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Isobel Robertson 《Assessment in Education: Principles, Policy & Practice》2005,12(3):217-236
Scottish schools have provided performance data for five international surveys of attainment in mathematics since 1990. Performance measured against national targets and progression over time and between age‐stages have been monitored nationally, on a regular basis, for 20 years, within the Assessment of Achievement Programme (AAP) (Scotland). The 1994 AAP mathematics survey findings facilitated interpretation of the age 9 and 13 TIMSS results for Scotland. Both studies were influential in formulation of national policies to improve learning and teaching of mathematics, at ages 5–14. Research available to support policies recommended in 1997 is examined. Concerns about validity and reliability of findings from international studies are discussed in the context of a collaboration undertaken between Scotland and France in 1994. It is concluded that simplistic comparisons ignore important cultural and curricular differences. Outcomes of more recent national and international surveys are reported and performance findings from 1988–2000 that relate to gender are reviewed. 相似文献
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This article examines the historical fantasy world created by Joan Aiken in the eleven volumes of her Wolves of Willoughby Chase series. In particular it looks at her subversion of historical reality by the creation of an alternative yet recognisable representation of our own world, using a wide range of events, and the remoulding of aspects of language and geography. It also discusses her reasons for writing in this form and explores the character of Dido Twite as heroine and major raison dtre of the series.This revised version was published online in May 2005 with corrections to the article title. 相似文献
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Öberg Gunilla Campbell Alice Fox Joanne Graves Marcia Ivanochko Tara Matsuchi Linda Mouat Isobel Welsh Ashley 《Science & Education》2022,31(3):787-817
Science & Education - The widespread misperception of science as a deliverer of irrefutable facts, rather than a deliberative process, is undermining public trust in science. Science education... 相似文献
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Isobel J. Robertson 《International Journal of Science Education》2013,35(11):1201-1218
This study, by questionnaire, of a cohort of university bioscience students, has clarified factors influencing course choice, particularly those relating to the role of schools. In-school experiences provided the earliest source of interest in science for the majority, with males developing interests earlier and ages 10-14 important for both genders. Interest and success in previous studies were the most popular reasons given as the main influence on course choice. Work experience was very influential for some. The practical nature of school science, intellectual satisfaction of studying science and quality of senior school teaching and examination results in biology and chemistry, were identified by almost all as encouraging influences. Significant gender differences were found for influences of early perception of science as difficult, study of physics at 14-16 and quality of physics teaching in the senior school. Advice from the university and attendance at an open day were influential, particularly for female students. 相似文献
5.
Laura Hills Anactoria Clarke Jonathan Hughes John Butcher Isobel Shelton Elaine McPherson 《Open Learning》2013,28(3):238-249
Ensuring the fairness of assessment is important in all areas of higher education. It is particularly so in distance education, where the communication around assessment and feedback is a principal method of supporting learning, and even more so when the students are at the entry point into higher education. This research explores the nature of the language used in explaining the purpose and process of assessment on an access programme at The Open University, UK, from the perspective of the module team, the tutors and the students. It takes a qualitative approach to examine the clarity and consistency of assessment tasks, assessment guidance and TMGs. Analysis revealed inconsistencies in the language used in relation to assessment, which has led to a revision of how assessment tasks and guidance are communicated to students and tutors. 相似文献
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This article outlines the preliminary findings from a small scale research project set up by a group of UKRA members to monitor teachers’ views of the literacy hour in its first year. The research draws on questionnaires, interviews and video data to reveal issues which concerned those teachers taking part in the survey and provides a snapshot of what it was like for some teachers coping with this initiative. 相似文献
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Isobel Urquhart 《Cambridge Journal of Education》2002,32(1):27-44
This article examines critically the implications of claiming that the National Literacy Stategy provides teachers and educationists with a common language with which to talk about literacy teaching and learning in the primary classroom. In particular, it examines the suggestion that teacher trainers should use the common language as the framework within which to teach trainee primary teachers about literacy.The article raises two questions: what is the nature of the common language offered by the National Literacy Stategy and should there be any one common language? The article criticises the functionality of the common language and suggests that, if a professed willingness to allow the literacy strategy to evolve is to occur, there are advantages for teachers and literacy teaching in being exposed to languages that dissent from the common language. 相似文献
9.
Isobel Urquhart 《English in Education》2002,36(2):18-30
This article examines the current dilemmas around children's comprehension of written texts in the primary school. National Curriculum tests have shown that questions requiring powers of inference are by far the most difficult for children to answer. Alongside this, recent research has shown that teachers' questioning rarely engages children in inferential thinking. The article argues that, in order to develop ‘higher‐order’ reading skills in the classroom, teachers need to go beyond a deferential approach to both texts and the discourse of the National Literacy Framework in order to promote more creative and imaginative approaches to the comprehension of texts. 相似文献
10.
Aarti Mallya Felicia Moore Mensah Isobel R. Contento Pamela A. Koch Angela Calabrese Barton 《科学教学研究杂志》2012,49(2):244-269
This article describes the experiences of seventh‐grade students living in high poverty areas of New York City who participated in the Choice, Control and Change (C3) science curriculum. Data were collected from eight case study students in the form of individual interviews, classroom observations, and student artifacts. Analysis of these data revealed that students were able to extend their C3 science understandings beyond the classroom door by developing and expressing science agency in the following ways: (1) critically analyze the conditions of their food environment, (2) purposefully make healthier choices, and (3) expand the food and activity options available to themselves and others. Through participation in the C3 curriculum, and the science content and practices addressed therein, students began to view their worlds with a more critical mindset and to devise ways to transform themselves and the conditions of their own and others' lives. Based on the findings, we propose taking a closer look at how we might create meaningful and relevant learning opportunities for students through connecting school science with issues of personal and social significance in students' lives outside of school. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 244–269, 2012 相似文献