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21.
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James Christopher Head 《Critical Studies in Education》2019,60(1):37-54
Following the trend of consequential accountability in US public education, New York City introduced a teacher evaluation program during the 2013–2014 school year that linked teachers’ individual performance ratings with their students’ exam scores. As this program systemically alters the nature of teacher–student relationships by transforming students into the means to an end (teachers’ professional viability), this study investigated the implementation of this accountability program from the point of view of the teachers – those who were the subject of this new policy. This study of 15 teachers’ narratives from 3 distinct schools illuminates a social-organizational process that I refer to as mediated institutional assault – a perceived attack on the teachers’ sense of personhood and moral agency perpetrated by mediating figures whose actions were facilitated by bureaucratic policies and institutionally coordinated tools of control. Thus, this study reveals that the consequence of this new mode of accountability is not merely the threat of losing one’s job, but also an insidious form of psychological assault, which in its masked delivery violates teachers’ sense of relational morality and challenges deeply engrained beliefs about their role as educators. 相似文献
23.
Four pigeons responded on a two-component multiple token-reinforcement schedule, in which tokens were produced according to
a random-interval 30-sec schedule and exchanged according to a variable-ratio 4 schedule in both components. To assess the
effects of contingent token loss, tokens were removed after every second response (i.e., fixed-ratio 2 loss) in one of the
components. Response rates were selectively lower in the loss components relative to baseline (no-loss) conditions, as well
as to the within-condition no-loss components. Response rates were decreased to a greater degree in the presence of tokens
than in their absence. To control for the effects of changes in the density of token and food reinforcement, two parts consisted
of additional conditions where food density and token loss were yoked to those in a previous loss condition. In the yoked-food condition, tokens were produced as usual in both components, but the overall density of food reinforcement in one of the
components was yoked to that obtained during a previous token-loss condition. In the yoked token-loss condition, tokens were removed during one component of the multiple schedule at a rate that approximately matched the obtained
rate of loss from a previous token-loss condition. Response rates in these yoked components were less affected than those
in comparable loss components, despite similar densities of token, exchange, and food reinforcement. On the whole, the results
support the conclusion that contingent token loss serves as an effective punisher with pigeons. 相似文献
24.
This study focuses on an industrial, commercial and community experience programme within a full time, one year postgraduate teacher training course. Acknowledging the heterogeneous experiences brought to this course by the students, an attempt was made to detect links between the students’ prior experience and their experience of the industrial, commercial and community programme. The students completed questionnaires before and after a placement and the findings are described. These findings contribute to an evaluation of the programme and suggest a number of important questions for those responsible for designing teacher education courses. 相似文献
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How evident is democracy within education in Japan, and is current practice different from elsewhere? This paper assesses the perception that Japanese political and educational practices are not fully 'democratic'. The first part examines the Japanese perspective on democracy, and then considers democracy and education in Japan. From a school-based study, the second part discusses examples of class practice concerning decision-making. The paper concludes that democracy is deeply rooted in Japanese history, but not in a form that is readily recognisable to Western observers. Consensus has been more significant than voting. The view that the US administration had a strong influence probably reflects policy rhetoric, not the reality in schools. But this rhetoric may have led to a belief that 'democracy' is not an appropriate term within contemporary Japanese education. However, what happens in Japanese classrooms equates with 'democratic' practice elsewhere. 相似文献
27.
Christopher Kirk 《Research in Science Education》1988,18(1):1-8
Conclusions The limited data gathered in this pilot study suggests there may be a considerable mismatch between those professional qualities
desired by industrial employers and those they generally find in new chemistry graduates. The issues raised seem sufficiently
important to warrant a wider investigation. It is intended to use the data found in this initial study to design a more detailed
survey in a second phase of this project. 相似文献
28.
Differential Grading Standards Revisited 总被引:2,自引:0,他引:2
The differential grading standards described by Goldman and Widawski (1976) exist in the same magnitude and in roughly the same order a decade later in a different kind of institution. Major fields that attract as majors students who score higher on SATs employ stricter grading standards. These differential grading standards serve to attenuate the correlation between SAT scores and grades, which is, even in highly selective institutions, substantial. 相似文献
29.
Christopher F. McCormack 《History of education》2018,47(3):303-320
Historians have observed that the period 1860–1890 was educationally progressive. This paper identifies the renaissance with the creation of the General Synod of the Church of Ireland in the aftermath of Church Disestablishment. Disestablishment legislation facilitated the inclusion of the laity in Synod. The paper argues that the lay-clerical dynamic generated educational reform at all levels of provision. Post-Reformation denominational divisions qualify the discussion. The structure of Synod – General Synod, Diocesan Synods, Boards of Education and Education Committees – was the outcome of an intense debate as the post-Disestablishment Church of Ireland sought to reinvent itself. The ‘art’ of the title refers to Synod’s adroit use of this structure in promoting educational reform that mitigated tensions surrounding the religious-secular conflict which characterised Irish post-Famine modernisation. Synod’s role as agent of educational reform constitutes the theme. The paper aims to contribute to what, regretfully, remains an undeveloped historiography. 相似文献
30.