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Lisl Fenwick 《Curriculum Journal》2017,28(2):231-248
This study analyses how discourses in regional contexts affect the development of curriculum-based literacy standards for adolescents in schooling. A comparative case-study research design enabled the influences of discourses at the regional level to be analysed. The case studies include the development of curricula to define a minimum literacy standard for the final years of schooling for adolescents in Ontario, Canada, and South Australia, Australia. Critical discourse analysis of key texts associated with the development of literacy standards in each region reveals how globally shared meanings about standard setting for schooling interact with other discourses operating in local contexts to produce curricula that define literacy standards. The results indicate that, while a global discourse about standards-based reforms may be foregrounded in curriculum, locally generated discourses can challenge key ideas associated with a simplistic discourse about standards. Discourses about literacy in Ontario and South Australia contest the assertion that literacy at the end point of schooling can be defined as a basic competency and local meanings associated with literacy are emphasised within the curriculum for each location. Language choices, involving particularly lexical cohesion, complex noun groups and nominalisation, are used to ensure that local meanings inform literacy standards for the endpoint of schooling. 相似文献
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AbstractThe notion of “resources” is often framed in an economic sense: money, time, equipment and the like. The authors reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads them to define resources as “the potential to participate in socio-cultural action” which is illustrated in this article through a series of reflections on the part of the authors, all within the context of engineering education. First, they demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, they show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, they reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, they present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in the authors’ sense, are valued within (engineering) education. 相似文献
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Within special education policy and practice, parents are expected to advocate for their children to receive appropriate special education and related services. However, the majority of parents report feeling disempowered to advocate; families from culturally and linguistically diverse (CLD) backgrounds may feel especially disempowered. Federally funded Parent Training and Information Centers (PTIs) exist in each state to empower historically underserved (including CLD) parents of children with disabilities. In this study, we examined how PTIs educate and empower CLD families through semi-structured interviews with 13 PTI staff members who work with CLD families across five states. The participants emphasized the importance of strategies such as conducting outreach in local communities and developing parent leaders among the CLD families they support. The findings also indicated that PTIs struggle with addressing external, systemic barriers which influence CLD families. Implications for research, policy, and practice are discussed. 相似文献
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Lisl Fenwick 《Curriculum Journal》2017,28(1):41-58
Governments in Australia claim that standards-based reforms to schooling will result in greater use of assessment for and as learning. This study analyses the assessment practices that evolved within the planned curricula for senior secondary schooling in the Northern Territory of Australia during standards-based reforms. Case-study methodology was used, with each of the six teachers participating forming one case. The data collected and analysed included the texts created by the six participating teachers from a range of subject areas as they planned to enact the new curriculum. Semi-structured interviews were also conducted with each of the six teachers. The findings indicate that the inclusion of subject-based performance standards in the curriculum for senior schooling did not result in teachers planning a curriculum that included assessment practices for actively engaging students in learning. 相似文献
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Patricia Noonan Amy Gaumer Erickson Zach McCall Bruce B. Frey Chunmei Zheng 《Educational Assessment, Evaluation and Accountability》2014,26(3):301-316
Improving collaboration among organizations is a goal of interagency educational teams, but collaboration is typically thought of as an ambiguous concept that cannot be quantified. To assess the collaborative strength of a state-level interagency team in a Midwestern state, team members completed the Levels of Collaboration Scale (Frey et al., American Journal of Evaluation 27(3):383, 2006) for three consecutive years. The team members then utilized the results of the social network analysis to support and sustain collaborative efforts. Findings revealed that the number of partnerships increased and the depth of collaboration expanded across the 3 years. Social network analysis results were utilized to develop collaboration strategies, thus influencing the expansion of the network across the 3-year period. 相似文献
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This paper demonstrates the value of researching the emic perceptions expressed by participants of sport for development and peace (SDP) programs about their program. An Israeli SDP program was chosen which addresses Arab children’s educational needs through sport. Ten semi-structured interviews were held with participants: two Jewish male managers, two Arab male principals and six Arab female volunteers, and a three-stage qualitative data analysis was implemented. The analysis revealed that the participants had constructed a complex array of different meanings and were switching them in the changing social contexts. In the discussion we provide the following explanatory framework: the emic data revealed an ‘impression management’ dynamic, which on the one hand exhibits the agency of the participants to control their short-term reality, but on the other hand conceals a miscommunication problem and discrepancies that weaken the impact of the program as a whole. Better dialogue between the actors may present a risk of controversy and perhaps even the dismantling of the program, yet offers a chance for reform and better development achievements. A routine of emic research could benefit SDP programs in uncovering these and other hidden phenomena. 相似文献
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看到这篇文章,小编不禁联想到日本电影《入硷师》。当初听到这个名字的时候非常担心影片的内容会很晦涩阴暗,看过之后却感触良多,发现它处处流露着对生命的尊重和人生的思考。本文是一篇凄美的作品,是美国国家公共电台(NPR)三分钟小说写作比赛的获奖文章。也许大多数人没有想过一篇以somepeople swore that the house was haunted开头的文章却没有任何恐怖内容。就如电影《落叶归根》,无论是人类还是动物,都希望死后能有一个安稳的归处。 相似文献