Not seeing the wood for the trees: developing a feedback analysis tool to explore feed forward in modularised programmes

This paper considers feedback in the context of modularised programmes in higher education in the UK. It is argued that the self-contained nature of modular assessment may limit feedback dialogue between staff and students to assignment-specific issues, and may impede student progress towards holistic programme-level aims and outcomes. A feedback profiling tool was developed to categorise feedback on draft and final work. The analysis of feedback on 63 samples of draft work and 154 samples of final work showed different patterns. There were more feedback comments on draft work, and the feedback comments were dominated by advice and critique, while the feedback comments on the final work were overwhelmingly dominated by praise. This pattern of feedback is problematised in terms of feed forward from one module to the next, as students work towards the development of programme-level outcomes. Ipsative feedback (on progress) and feed forward in terms of disciplinary-specific skills and programme-level outcomes are recommended to enable students to act on feedback on end-of-module work, and develop students’ capacity to recontextualise disciplinary-specific skills throughout a programme. Some developmental applications for the feedback profiling tool are also suggested.     

"My Ladies Aren't Interested in Learning": Managers, Supervisors and the Social Context of Learning

This paper is based on a research project which examines the opportunities for and barriers to workplace learning amongst low-grade staff in the UK public sector. It examines the key role of managers and supervisors, who make many of the decisions about individuals' access to learning opportunities. Their perception of staff's willingness and need to learn is influenced by factors such as age, gender or the likelihood of career development. It is these managers who control the immediate work environment and the flow of information about learning opportunities. Innovative examples of workplace learning are described, yet the paper concludes that the reality for many low grade manual and routine clerical staff continues to be one of limited opportunities for workplace learning.     

Teacher Efficacy as a Conduit for Enhancing Attitudes Toward Teaching Reading to African-American Students

Through this study the authors aimed to determine the impact of a reading course and tutoring for elementary school youth enrolled in an after-school program in a low-income community. They conclude that multicultural field-based tutoring experiences connected to a content area course can increase teachers’ pedagogical knowledge and teacher efficacy when teaching low-income, African-American students.     

A review of Education and Social Media using functionalist and conflict theories of educational purposes

Cultural Studies of Science Education - Education and Social Media: Toward a Digital Future (2016), edited by Christine Greenhow, Julia Sonnevend, and Colin Agur, is a compilation of essays by...