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1.
Using the PISA 2015 releases in Norway and England, this article explores how PISA has been presented in the media and how the policy level has responded to the results. England will be used as an example for comparison. The article presents early media responses from the 20 most circulated daily newspapers in the two countries and discusses them in relation both to the national PISA reports in Norway and England, as well as the international report of the OECD. The media responses are further interpreted in light of previous research in both countries, with a particular focus upon Norway, where previous Ministers of Education have been interviewed about assessment policy and education reforms. 相似文献
2.
Sandra T. Acosta 《Educational studies》2014,40(1):98-115
The purpose of this study was to examine a factor triad consisting of family, school and student variables contributing to New Zealand adolescents’ science literacy performance on Programme for International Student Assessment 2006. Results indicated that the selected variables in our study explained 25% of total differences in New Zealand students’ science achievement. Family socio-economic status (SES) as well as adolescents’ motivation to learn science and general value of science were influential factors in students’ science achievement. Findings also revealed a statistically significant interaction effect between SES and first-generation immigrant students but not between SES and second-generation immigrant students. Although parents’ perception of general value of science showed a positive effect on adolescents’ scientific performance, its predictive power was relatively weak. 相似文献
3.
贾艳红 《河北师范大学学报(哲学社会科学版)》2003,26(3):108-111
唐代前期制定的关中本位政策是人们重京官轻外任的社会基础。安史之乱彻底打破了这种以内制外的政治格局,同时也改变了人们长期形成的思维定式。随着大唐帝国的日益衰弱,京都长安也逐渐失去往日风采和吸引力。而唐后期外官待遇优厚,更加重了人们重外轻内的择官理念。 相似文献
4.
为了发展教育出口经济,也为了提升新西兰大学在国际上的地位,新西兰政府最近推出了一系列吸引海外留学生的新政策,加大了对海外留学生的资助力度,实行国际博士研究奖学金计划,下调海外留学博士生的学位费用,并特别出台了一些吸引中国留学生的新举措. 相似文献
5.
This paper analyses tuitional practices after a major curriculum change (2005) in primary schools of Turkey. Group discussions conducted with teachers and parents in five maximally contrasting schools (e.g. schools in a squatter and a middle-class neighbourhood of Istanbul) show that tuitional practices, being only ‘loosely coupled’ with the official curriculum, are strongly influenced by generation-specific orientations in teachers’ organisational milieus, by orientations prevalent in the social milieus of pupils and their parents, and by different forms of capital on the part of teachers, parents and school organisations. Combined with empirical analysis, the paper proposes a theoretical framework that complements the assumptions of New Institutionalism by using the basic concepts of the sociology of knowledge and Bourdieu’s concept of capital. This framework offers a new way to understand the intrinsic logic of the growing differences and inequalities within and between school organisations in complex societies. 相似文献
6.
Kiri Fortune 《Support for Learning》2013,28(1):41-46
The purpose of this article is to review literature related to the impact of policy and legislation on Maori children with special needs. The historical perceptions of disability for Maori will be discussed and the impacts of western influences and policy will be reviewed. The article investigates relevant studies and literature, both national and international, previously carried out in these areas and other corresponding areas of research. It synthesises the main points relating to this review, enabling the reader to gain an awareness of a set of special needs and disability issues as they relate to a specific New Zealand population. These include concepts of disability, Maori and disability issues and special needs education and support provisions for Maori. 相似文献
7.
Bo Chang 《International Journal of Lifelong Education》2013,32(6):705-722
Knowledge construction is regarded as an effective learning model in practice. When more and more learning communities are organized to promote knowledge construction, it is necessary to know how to use different tools to support knowledge construction in the learning community context. In the literature, few researchers discuss how to construct knowledge with such tools in the contexts of learning communities. The purpose of this project is to explore how culture as a tool supports knowledge construction in the context of the Zhabei Learning Community in Shanghai, China. Social constructionism and the cultural diamond are employed as devices to frame the study. Some of the conclusions are influenced by postmodernism. Data from five learning cells indicate that culture is a bridge that connects multiple knowledge creators together; culture is a prop which transfers knowledge to a variety of receivers; culture is a lubricant nurturing an open learning environment; and culture is used as a toolkit to compose the new knowledge product. 相似文献
8.
Jenny Poskitt 《Curriculum Journal》2014,25(4):542-566
Assessing student learning is a complex process requiring teachers to have deep knowledge of the curriculum, assessment, and pedagogy. Changing political climates mean that teachers are expected to respond to new approaches or systems and adjust their classroom practice accordingly. Teachers often engage in professional learning (PL) to assist their knowledge and classroom practice, but what impact does PL have on their assessment practice as well as student learning and achievement?This paper examines optimal PL principles, the New Zealand assessment policy context, and application of assessment for learning principles in a nation-wide PL programme. Empirical data presented in relation to the five levels of Guskey's (2002) model evaluating PL indicate successful outcomes at the classroom level. However, application of Carless’ (2005) theoretical framework on embedding PL changes in schools reveals an area of neglect: attending to system (macro) level needs. Collaborative partnerships between schools and the wider community are posited as essential determinants of assessment literacies and transformational PL in times of political change. 相似文献
9.
An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned. 相似文献
10.
《Journal of School Choice》2013,7(3):77-90
ABSTRACT This paper describes and analyses some of the legal consequences of the schooling reforms of 1989 in New Zealand, which devolved the power to run schools to individual Boards of Trustees in each of the 2,600 schools in the country. The focus will be on three main kinds of legal action: between the state and schools (relating to interpretations of the legislation, resourcing and related issues), between the schools and parents/children attending (or not) a particular school, and finally one case between parents and the state, which encompassed a range of the problems raised by devolution. doi:10.1300/J467v01n03_09 相似文献
11.
In this article we attempt to analyse how OECD knowledge production is integrated with the process in which Finnish education policy takes shape. This is done by analysing the uses of the OECD PISA Study by Finnish central government officials. The main question posed is: How do these officials interpret the PISA results so as to justify the decisions made in Finnish education policy in the past or to point out new areas of development concerning basic education? The analysis shows that the interpretations of the PISA results tend to favour those responsible for actions within the central government. In the texts analysed, the scientificity of the PISA programme is presented as beyond question, while the direct usefulness of the research results for the further development of national education is also proclaimed. As to the specific results of PISA, the excellent learning outcomes of Finnish students are claimed to be due to educational reforms conducted and decisions made by the central government, whereas shortcomings and areas in which the officials see a need for improvement are argued to be dependent on the actions of other agents. Thus, the analysis shows that the conclusions drawn from the PISA results in texts representing the views of central government are biased and serve to justify its policy agenda. 相似文献
12.
PISA测试结果是影响参加国或地区调整教育政策的重要因素之一。这些影响主要包括公众对教育质量的关注及其形成的舆论压力,表现优异的参加国或地区可借鉴的成功经验等。研究发现,基于PISA测试结果的教育政策调整类型主要有四种:政策深化型、政策变革型、政策调适型和政策效仿型。 相似文献
13.
查婧 《山西大学师范学院学报》2007,6(3):44-46
“文化资本”是布迪厄提出的一个重要的社会学概念,在社会区分中扮演着重要的角色。“文化资本”再生产在某种意义上也是社会结构的再生产,家庭是其主要场所。“文化资本”既是累积性的,也是传承性的,并且和其他类型的资本之间存在着相互转化。家庭中各种类型的资本对文化资本的获得和继承产生着重要的影响。 相似文献
14.
Jo Warin 《British Journal of Sociology of Education》2015,36(5):689-706
This article contributes to ongoing discussion of the Bourdieusian concept of cultural capital and current attempts to elaborate this concept and its derivatives. The paper identifies ‘identity capital’, the capacity to create a narrative of social and self-awareness by constructing a flexible sense of self. This concept explains findings from a longitudinal ethnography with nine children and young people over a 13-year period from pre-school to the age of 17. Analysis of the data shows that this particular capacity is developed through certain kinds of privileged discourses and the opportunities provided within socially advantaged schools and families. Two case studies are selected to reveal how identity capital interacts with other identifiable forms of capital that compound and entrench each other. The paper concludes by arguing that deficiencies in identity capital could be addressed within schooling in order to support the creation of this important resource. 相似文献
15.
论布迪厄社会学中的几个核心概念 总被引：8，自引：0，他引：8
洪进 《安徽广播电视大学学报》2000,(4)
场域、惯习和资本是布迪厄社会学的核心概念 ,本文从布迪厄对二元论的批判和关系主义方法论出发 ,分析了这些概念的基本内涵和理论意义 ,并揭示出布迪厄的基本社会观 相似文献
16.
Gillian Forrester 《International Studies in Sociology of Education》2013,23(2):133-151
This article examines the relationship between primary teachers' professional autonomy and the increasing managerial control over teachers' work. It considers how the education policies of successive Conservative and New Labour administrations in Britain have tightened central control over education undermining teacher discretion and directly impacting upon the labour process of the professionals concerned. The research was undertaken in an English primary school and data gathered in a variety of contexts including observations of the teachers in classrooms and the staff room, a governors/parents meeting, informal conversations and a series of semi-structured interviews with staff. The study explores how teachers make sense of the managerial culture in education, and how this is reconciled with their ideas about teaching and learning, and their professional interests and individual career aspirations. Structuration theory (Giddens, 1976, 1979, 1984) is used as a theoretical framework to explore whether there is conflict between teachers' professionalism and the new managerialism and examine how primary teachers make sense of this inextricable relationship. 相似文献
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18.
本文通过阐述教育政策趋同发生的维度与因果机制,提出国际组织在教育政策趋同过程中的特殊作用。在实证上,本文研究了经合组织通过PISA在瑞士中等教育政策制定过程中的作用,透视了跨国交流、规制竞争以及独立问题解决等机制在其中的作用。此外,教育政策趋同可能会冲击发展中国家的教育政策主权和价值,需要辩证看待。 相似文献
19.
More empirical evidence is needed to answer the question of in what way a family's socioeconomic status (SES) affects student academic achievement, so this study explores the mediating role of cultural capital (CC) in the relationship between SES and student achievement, using the latest approach to testing mediating effects. The data sets from 14 economies in the Programme for International Student Assessment (PISA) 2009 were analysed. In general, the results supported the mediation effects of CC, and the mean of ratios of mediation effects to total effects was 23%. For the three frequently used indices of SES, parents’ occupations and education levels had larger impacts on student literacies than did family wealth possession. For most economies, objectified cultural capital (OCC) can explain the effects of all three SES indices on student literacies, but embodied cultural capital (ECC) can only explain the effects of parents’ occupations and education levels on student literacies. Whether for reading literacy, science literacy or mathematics literacy, CC theory is applicable in most economies. However, the mediating effects on reading and science literacies were higher than those on mathematics literacy. For different economies, the explanatory power of CC theory was also different. 相似文献
20.
Cheng Yong Tan 《British Educational Research Journal》2020,46(6):1338-1356
This article juxtaposes the evolving scholarship investigating the influence of cultural capital on student learning and the developing trajectory of sociologists employing quantitative research methods. It critically reviews results from 34 studies analysing PISA or ASPIRES data to generate three key insights demonstrating complexities in relationships between cultural capital and student outcomes. First, cultural capital is a complex construct with many variables (different forms of cultural capital, highbrow/non-highbrow cultural capital) varying in their association with student literacy and parents’ cultural capital affecting student literacy both directly and indirectly. Second, the influence of cultural capital may vary with types of student outcomes measured. Specifically, there are cultural variables associated with student literacy in different subjects, some cultural capital variables are more important for student literacy for a subject, and cultural capital influences student aspirations in addition to their literacy. Third, the influence of cultural capital on student literacy may vary with educational and social contexts. Cultural capital is more important in decentralised education systems, in low-achieving schools within differentiated education systems, in higher-quality schools and in more unequal, developed societies. In contrast, it matters less in high-achieving and standardised education systems, and in societies valuing education. Given the complexity in cultural capital, future research can ascertain how each cultural capital variable contributes to student learning and compare their effectiveness. It is also important to identify which cultural capital variables matter for specific student outcomes. Lastly, these insights highlight the need to recognise contextual differences in studies of social inequality. 相似文献