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1.
Assessment as a tool for learning 总被引:6,自引:0,他引:6
2.
Liz Brooker Corresponding author Sang‐Jin Ha 《Early Years: An International Journal of Research and Development》2005,25(1):17-30
This article discusses some findings from a small‐scale investigation of children's gendered beliefs and behaviours in a Korean kindergarten which was attempting to challenge gender stereotyping through the anti‐bias intervention of a ‘cooking curriculum’. A sample of 14 children, some with ‘working’ mothers and some with ‘housewife’ mothers, was observed for two months, and informally interviewed on several occasions. The children's mothers were also interviewed. The findings are situated in the context of the changing, but still traditional, culture of Korean society, as well as in the contexts of early childhood education and theories of gender acquisition. They confirm that, although children are highly likely to reproduce the beliefs current in their home environment, they are open to reconstructing these views when actively challenged to consider alternatives, either by the school curriculum or by engaging in debate with a researcher or practitioner. The nature of the ‘alternative’ views available may however be problematic. 相似文献
3.
The number of university–industry R&D partnerships (UIPs) has increased significantly over the past decade, in most OECD countries and in Australia, yet the study of risk in such commercially focused collaborative ventures is still a developing area. This review paper seeks to contribute to debate on this increasingly important phenomenon by addressing three key areas of risks for universities in entering such collaborations. The commercialization of research findings presents particular risks to universities, most notably the possibility of financial loss, which has a greater impact than for companies in cross‐sector collaborations. Another major type of risk faced by universities is relational risk, and this can significantly alter the trust dynamics that underpin research and innovation. There are also institutional risks to universities and their research staff engaged in commercializable R&D and, ultimately, to their reputation as a neutral source of expertise. It is argued there is a need for universities in Australia to develop comprehensive policies to manage the risks of commercialization and R&D collaboration with industry partners. 相似文献
4.
5.
Glen Coutts Rebecca Soden Liz Seagraves 《The International Journal of Art & Design Education》2009,28(2):194-206
This article reports on an evaluation to interrogate the efficacy of a Scottish Government sponsored initiative to introduce an arts‐infused education model to primary (elementary) and secondary (high) schools called Arts Across the Curriculum. Between April 2005 and December 2007 the evaluation team gathered data about this three‐year pilot project, using a variety of instruments including surveys, structured observations, interviews and video diaries. This article presents some of the findings from the evaluation and in particular it focuses on the artists' views of the efficacy of the project; in short we wanted to know how they ‘saw it’. It should be noted that the research team that evaluated the initiative had no say in the design of the project. 相似文献
6.
Current developments in higher education strongly indicate that the way ahead in many disciplines is much closer co-operation between academia and industry. There is growing demand that recognition should be given to learning, irrespective of the environment in which it occurs.This article reflects on what are deemed to be essential components of a degree, and considers how they might be transformed into forms suitable for demonstration in the work environment. The discussion is supported by findings of a survey carried out in conjunction with a development - Structured Industrial Practice Studies - which integrates academic learning and learning in the work environment for full-time students. The findings, however, are of relevance beyond the particular model of learning and mode of attendance. There appears to be potential for achieving in the workplace aspects of courses which, in recent times, have been the prerogative of higher education establishments. However, such potential is variable between working environments and is dependent on higher education providers adapting to different structures in delivery. 相似文献
7.
Educational change in the neoliberal state is permeated by the effects of forces from outside the field of education itself. The process of governmentality welcomes, indeed demands, the participation of those non-state actors valorised by neoliberalism as well as government agencies dedicated to the advancement of such groups. Inevitably, the concerns of such organisations become central to how the state sees education. This article traces the assembly of national and international agents from industry, business and special interest groups around the concept of ‘knowledge economy’. It treats this assemblage as an apparatus (dispositif), examining how the construction of an economic problem is brought to bear on the demand for educational change, and how this construction of the problem is used to shape public opinion in order to prepare the public for a radical change of direction. Confining itself to the reform of mathematics education introduced in the Republic of Ireland in 2010, this article traces the emergence of a mathematics discourse focused on market-led education. It interrogates the construction of ‘the mathematics problem’ or ‘crisis in maths’ and argues that the discourse of the present construction is economic in nature, centring as it does on human capital production and market-led reform. 相似文献
8.
Liz Brooker 《International Journal of Early Years Education》2003,11(2):117-128
This paper discusses one aspect of the findings from an ethnographic study of the ways in which four-year-old children learn, and are taught, at home and in their Reception class. The children were from two distinctive cultural backgrounds within the same urban neighbourhood: one-half belonged to UK ('Anglo') families, and one-half to families from Bangladesh. They were observed and assessed throughout their first school year, and additional data were collected from interviews with parents, practitioners and the children themselves. Analysis of the data suggested that one way of understanding the variation in the children's experiences was through the ethnotheories, or cultural belief systems, of their home communities--such as their parents' concepts of childhood, and their theories of intelligence and instruction. The paper argues that such differences in children's home preparation have consequences for their school experience, and carry implications for their school providers. The study of parental ethnotheories, therefore, may help to explain, and alleviate, the differences in school achievement of children from diverse backgrounds. However, accessing respondents' personal theories presents both ethical and methodological problems, particularly when the researcher is working with socially disadvantaged groups. La recherche dans les ethnothe´ories parentales, ou dans les syste ¤ mes de croyance culturels, peut contribuer a ¤ notre compre´hension de l'expe´rience scolaire diffe´rentielle et de l'accomplissement des enfants de classes diffe´rentes et de milieux culturels diffe´rents. Cependant, l'acce ¤ s a ¤ les the´ories personnelles des personnes interroge´es, que peut-etre ils sont inconscients de posse´der, pre´sente proble ¤ mes e´thiques et methodologiques, particulie ¤ rement quand les chercheurs travaillent avec des groupes qui sont de´savantage´s socialement. Cet essai pre´sente quelques de´couvertes d'une e´tude ethnographique sur les fac¸ons dans lequelles des enfants de quatre ans apprennent, et sont enseigne´s, a ¤ la maison et dans leur classe de re´ception. La expe´rience d'apprendre a ¤ la maison est diffe´rente pour chacun des 16 enfants, et dans chaque cas est forme´e par les croyances parentales -- en particulier leurs concepts sur l'enfance, et sur les ro´les des parents, et leurs the´ories sur l'intelligence et l'instruction. Ceux-ci refle ¤ tent partiellement la position des familles dans la communaute´ "anglo" ou bangladaise dans leur voisinage partage´. Quand les diffe´rences dans la pre´paration e´ducative des enfants a ¤ la maison sont comprises, il y a des implications e´videntes pour leurs pourvoyeurs d'e´ducation. La investigacio´n sobre las etnoteor L ´as paternales, o sea sobre los sistemas culturales de la creencia, pueden contribuir a nuestra comprensio´n de la experiencia diferencial escolar y del logro de los nin ¨ os de clases y or L ´genes culturales diferentes. Sin embargo, el acceso a las teor L ´as personales de los respondientes, que quizas ellos mismos no son conscientes de poseer, presenta problemas e´ticos as L ´ como tambie´n metodolo´gicos, particularmente cuando los investigadores trabajan con grupos socialmente desventajados. Este ensayo presenta algunas conclusiones de un estudio etnogra´fico sobre el modo en que los nin ¨ os de cuatro an ¨ os de edad aprenden, y se les ensen ¨ a, en casa y en su clase de recepcio´n. La experiencia de aprendisaje en el hogar es diferente para cada uno de los 16 nin ¨ os, y en cada caso esta´ formada por creencias paternales -- en particular sobre sus conceptos de nin ¨ ez, y el rol que juegan los padres, y de sus teor L ´as sobre la inteligencia y la instruccio´n. Estos conceptos reflejan en parte la posicio´n de las familias dentro de la comunidad 'Anglo' o banglades L ´ en su vecindario compartido. Cuando las diferencias en la preparacio´n educativa en el hogar de los nin ¨ os son comprendidas, hay implicaciones evidentes para sus proveedores de escuela. 相似文献
9.
Kerry Shephard John Harraway Tim Jowett Brent Lovelock Sheila Skeaff Liz Slooten 《Environmental Education Research》2015,21(6):805-820
This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship. 相似文献
10.
Liz Bishoff 《Cataloging & classification quarterly》2020,58(3-4):209-216
AbstractBoth authors have served as OCLC’s representative to the Program for Cooperative Cataloging’s Policy Committee and Steering Committee and participated in the PCC’s creation. They offer some reminiscences of the early years of the PCC and of OCLC’s involvement in, and support of, the PCC. 相似文献