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A bstract . Bell-curve thinking, as a model of distribution of success and failure in society, enjoys a perennial (ahistorical, objective, and law-like) status in education. As such it provides a rationale for sorting (tracking or streaming) practices in education, which has led many educators to criticize both bell-curve thinking and associated sorting practices. In this essay, Lynn Fendler and Irfan Muzaffar argue that the existing critiques of bell-curve thinking ring true for people who believe that the purpose of schooling is to promote a more equitable redistribution of resources in society; however, these arguments do not criticize the law-like character assumed for a bell curve as a representation of social reality. To extend these critiques, Fendler and Muzaffar focus on the history of the bell curve, from a representation of binomial probability, to a bearer of real things in nature, and finally to a set of expectations about how people should behave. They ultimately argue that the acceptance of bell-curve thinking in education is part of a recursive project of governance and normalization. 相似文献
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Paul Smeyers Lynn Fendler 《Paedagogica Historica: International Journal of the History of Education》2015,51(6):674-690
Debates in science seem to depend on referential language-games, but in other senses they do not. Language works in more complex ways, even in work that purports to be purely scientific. This article investigates the scope and limitations of language-games in educational history and theory. The study addresses concepts and pictures as examples of how language can work in theoretical, philosophical and historiographical interpretation. Attention is drawn to the legacy of Wittgensteinian insights, which highlights the “pictorial form”; thus the article deals with the problems that occur when our “picturing” of reality is forgotten, which led to the particular turn educational research has taken nowadays. This forgetting distracts the attention from the kind of research that is required to do justice to the educational field. From his stance, it is argued that though some kind of correspondence theory will always be part of the objectivity to which educational research aspires, there is no need to limit such a theory to a naive form of it. Instead, a broadened notion of correspondence theory can be offered where the various levels and language-games that are involved can be taken into account. 相似文献
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Lynn Fendler Paul Smeyers 《Paedagogica Historica: International Journal of the History of Education》2015,51(6):691-701
Debates in science seem to depend on referential language-games, but in other senses they do not. This article addresses non-representational theory. It is a branch of newer approaches to cultural geography that strive to get a handle on spatial relationships not by representing them, but rather by presenting them. In this case, present connotes spatial and temporal proximity and availability. In non-representational theories, there are no longer signs or symbols that represent concepts or realities. Furthermore, non-representational theories also dissolve distinctions between the speakable and the unspeakable, and they erase distinctions among pictures, models, displays or depictions and reality. The article outlines briefly the stance of the historian Ankersmit, who distinguishes presentation from representation in history and the consequences for the truth-value of what is argued for. Finally, insights from representational and non-representational positions are offered as they relate generally to educational research. 相似文献
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Lynn Fendler 《Journal of Philosophy of Education》2012,46(3):332-351
Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university‐based teacher‐certification pathways have recently come under attack from various socio‐political sectors, and the curriculum for teacher preparation is among the most contested issues. This article examines the lure of psychology for teacher education. 相似文献
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Richard J. Fendler Craig Ruff Milind Shrikhande 《The American journal of distance education》2016,30(2):109-120
This study compared the characteristics of students who excel (those in the top quarter of their class) and students who merely survive (bottom quarter of class) when attending a course either in-class or online. Student characteristics such as personal attributes (learning styles and gender), individual competence (grade point average), and major (nonquantitative or quantitative) may influence performance differently in each setting. This study shows that low-performing students, who typically need the most guidance in an online course, do in fact have traits that differ from those of low-performing students in-class. Accordingly, it is imperative that instructors develop proper materials and evaluation procedures aimed at helping low-achieving students succeed. However, because online education lacks face-to-face interaction, faculty may not realize that these differences exist. 相似文献
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