Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014     

Aspa Baroutsis  Bob Lingard 《教育政策杂志》2017,32(4):432-449

This paper empirically documents media portrayals of Australia’s performance on the Program for the International Student Assessment (PISA), 2000–2014. We analyse newspaper articles from two national and eight metropolitan newspapers. This analysis demonstrates increased media coverage of PISA over the period in question. Our research data were analysed using ‘framing theory’, documenting how the media frames stories about Australia’s performance on PISA. Three frames were identified: counts and comparisons; criticisms; and contexts. Most of the media coverage (41%) was concerned with the first frame, counts and comparisons, which analysed PISA data to provide ‘evidence’ that was then used to comparatively position Australia against other countries, reference societies, which do better, with particular emphasis on Finland and also Shanghai after the 2009 PISA. The other two frames dealt with criticisms and contextual issues. This paper only focuses on the first frame. The analysis demonstrates the ways in which media coverage of Australia’s PISA performance has had policy impact.  相似文献   

Antigone Aloud Allowed     

Bob Blaisdell 《Changing English: An International Journal of English Teaching》2016,23(1):65-66

This is an exploration of what can happen when a rich, complex, challenging text is read aloud in class, of how students make meanings and connections with their own lives (and of how mysterious these processes often are).  相似文献   

Some lessons for educational researchers: Repositioning research in education and education in research     

Bob Lingard 《The Australian Educational Researcher》2001,28(3):1-46

This paper is a reflection on the current policy moment in educational research in Australia in the context of globalisation. Set against a consideration of the emergent structure of feeling, the paper draws on three case studies of research to draw out some lessons for educational researchers and the research community. The argument is put that the dangerous ‘we’ of AARE needs to support increased funding for education and for educational research and, for the latter, to support a range of funding sources, types of research, methodologies and dissemination approaches. Increasingly there are pressures upon such eclecticism because of governmental attempts to ‘instrumentalise’ relationships between educational research and practitioner needs as perceived by governments. While such research is necessary, there is also a need within a democratic polity for research framed by agendas set by researchers that critiques government-directed developments. The paper argues there is a complex relationship amongst researchers and educational policy and pedagogical practitioners and as such the concept of ‘impact’ as applied to educational research requires substantial theorising. Contemporary research policy has tended to inhibit the dissemination of academic research to educational practitioners, while educational policy has tended, inappropriately in the argument of the paper, to construct teachers as the mere recipients of policy and research done elsewhere.  相似文献   

Impressions of ICOTS II     

Bob Croasdale  Jeff Evans  Jerry L. Moreno  Harry O. Posten  Andy Begg  John Bernard  Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7

The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986  相似文献   

School learning resources     

Phyllis Joseph  Bob Gray 《TechTrends》1991,36(6):33-34

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I fall to musing     

Bob Blaisdell 《Changing English: An International Journal of English Teaching》2005,12(2):279-295

This is a narrative of the author reading—with his students in a remedial English class at a community college in Brooklyn, New York—a story by Leo Tolstoy about a shoemaker's awakening through reading. As it recounts the students' reactions and the instructor's remarks, it quotes the story ‘Where Love Is, There God Is Also’ piece by piece. For the instructor, Tolstoy's story is problematic, for the story is patently religious (and his students are widely divergent in their beliefs, he is an atheist and the college is emphatically and legally secular), and yet its deeper significance, he hopes, is that it dramatises the deep thinking and feeling that only reading seems able to provide.  相似文献   

Educational Technologists: Knowledge Pretensions and Role Change     

Bob McCormick 《British journal of educational technology : journal of the Council for Educational Technology》1976,7(1):75-84

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Doing time in the sociology of education     

Bob Lingard  Greg Thompson 《British Journal of Sociology of Education》2017,38(1):1-12

Abstract

This article is both an editorial introduction for this special issue and a distinctive contribution in its own right. The article seeks to extend a dynamic and multiple conception of time to the sociology of education to think beyond the clock time associated with modernity and industrialisation. This need is illustrated through an account and critique of E.P. Thompson’s canonical account of clock time. The article argues that this construction of clock time implicitly frames most work in the sociology of education. The concept of ‘timespace’ offers a way to go beyond both clock time and the current ‘spatial turn’ in the sociology of education that prioritises space over time. It is shown how computerisation also ushers in a new temporality, which works simultaneously with clock time and perhaps presages the move from a disciplinary to control society. The article accepts that there are multiple and dynamic temporalities and correlatively supports a working together of historical and sociological imaginations towards a sociology of education that acknowledges and works with multiple temporalities, empirically, methodologically, theoretically and in research writing.  相似文献   

Writing Someone Else's Diary     

Bob Blaisdell 《Changing English: An International Journal of English Teaching》2011,18(1):113-117

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Moving Towards a Fair Start: equal gender opportunities and the careers service     

Bob Coles  Mary Maynard 《Gender and education》1990,2(3):297-308

Although there is now a considerable literature on gender inequality in education and employment, there is virtually no research on the Careers Service which provides a bridge between the two. Based on a national survey of all Careers Services conducted in 1987, this paper explores the significance afforded to gender discrimination and the nature and content of equal opportunities policies designed to counter it. It draws attention to the differences in meaning which the term ‘equal opportunities’ can have and to the changing context in which equal opportunities policies now operate.  相似文献