Pub Date : 2014-07-03DOI: 10.1080/09585176.2014.912407
P. Broadfoot
to me why this specific choice is made, as in describing research assessment the author seems to rely much on previous points made in terms of funding and competing commitments such as teaching versus research. In Section IV, the book offers a concise description of what universities are for, according to different schools of thought. Through these different perspectives, Furlong attempts to establish that the university is still definable. He concludes that those involved in the discipline of education should be more aware of its history, nature and tensions: ‘we need to be much clearer than we have been in the past as to what the purpose of the university-based study of education actually is. Those closest to the discipline need to be much more aware than they often have been about where the discipline comes from’ (p. 200). I believe that this book does an excellent job at beginning to unravel the tensions that underlie educational issues and the university as a whole. As such, it provides us with some of the tools needed to answer the questions he poses about the nature of the discipline of education within the university.
{"title":"Educational assessment evaluation and research: the selected works of Mary E. James","authors":"P. Broadfoot","doi":"10.1080/09585176.2014.912407","DOIUrl":"https://doi.org/10.1080/09585176.2014.912407","url":null,"abstract":"to me why this specific choice is made, as in describing research assessment the author seems to rely much on previous points made in terms of funding and competing commitments such as teaching versus research. In Section IV, the book offers a concise description of what universities are for, according to different schools of thought. Through these different perspectives, Furlong attempts to establish that the university is still definable. He concludes that those involved in the discipline of education should be more aware of its history, nature and tensions: ‘we need to be much clearer than we have been in the past as to what the purpose of the university-based study of education actually is. Those closest to the discipline need to be much more aware than they often have been about where the discipline comes from’ (p. 200). I believe that this book does an excellent job at beginning to unravel the tensions that underlie educational issues and the university as a whole. As such, it provides us with some of the tools needed to answer the questions he poses about the nature of the discipline of education within the university.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.912407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-07-03DOI: 10.1080/09585176.2014.914444
H. Taleb
The pressures of a growing global population, compounded by environmental degradation, escalating energy use and the depletion of natural energy resources, have led to sustainable energy (SE) holding a prominent position on the international agenda. In spite of the widespread recognition of the important role of SE education in securing a sustainable future, it has not yet received much attention within oil-rich countries such as Saudi Arabia. A single-sex private college in Saudi Arabia – referred to here as ‘Al-Ola College’ – has been selected as a case study for this study. As part of this work, a survey has been distributed to all of the female students of Al-Ola College in order to examine their potential acceptance of such a proposed course dedicated to SE. Moreover, several in-depth interviews have been conducted with senior staff of the Al-Ola College and with the potential employers of SE graduates. Issues that have been investigated herewith go beyond the likelihood of acceptance of the new course, and include a detailed examination of the potential benefits and challenges that might be encountered when incorporating the subject of SE into Saudi higher education curricula, in addition to the employment prospects for female students specialising in SE in Saudi Arabia. The primary conclusion was that the launch of a postgraduate course on SE for Saudi females might not be viable at present. This conclusion emerges from the identification of a wide range of barriers including insufficient government support for the SE agenda, a lack of sustainability awareness, a strong social resistance to accepting this field of study and lack of work opportunities for females in the highly conservative Saudi society. As a result of this empirical research, a set of practical ‘enablers’ has been proposed in order to change the status quo with regard to the poor prospects for SE education in Saudi Arabia.
{"title":"The potential for launching a postgraduate course on sustainable energy in Saudi Arabia","authors":"H. Taleb","doi":"10.1080/09585176.2014.914444","DOIUrl":"https://doi.org/10.1080/09585176.2014.914444","url":null,"abstract":"The pressures of a growing global population, compounded by environmental degradation, escalating energy use and the depletion of natural energy resources, have led to sustainable energy (SE) holding a prominent position on the international agenda. In spite of the widespread recognition of the important role of SE education in securing a sustainable future, it has not yet received much attention within oil-rich countries such as Saudi Arabia. A single-sex private college in Saudi Arabia – referred to here as ‘Al-Ola College’ – has been selected as a case study for this study. As part of this work, a survey has been distributed to all of the female students of Al-Ola College in order to examine their potential acceptance of such a proposed course dedicated to SE. Moreover, several in-depth interviews have been conducted with senior staff of the Al-Ola College and with the potential employers of SE graduates. Issues that have been investigated herewith go beyond the likelihood of acceptance of the new course, and include a detailed examination of the potential benefits and challenges that might be encountered when incorporating the subject of SE into Saudi higher education curricula, in addition to the employment prospects for female students specialising in SE in Saudi Arabia. The primary conclusion was that the launch of a postgraduate course on SE for Saudi females might not be viable at present. This conclusion emerges from the identification of a wide range of barriers including insufficient government support for the SE agenda, a lack of sustainability awareness, a strong social resistance to accepting this field of study and lack of work opportunities for females in the highly conservative Saudi society. As a result of this empirical research, a set of practical ‘enablers’ has been proposed in order to change the status quo with regard to the poor prospects for SE education in Saudi Arabia.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.914444","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-07-03DOI: 10.1080/09585176.2014.886865
Omar Kemperman
{"title":"Education – an anatomy of the discipline: rescuing the university project?","authors":"Omar Kemperman","doi":"10.1080/09585176.2014.886865","DOIUrl":"https://doi.org/10.1080/09585176.2014.886865","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.886865","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-03DOI: 10.1080/09585176.2013.870082
Halvor Bjørnsrud, Sven Nilsen
The article analyses how the intentions of early provision in Norwegian schools have been expressed in the education policy reforms in Norway from the 1970s to the present day. The first area deals with the intentions that most explicitly cover early provision; prevention, early detection and intervention. The second area of analysis relates to the early provision intentions with an emphasis on the correlation between individual and environmental factors seen in light of differentiation and disability. The third area examines how significance is attached to pupils’ social background with regard to early provision in learning in schools. Finally, consideration is given to the relationship between early provision intentions and efforts to prevent pupils dropping out of upper secondary education. The analysis also shows that the policy guidelines on early provision for schools and teachers have been weak and unclear. This is due to the fact that the early provision intentions have primarily been expressed in reports to the Storting, and rarely given any kind of focus in national curricula.
{"title":"Early educational provision – emphasised in education policy reforms in Norway? An analysis of education policy documents","authors":"Halvor Bjørnsrud, Sven Nilsen","doi":"10.1080/09585176.2013.870082","DOIUrl":"https://doi.org/10.1080/09585176.2013.870082","url":null,"abstract":"The article analyses how the intentions of early provision in Norwegian schools have been expressed in the education policy reforms in Norway from the 1970s to the present day. The first area deals with the intentions that most explicitly cover early provision; prevention, early detection and intervention. The second area of analysis relates to the early provision intentions with an emphasis on the correlation between individual and environmental factors seen in light of differentiation and disability. The third area examines how significance is attached to pupils’ social background with regard to early provision in learning in schools. Finally, consideration is given to the relationship between early provision intentions and efforts to prevent pupils dropping out of upper secondary education. The analysis also shows that the policy guidelines on early provision for schools and teachers have been weak and unclear. This is due to the fact that the early provision intentions have primarily been expressed in reports to the Storting, and rarely given any kind of focus in national curricula.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2013.870082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-03DOI: 10.1080/09585176.2013.874952
Päivi Atjonen
The main aim of this research was to analyse teachers’ views of pupil assessment. The theoretical framework was based on existing literature on advances and challenges of pupil assessment in regard to support for learning, fairness, educational partnership, feedback, and favourable methods. The data were gathered by means of a questionnaire designed for teachers of comprehensive schools. Teachers were first asked to describe a good (right/fair) and a bad (wrong/unfair) case of pupil assessment selected from the period of latest three years. Second, two lists of factors were presented, and respondents were asked to indicate which were the most influential in making pupil assessment either difficult or easy. One hundred twenty-six teachers completed and returned the questionnaire. A descriptive, mainly qualitative approach was used to analyse the data. The majority of positive views concerned the use of different assessment methods, an interactive approach, encouraging feedback, and criteria clarification. Negative views dealt with improper assessment methods, level of stringency, badly implemented assessment, and weak grounds for assessment. Three factors made assessment as difficult: interpretation of fairness, pupils with special needs, and pupils’ heterogeneity. On the other hand, versatile assessment methods, curriculum advice, and pupils’ good competencies made teachers’ assessment work easy.
{"title":"Teachers’ views of their assessment practice","authors":"Päivi Atjonen","doi":"10.1080/09585176.2013.874952","DOIUrl":"https://doi.org/10.1080/09585176.2013.874952","url":null,"abstract":"The main aim of this research was to analyse teachers’ views of pupil assessment. The theoretical framework was based on existing literature on advances and challenges of pupil assessment in regard to support for learning, fairness, educational partnership, feedback, and favourable methods. The data were gathered by means of a questionnaire designed for teachers of comprehensive schools. Teachers were first asked to describe a good (right/fair) and a bad (wrong/unfair) case of pupil assessment selected from the period of latest three years. Second, two lists of factors were presented, and respondents were asked to indicate which were the most influential in making pupil assessment either difficult or easy. One hundred twenty-six teachers completed and returned the questionnaire. A descriptive, mainly qualitative approach was used to analyse the data. The majority of positive views concerned the use of different assessment methods, an interactive approach, encouraging feedback, and criteria clarification. Negative views dealt with improper assessment methods, level of stringency, badly implemented assessment, and weak grounds for assessment. Three factors made assessment as difficult: interpretation of fairness, pupils with special needs, and pupils’ heterogeneity. On the other hand, versatile assessment methods, curriculum advice, and pupils’ good competencies made teachers’ assessment work easy.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2013.874952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-03DOI: 10.1080/09585176.2014.894481
Margaret Roberts
Michael Young has argued that pupils should be given access to ‘powerful knowledge’. This article examines the extent to which his concept of powerful knowledge is applicable to geographical education, in particular to the study of urban geography. It explores the distinction Young makes between everyday and school knowledge, how this relates to geographical education and to the academic subject of geography. It then considers the extent to which geographical disciplinary knowledge has the characteristics of powerful knowledge. Finally, it raises issues related to curriculum and pedagogy.
{"title":"Powerful knowledge and geographical education","authors":"Margaret Roberts","doi":"10.1080/09585176.2014.894481","DOIUrl":"https://doi.org/10.1080/09585176.2014.894481","url":null,"abstract":"Michael Young has argued that pupils should be given access to ‘powerful knowledge’. This article examines the extent to which his concept of powerful knowledge is applicable to geographical education, in particular to the study of urban geography. It explores the distinction Young makes between everyday and school knowledge, how this relates to geographical education and to the academic subject of geography. It then considers the extent to which geographical disciplinary knowledge has the characteristics of powerful knowledge. Finally, it raises issues related to curriculum and pedagogy.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.894481","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-03DOI: 10.1080/09585176.2013.862172
E. Hawe, J. Parr
An Observation Guide, designed to help New Zealand teachers identify areas of teaching strength and aspects for development, was developed as part of a wider project. In the second phase of this project, 18 middle school teachers used the Guide to gather and record evidence as they participated in seven rounds of reciprocal peer observation and feedback during writing lessons with Grades 6–8 students. We report here on data from round 6 observations about the assessment for learning (AfL) strategies reported as evident in teachers’ practices, how these strategies were implemented and potential gaps in practice. AfL has at its heart a core of interdependent strategies that collectively contribute to the development of autonomous, self-regulating learners and quality learning. While the middle school teachers shared goals for learning and communicated what counted as successful achievement to students, they appeared to struggle when articulating goals in terms of literacy learning and conveying the substantive aspects and quality expected in students’ writing. In addition, despite AfL's promotion of learner autonomy, few teachers openly afforded students focused opportunities to take a meaningful role in their learning through the appraisal of their own and peers’ writing and the joint construction of feedback. As such, teachers’ AfL practice in the writing classroom failed to realise its full potential. It is argued that the promise of AfL can only be reached when strategies are enacted in ways that reflect its unitary nature, promote quality outcomes and give students a central role in their learning.
{"title":"Assessment for Learning in the writing classroom: an incomplete realisation","authors":"E. Hawe, J. Parr","doi":"10.1080/09585176.2013.862172","DOIUrl":"https://doi.org/10.1080/09585176.2013.862172","url":null,"abstract":"An Observation Guide, designed to help New Zealand teachers identify areas of teaching strength and aspects for development, was developed as part of a wider project. In the second phase of this project, 18 middle school teachers used the Guide to gather and record evidence as they participated in seven rounds of reciprocal peer observation and feedback during writing lessons with Grades 6–8 students. We report here on data from round 6 observations about the assessment for learning (AfL) strategies reported as evident in teachers’ practices, how these strategies were implemented and potential gaps in practice. AfL has at its heart a core of interdependent strategies that collectively contribute to the development of autonomous, self-regulating learners and quality learning. While the middle school teachers shared goals for learning and communicated what counted as successful achievement to students, they appeared to struggle when articulating goals in terms of literacy learning and conveying the substantive aspects and quality expected in students’ writing. In addition, despite AfL's promotion of learner autonomy, few teachers openly afforded students focused opportunities to take a meaningful role in their learning through the appraisal of their own and peers’ writing and the joint construction of feedback. As such, teachers’ AfL practice in the writing classroom failed to realise its full potential. It is argued that the promise of AfL can only be reached when strategies are enacted in ways that reflect its unitary nature, promote quality outcomes and give students a central role in their learning.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2013.862172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-03DOI: 10.1080/09585176.2013.870081
A. Standish
Global education began as a movement to reform education and society in the 1960s and 1970s, through the work of educationalists, NGOs and also intergovernmental organisations. The global approach seeks to break with a curriculum that is grounded in subject knowledge and national culture. Instead, it seeks to explore alternative rationales for education and alternate futures. A second wave of global or international education occurred from the 1990s alongside discussion of globalisation, which brought the movement into mainstream education. One of the characteristics of global/international education is its ambiguity. It seeks to break with the past curriculum, but it is not always clear what will take its place. For some, preparing young people for the global market is foremost, while others aim to facilitate the child's sense of himself or herself as a personal being. What is common to both is a desire to challenge the boundaries that previously gave meaning to education (especially theoretical knowledge and culture) and a search for meaning and opportunity in the projection of power beyond national boundaries. We conclude by questioning whether children are adequately prepared to act as global citizens without an education based on academic knowledge and an ethical framework that is culturally grounded.
{"title":"What is global education and where is it taking us?","authors":"A. Standish","doi":"10.1080/09585176.2013.870081","DOIUrl":"https://doi.org/10.1080/09585176.2013.870081","url":null,"abstract":"Global education began as a movement to reform education and society in the 1960s and 1970s, through the work of educationalists, NGOs and also intergovernmental organisations. The global approach seeks to break with a curriculum that is grounded in subject knowledge and national culture. Instead, it seeks to explore alternative rationales for education and alternate futures. A second wave of global or international education occurred from the 1990s alongside discussion of globalisation, which brought the movement into mainstream education. One of the characteristics of global/international education is its ambiguity. It seeks to break with the past curriculum, but it is not always clear what will take its place. For some, preparing young people for the global market is foremost, while others aim to facilitate the child's sense of himself or herself as a personal being. What is common to both is a desire to challenge the boundaries that previously gave meaning to education (especially theoretical knowledge and culture) and a search for meaning and opportunity in the projection of power beyond national boundaries. We conclude by questioning whether children are adequately prepared to act as global citizens without an education based on academic knowledge and an ethical framework that is culturally grounded.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2013.870081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-03DOI: 10.1080/09585176.2014.892017
V. Elliott
In January 2012, Scotland's First Minister Alex Salmond announced a radical measure that would see every Scottish school student study a Scottish text from a prescribed list. In 2010, Michael Gove announced that ‘Our literature is the best in the world’ and that every pupil should study particular authors. The ‘cultural heritage’ model of English is increasingly dismissed by teachers and students However, it is this ‘cultural heritage’ model which is preserved in the discourse of politicians. This paper explores the role that literary heritage texts play in the discourse of education policy in the context of devolution in twenty-first century Britain and considers the drivers and differences which can be seen in England and Scotland.
{"title":"The treasure house of a nation? Literary heritage, curriculum and devolution in Scotland and England in the twenty-first century","authors":"V. Elliott","doi":"10.1080/09585176.2014.892017","DOIUrl":"https://doi.org/10.1080/09585176.2014.892017","url":null,"abstract":"In January 2012, Scotland's First Minister Alex Salmond announced a radical measure that would see every Scottish school student study a Scottish text from a prescribed list. In 2010, Michael Gove announced that ‘Our literature is the best in the world’ and that every pupil should study particular authors. The ‘cultural heritage’ model of English is increasingly dismissed by teachers and students However, it is this ‘cultural heritage’ model which is preserved in the discourse of politicians. This paper explores the role that literary heritage texts play in the discourse of education policy in the context of devolution in twenty-first century Britain and considers the drivers and differences which can be seen in England and Scotland.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.892017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：