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In this paper, we discuss curricular implications of item banking and its practical value to teachers and students, and list a variety of working banks with their sources. We also review the psychometric basis of item banking, outline a family of computer programs for accomplishing banking, and give the equations necessary to build a bank. We conclude with a discussion of item quality control and examples of items that misfit because of miskeying, guessing, or carelessness. 相似文献
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SHEREEN BENJAMIN 《Discourse: Studies in the Cultural Politics of Education》2003,24(1):105-118
In the UK, as in many parts of the world, educational policy is dominated by the 'standards agenda': the top-down drive to improve students' performance in examinations. Simultaneously, there is policy emphasis on (differing versions of) 'inclusive education', and mainstream schools are exhorted to remove barriers to learning and participation for students who would until recently have been educated separately in special schools. This paper examines one of the many tensions between these two policy imperatives. Using findings from an ethnographic study in one comprehensive girls' school in an English city, I identify three distinct versions of educational 'success'--'dominant', 'consolation' and 'really disabled'. This paper explores how students identified as having 'special educational needs' position themselves and are positioned by the three discourses, and suggests that the hierarchisation of what can count as 'success' is an important dimension in the enduring reproduction of educational and societal inequalities. 相似文献
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SHEREEN BENJAMIN Melanie Nind KATHY HALL JANET COLLINS KIERON SHEEHY 《British Journal of Sociology of Education》2003,24(5):547-558
This paper uses evidence from a small-scale study of two English primary school classrooms to examine school inclusion in its political contexts. We argue that ‘inclusion’ and ‘exclusion’ are complex processes, enacted moment-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of ‘difference’, including differences of social class, ethnicity, gender/sexuality, perceived academic ability and physical appearance. We take a post-structuralist approach, well-known in feminist educational research but less often used in research and thinking about ‘inclusive’ schooling, to foreground children's active role in making sense of social conditions that are not of their own making or choice. We conclude that a politically literate understanding of the processes of inclusion and exclusion is necessary both to highlight the continuing reproduction of educational inequality, and to produce the necessary conditions for egalitarian change. 相似文献
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‘What Makes My Image of Him into an Image of Him?’: Philosophers on Film and the Question of Educational Meaning 
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下载免费PDF全文 ALEXIS GIBBS 《Journal of Philosophy of Education》2017,51(1):267-280
This paper proceeds from the premise that film can be educational in a broader sense than its current use in classrooms for illustrative purposes, and explores the idea that film might function as a form of education in itself. To investigate the phenomenon of film as education, it is necessary to first address a number of assumptions about film, the most important of which is its objective character under study. The objective study of film holds that the meaning of film awaits its correct interpretation according to an informed viewer. I suggest that theoretical modes of interpretation in this vein really amount to attempts to control meaning via a particular lens, rather than allowing films to present meaning in necessarily ambiguous, and thus sometimes unsettling, ways. Situating film as the object of study in this way continues a tradition of empiricism or naturalism in thought that both Maurice Merleau‐Ponty and Ludwig Wittgenstein sought to critique as psychologism. Whilst no claim is made for reconceiving of Wittgenstein as phenomenologist, a dialogue between the Remarks on the Philosophy of Psychology and the Phenomenology of Perception reveals sympathies in attempts made by both to overcome a metaphysics of the perceived or experienced object, thereby broadening the educational reach of film. 相似文献
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In this paper we consider some of the problems inherent in the attempt to define and circumscribe an exclusively ‘educational love’, as presented by Joris Vlieghe and Piotr Zamojski in a recent paper for this journal. In seeking to move beyond the confusing interpersonal relations involved in student‐centred discourses on teaching, the authors aim to articulate an ‘educational love’ that is more oriented towards subject matter than the student subject. In the process, the concept of love itself becomes increasingly abstract and open to interpretation. Further, the attempt to reconcile these elements in an uncomplicated ‘love for the object’, following the example of Alain Badiou's St Paul, constitutes an injustice to the other subjects—the students—involved in the teaching situation. We consider the ways in which such abstractions might sit with student teachers, to demonstrate how and why the intersubjective dimension—with some of the possible emotive messiness that is implied therein—must not fade from view, if we are to avoid conceiving of education as something that can be purified of individual interest, motivation and desire. 相似文献