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121.
This paper examines the global policy convergence toward high-stakes testing in schools and the use of test results to ‘steer at a distance’, particularly as it applies to policy-makers’ promise to improve teacher quality. Using Deleuze’s three syntheses of time in the context of the Australian policy blueprint Quality Education, this paper argues that using test scores to discipline teaching repeats the past habit of policy-making as continuing the problem of the unaccountable teacher. This results in local policy-making enfolding test scores in a pure past where the teacher-as-problem is resolved through the use of data from testing to deliver accountability and transparency. This use of the database returns a digitised form of inspection that is a repetition of the habit of teacher-as-problem. While dystopian possibilities are available through the database, in what Deleuze refers to as a control society, for us the challenge is to consider policy-making as a step into an unknown future, to engage with producing policy that is not grounded on the unconscious interiority of solving the teacher problem, but of imagining new ways of conceiving the relationship between policy-making and teaching. 相似文献
122.
Big Data and Learning Analytics’ promise to revolutionise educational institutions, endeavours, and actions through more and better data is now compelling. Multiple, and continually updating, data sets produce a new sense of ‘personalised learning’. A crucial attribute of the datafication, and subsequent profiling, of learner behaviour and engagement is the continual modification of the learning environment to induce greater levels of investment on the parts of each learner. The assumption is that more and better data, gathered faster and fed into ever-updating algorithms, provide more complete tools to understand, and therefore improve, learning experiences through adaptive personalisation. The argument in this paper is that Learning Personalisation names a new logistics of investment as the common ‘sense’ of the school, in which disciplinary education is ‘both disappearing and giving way to frightful continual training, to continual monitoring'. 相似文献
123.
Terence Sullivan Penelope Serow Neil Taylor Emily Angell Jodana Tarrant Greg Burnett 《Asia-Pacific Journal of Teacher Education》2017,45(1):39-52
There has been little recent documentation concerning Pacific family support for family members locally involved in university study in their Pacific home country and how such responses affect both parties. Some studies dealing with family support for student family members, including Pacific families residing in the USA, have been published. A New Zealand Ministry of Education report on Pasifika students’ educational success rates raised the need for effective family support contexts. Another study researched the family support negotiation patterns of mature-age part-time students in Australia, Hong Kong and Papua New Guinea. Only one University of the South Pacific research focused on Pacific family and community expectations of family members studying and residing with their families in their Pacific home countries. This Nauru-based study describes mixed support responses from Nauruan families towards their teacher education student family members and Nauru Department of Education student engagement and well-being development strategies. 相似文献
124.
The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock‐Johnson III Tests of Cognitive Abilities (WJ‐III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from the mean WJ‐III COG General Intellectual Ability (GIA) score. However, mean score differences were found between the CTONI NIQ and the WJ‐III COG Verbal Ability, Thinking Ability, Comprehension‐Knowledge, and Fluid Reasoning cluster scores. Although the correlations between the CTONI and the WJ‐III COG cluster scores were generally of small magnitude, the CTONI Geometric Nonverbal IQ composite score demonstrated construct specificity, whereas the CTONI Pictorial Nonverbal IQ scale did not. The implications of the findings are discussed and practitioners are asked to use caution when using this instrument to assess the fluid reasoning abilities of college students. © 2007 Wiley Periodicals, Inc. 相似文献
125.
Students in the United States and Japan from high and middle socioeconomic (SES) backgrounds are afforded greater academic opportunities due to the systemic presence of hegemony in public schools (Darvin and Norton in J Lang Identity Educ 13(2):111–117, 2014). Minority and immigrant students, the majority coming from low SES, are more likely to suffer the negative effects of tracking. This paper explains how Mexican immigrant students in the United States, and Korean students in Japan are tracked into lower-level courses throughout their educational careers. Using critical structuralism as a theoretical framework, the paper analyzes the two educational systems and explains the implications of tracking on students’ access to higher education. The paper presents mediating mechanisms against the negative effects of lower-level tracking, while arguing for college preparatory education for Mexican and Korean immigrants in the U.S. and Japan respectively. 相似文献
126.
MOOCs are massive open online courses that are globally accessible, free of charge. Given their cost-free and open accessibility, it is surprising that only a few institutions have offered MOOCs from low- and middle-income countries (LMICs). Pakistan recently made this short list of LMICs as the first two MOOCs were launched from the country, in 2014 and 2016. Drawing from that experience, the organizers of that course present a roadmap for LMIC institutions for developing a MOOC, focusing especially on the technological and pedagogical limitations that an LMIC institution might find deterring. 相似文献
127.
Greg William Misiaszek 《Educational Philosophy and Theory》2018,50(12):1133-1143
As a full-time foreign faculty member in the Chinese Normal university system for the past five years, I analyze the contested terrain of being a critical, Freirean educator/researcher as an insider and outsider of Chinese and Western academic systems and societies overall. This autobiographical analysis is within the contexts of China’s academic focus on raising their global higher education rankings, along with self-reflectivity of my own multiple, often-conflicting identities and Western-centric Orientalism, theorized by Edward Said, in my legitimization of academic work. The following themes are analyzed through critical and Freirean frameworks: pursuit for top rankings coinciding and conflicting with scholarship breadth and depth, academic freedom, and politics of education; constructs of “harmony” that grounds teaching and research; and select pedagogical commonalities and differences between the East, the Global South, and the West. The article delves into preconceptions, including my own, on what is “worthy” academics from China, “the East”, “the West”, and the “Global South” with self-reflectivity of problematizing such terminology that covers such immense diversity in all aspects of contexts, including education which underscores the very problems with rankings, especially global rankings which are often Western-centric. All themes will be analyzed within my own, conflicting insider-ness and outsider-ness. 相似文献
128.
129.
Reflective Teachers and Teacher Educators in the Pacific Region: Conversations with us not about us 总被引:1,自引:0,他引:1
Greg Burnett Govinda Ishwar Lingam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(3):303-321
This article reports on a study of Pacific primary school teachers’ and university lecturers’ reflections on their involvement in the in-service Bachelor of Education degree programme offered at the regional University of the South Pacific (USP) in Fiji. Two rich sets of data have emerged from this study. Firstly, there are a number of critical reflections by ourselves as teacher educators concerning levels of equitable student access and participation in our degree as it is reconceptualised for distance and flexible delivery to increase levels of teacher professionalism across the Pacific region. Secondly, there has emerged a set of statements from teachers themselves about: teaching and learning; professional development opportunities; and what it means to be a professional educator in the Pacific region. This later data suggests an alternative set of voices in what has largely been a “conversation between us about them” conducted by Ministries of Education, Curriculum Development Units, USP, other educational bodies and the media in the Pacific, but particularly Fiji, about teachers and teachers’ work. Critical reflection upon our own practice as teacher educators and the voices of experienced teachers are particularly pertinent not only as we seek to reshape a degree programme to suit the needs of the region’s primary school teachers but also as “rethinking” debates about the purposes of education in the Pacific region are on-going yet exclusive. 相似文献
130.
Boasting over 6000 objects, including replicas of a western hardware store, a frontier stage stop, and a late nineteenth-century industrial factory, the Cody Firearms Museum, located at the Buffalo Bill Historical Center in Cody, Wyoming, is “the largest and most important collection of American firearms in the world.” 1 The museum, which creates a decidedly visual space through its near-exclusive engagement with looking, employs an aesthetic of domestication and sterility to frame firearms for museumgoers. Even as it transforms guns into inert objects of visual pleasure, the museum cannot fully erase the history of violence and colonial conquering in which guns played a starring role. The museum's rhetorical effectivity/affectivity, then, turns upon the unique play of presence and absence. 相似文献