Protection sub-clusters or equivalent structures can play an important role in facilitating both of these processes. 相似文献7.
我们的发现表明:创新始于企业高管,领导者提供创新的方向,并建立有利于创新的组织文化和气氛.观点是创新的动力,无论是新的观点或是已有观点,他们都在新的方法中起到杠杆作用.为了促进创新观点的产生,创新型的领导鼓励个人的高度的主动性、推行有效的多功能的团队协作和融合,以确保最佳操作在公司中的扩散和充分运用.…… 相似文献
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Alastair Niven 《Higher Education Quarterly》1987,41(2):144-161
This article summarises the present status of overseas students in Britain. It then considers the responsibilities of the institutions towards them at various stages of the relationship: the quality of pre-arrival and orientation information; guidance about immigration; accommodation needs; dealing with the most common problems - loneliness and homesickness, finance, academic progress. It is suggested that overseas students should be seen as an asset and even a resource in the local community. Too often they are perceived as a passive entity but they are quickly waking up to their significance in the financial struture of higher education. Institutions which fail to recognise that they have considerable continuing obligations to the students they recruit from abroad will in the long run do no good to themselves or to the reputation of British higher education . 相似文献
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David B. Hay Caroline Kehoe Marc E. Miquel Stylianos Hatzipanagos Ian M. Kinchin Steve F. Keevil Simon Lygo‐Baker 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1037-1056
This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology. 相似文献