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Anne Looney 《Curriculum Journal》2013,24(3):177-192
The ‘knowledge society’ has become a central discourse within educational reform. This article posits that the impact of the knowledge society discourse on curriculum and assessment has led to the emergence of what the authors term a new-form/re-form curriculum, and it asks whether what is transacting in contemporary movements in curriculum is less the reform of curriculum and more the emergence of a new-form/re-form curriculum. What is emerging is well beyond the discussions of outcomes and curriculum alignment that characterised much curriculum reform effort in the late 1990s. In this new-form/re-form curriculum ‘content’ is displaced by ‘skills’ and ‘knowledge acquisition’ by ‘learning’. Curriculum coverage is replaced by learner engagement. In this context, assessment also begins to take on new-form/re-form. Assessment now engages and promotes learning as process rather than as product. Two cases – the Republic of Ireland and Queensland, Australia – are analysed and compared to illustrate this shift in the conceptualisation of curriculum and assessment. Consideration is given to the possibility that this new-form/re-form curriculum represents a settlement in the contestation associated with learning outcomes and their perceived technical rationality and market focus. The paper concludes that the new-form/re-form curriculum is emerging in locations as diverse as Ireland and Queensland. 相似文献
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This paper presents a case study in the production and interpretation of regulatory science, focusing on the conflicting British and American clinical risk assessments of triazolam (Halcion) - the most controversial sleeping pill in the world. The regulation of triazolam is shown to be more permissive in the USA than in the UK. Six principal socio-political factors are put forward to explain this; differential regulatory trust; regulators' socio-technical data selections; medico-scientific disciplinary influences; organizational and professional interests; conflicts of interest of expert advisers; and the growth of the neo-liberal regulatory state. The risk assessments of both the British and American regulatory agencies are shown to be complacent relative to technical standards which the agencies themselves later accepted. It is suggested that, when the interests of pharmaceutical manufacturers and patients diverge, regulatory assessments are crucially affected by whether regulators are predisposed to award the benefit of the scientific doubts to the manufacturers or patients, and by the balance of such predispositions both within and between regulatory institutions of scientific expertise. The triazolam case indicates that the amount of trust placed in the pharmaceutical industry by the British American regulatory systems may hamper detection of flaws in manufacturers' medical data in a timely manner and, as a consequence, compromise patients' interests. Some policy implications for drug regulation are sketched. 相似文献
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The librarians of the Health Sciences Library worked with the director of the Primary Care Clerkship to reinforce the principles of Evidence-Based Medicine (EBM) searching, taught during the first two years of medical school, through an intensive workshop. The purpose of the program was to ensure that students apply EBM principles in a timely and effective manner in clinical situations. Working in teams led by a resident and librarian, students researched real cases and then evaluated the effectiveness of their approach to the problems. This paper outlines the rationale for the team approach, reviews the administration of a computer-based workshop, and discusses the evaluation process. Evaluation focused on both the current workshop and its implications for the informatics program presented to students during years one and two. 相似文献
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This article is an edited and condensed version of the report of a study carried out under the auspices of the Joint Information Systems Committee (JISC) and the Publishers Association (PA). It develops the conclusions of an earlier analysis (Bide, Oppenheim & Ramsden, 1997) and builds upon discussions between representatives of JISC and the PA held in the summer of 1997. The full report is available on the UKOLN server at www.ukoln.ac.uk/services/elib/papers/pa/charging/ 相似文献
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The purpose of this study was to determine the differences between third and sixth grade female and male students when retelling orally a story read silently. The students' retelling of the story was analyzed by comparing how closely, both structurally and linguistically, they paralleled the T-units or communication units of the author. In general, female students performed significantly differently than did male students. The researchers examine these differences in light of recent research in the area of gender differences. 相似文献
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