1,721,020 research outputs found
Beyond the exam factory: Alternatives to high-stakes testing
No full textItem not available in this repository.Assessment in English schools is not designed to help children learn. Its main purpose is to police schools and teachers, and it does untold damage in the process.
Primary school tests are causing stress to children, demoralising teachers, and providing little useful information to parents. They narrow the curriculum and penalise schools in the most disadvantaged areas.
This stimulating new book presents strong arguments against the present system and opens up real alternatives. It draws on a wealth of experience over many decades, in England and internationally. It presents examples of assessment methods which have been eclipsed in English schools due to the pressures of ‘accountability’.https://www.morethanascore.org.uk/evidence/https://www.morethanascore.org.uk/wp-content/uploads/2019/03/Beyond-the-exam-factory.pdfpubpu
Education, poverty and social class: Some issues for teachers
Full text linkForty years ago it was easy to believe that child poverty had disappeared from modern Britain. It belonged in the past or to distant places – images of Oliver Twist or African famine victims would spring to mind. It was assumed that residual poverty in Britain was largely due to idleness or alcohol.
Few can still believe this now. Despite dramatic advances in productivity associated with computer technologies, and a boom time for the super-rich, child poverty statistics are scandalous. In the UK poverty more than doubled during the 1980s (the Thatcher period), fell slowly after 2000 when the last (Labour) government set a slow pace for its disappearance, then rose again after the financial crash.
Almost a third of Britain’s children are living in poverty - on average nine children in a class of thirty (Child Poverty Action Group 2018).https://www.ucl-ioe-press.com/books/social-justice-equality-and-human-rights/social-justice-re-examined/pubpu
Social justice re-examined: Dilemmas and solutions for the classroom teacher [Second Edition]
No full textItem not available in this repository.UPDATED AND EXPANDED EDITION
Teachers want to do their best for every child, but worry about causing offence and often shy away from troublesome issues.
The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works.
Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD.
The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society.https://www.ucl-ioe-press.com/books/social-justice-equality-and-human-rights/social-justice-re-examined-2/pubpu
Social justice re-examined: Dilemmas and solutions for the classroom teacher
No full textItem not available in this repository.Teachers want to do their best for every child, but worry about causing offence and often shy away from troublesome issues.
The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works.
Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD.
The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society.https://www.ucl-ioe-press.com/books/social-justice-equality-and-human-rights/social-justice-re-examined/https://sierra.qmu.ac.uk/record=b7330820pubpu
Changing schools: Alternative ways to make a world of difference
No full textChanging Schools places educational and social aims at the centre of a discussion of educational change. It draws on forteen case studies to explore school change which is oriented towards social justice and democracy. In an age of global mobility, economic polarization and unprecedented environmental and cultural challenges, the education of all children and young people to higher levels has become a key issue of international policy. Educational reform in such a context requires a serious rethinking and reworking of school and classroom practices. Social justice is integral to the challenge of raising standards, since this requires removing the ongoing influence of poverty on school success. This thoughtful book presents new thinking and practice for bringing about school change, drawn from diverse contexts around the world. It distils and compares the experiences and theories-in-action of engaged teachers, school principals and academics. It seeks to challenge the dominance that human capital theories of school improvement currently hold on policy making. The authors draw on contemporary innovations in practice and theory and also long-standing traditions of alternative thinking and practice. Linking together and articulating other ways of conceiving of and implementing school change, the collection bases its findings on values of equality and global citizenship. It shows how schools can work to make different languages, knowledge, narratives, and truths integral to the mainstream curriculum, everyday pedagogy, assessment and general culture of the school. Changing Schools is directed at all who are concerned with progressive school change and the promotion of democratic citizenship and social justice. It will prove an invaluable source of inspiration for all involved in schools, including teachers, head teachers, policy makers, and those currently studying for school leadership positions
Rethinking education in the era of globalization
No full textAuthor submitted draft version, pp. 61-68 only? IL contacted Author requesting confirmation of version (AM or Draft?) - 2019-10-15This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in "Contesting Neoliberal Education: Public Resistance and Collective Advance" on 1 October 2008, available online: https://www.crcpress.com/Contesting-Neoliberal-Education-Public-Resistance-and-Collective-Advance/Hill/p/book/9780415507103Capitalism has always had a problem with education. Since the Industrial Revolution, and the early days of mass schooling for working-class children,1 the ruling class has needed to increase the skills of future workers but was afraid they might become articulate, knowledgeable and rebellious.https://www.crcpress.com/Contesting-Neoliberal-Education-Public-Resistance-and-Collective-Advance/Hill/p/book/9780415507103pubpu
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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