第四辑（下）

23.An analysis of associations between residential and school mobility and educational outcomes in South African urban children: The Birth to Twenty cohort

Author(s): Carren Ginsburg , Linda M. Richter, Brahm Fleisch and Shane A. Norris

Source: International Journal of Educational Development, May 2011,Volume 31, Issue 3

Abstract: Using data from Birth to Twenty, a cohort of South African urban children, the current paper investigates the relationships between residential and school mobility and a set of educational outcomes. The findings provide some evidence of a positive association between changes in residence and numeracy and literacy scores, and school mobility was found to be associated with grade repetition, however, no relationship was observed between changes in school and competency in numeracy and literacy. The South African study provides a counter example to trends observed in higher-income countries, while highlighting that associations are likely to be context specific.

………………………………………………………………………………………………………………………………………………

24.Singapore's response to the global war for talent: Politics and education

Author(s):Pak Tee Ng

Source: International Journal of Educational Development, May 2011, Volume 31, Issue 3

Abstract：This paper describes and analyses how Singapore engages in the global war for talent. The paper discusses how Singapore demonstrates a Foucauldian perspective of ‘governmentality’ in trying to mould citizens into a way of thinking that is geared suitably to an engagement in a global talent war. It first examines the social, political and economic thinking of the government in responding to the talent war. It then analyses more deeply the initiatives in the education system to support the national strategy in competing globally for talent. It also discusses the challenges ahead for Singapore in this talent war.

…………………………………………………………………………………………………………………………………………………

25. Teachers' memories of disciplinary control strategies from their own school days

Author(s): Rene DePalmaa; Pedro Membielab; Mercedes Surez Pazosb

Source:British Journal of Sociology of Education, January 2011, Volume 32, Issue 1

Abstract : This article provides a vision of school disciplinary strategies as provided by childhood school memories of practicing or unemployed teachers. This narrative approach allows us to understand the school and its daily routines and rituals from an insiders' point of view, drawing upon the double perspective teachers employ when reflecting on their own experience as school children. The results of the study demonstrate a wide range of disciplinary practices coinciding with a Foucauldian disciplinary structure - a system of micro-penalty governing time, activity, behavior, speech, the body, and sexuality. Analyzing the systemic regulation of bodies in schools can uncover institutional meanings and make them available for questioning, perhaps even negotiation. Recognizing the ways in which teachers' roles are inextricably bound with the disciplinary power relations of their institutions can help alleviate frustration and burnout and help teachers make more informed pedagogical decisions. 

…………………………………………………………………………………………………………………………………………………

26. Which in- and out-of-school factors explain variations in learning across different socio-economic groups? Findings from South Africa

Author(s): Smith, Michele1

Source: Comparative Education, February 2011, Volume 47, Number 1

Abstract: Previous studies on the role of the school in influencing attainment in South African schools have concluded that the inequalities which are known to exist in these are still largely due to the legacy of the Apartheid system. More recently, policy focus has been on narrowing the gap between the attainment of different socio-economic groups by addressing the inequality in school resource levels and facilities. The work presented here investigates which pupil background, school context and school resource (human and physical) factors affect individual academic attainment by developing separate multilevel models for individual learners of similar socio-economic status. This approach allows for the possibility that different in- and out-of-school factors combine to explain the differences in attained mathematics and reading scores of Grade 6 pupils participating in the SACMEQ II survey in 2000, and that this could be dependent on the socio-economic status of the individual learner. It is argued that policy focus should be wider than just resourcing levels. The evidence points to the need to additionally target deprived, mainly rural, neighbourhoods and develop interventions and alternative strategies to overcome some of the acute social disadvantages that pupils, especially from the lowest socio-economic status, bring with them into school. These include poor nutrition, lower fluency levels in the language of instruction used in schools and higher chances of living away from home in order to be schooled.

………………………………………………………………………………………………………………………………………

27. A Millennium Learning Goal for education post-2015: a question of outcomes or processes

Author(s): Barrett, Angeline

Source: Comparative Education, February 2011, Volume 47, Number 1

Abstract: As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights-based and social justice conceptualisations of education quality. A Millennium Learning Goal may enhance information on inclusion, conceived as equal opportunity to achieve learning outcomes. However, there is a danger that it would be misused to generate high stakes tests that can be detrimental to the achievement of goals that are not readily measurable and hence to the relevance of education. It is argued that a process goal with qualitative targets for the assessment of learning, for the monitoring of educational processes and for the processes by which learning goals are determined would be more appropriate for the international level and more likely to improve education quality.

………………………………………………………………………………………………………………………………………

28.Examinations and educational opportunity in China: mobility and bottlenecks for the rural poor

Author(s): Emily Hannum; Xuehui An; Hua-Yu Sebastian Cherng

Source: Oxford Review of Education, April 2011, Volume 37, Issue 2

Abstract: Despite the important role played by examinations in educational stratification and mobility in China, to our knowledge there is no literature in English that investigates the impact of exams on educational attainment with empirical data. We address this gap with an investigation of how examinations shape opportunities for children of the rural poor, a vulnerable group of great contemporary policy significance. After introducing China's high school and college entrance examination systems, we present a case study of examinations and educational transitions in rural Gansu Province, one of China's poorest provinces. We offer a snapshot of educational progress among rural young adults in 2009, with special attention to social selection in exam taking and outcomes, and to the role of examinations in shaping subsequent educational transitions.

As expected, high school and college entrance exam results play an important role in determining transitions to secondary and tertiary education, and in determining the type of education received. Exams reinforce inequalities observed in other stages of educational transition, but generalised disparities in educational opportunity precede exams, shape who takes exams, and emerge net of exam results. The patterns of advantage and disadvantage associated with different dimensions of household and village socioeconomic status do not tell a simple story: different factors matter at different stages of education. At the early stages, residing in villages that have an established tradition of education, along with the infrastructure to support education, is important. Residing in a wealthier household shapes the chance of persisting in the system to the examination stage, and offers second chance possibilities later in the game: wealthier youth are more likely to make it to both university and vocational education. Notably, father's education matters most consistently, not only for 'survival' to exam-taking and supporting tertiary transitions, but also for performance. Disadvantages throughout the process faced by the children of poorly educated fathers, even after accounting for household economic status, village context and performance, speak to equity issues within the education system that require ameliorative strategies beyond addressing cost barriers.

…………………………………………………………………………………………………………………………………………………

29. Secondary school admissions in England 2001 to 2008:

changing legislation, policy and practice

Author(s): Anne West; Eleanor Barham; Audrey Hind

Source: Oxford Review of Education, February 2011, Volume 37, Issue 1

Abstract:  The distribution of pupils amongst schools is fundamental to concerns about equality of educational opportunity and it is for this reason that the process by which pupils are admitted to schools is of significance. This paper focuses on admissions criteria and practices used by English secondary schools in 2001 and 2008 in light of changes to legislation and the regulatory context. In 2008, unlike 2001, virtually all schools gave priority to children in care and very few used interviews. In a minority of schools, predominantly those responsible for their own admissions, criteria designed to 'select in' certain pupils were used, with partial selection by aptitude/ability increasing over time. An analysis of 'supplementary information forms' revealed that a minority of schools requested information that was prohibited and unrelated to admissions criteria. Notwithstanding some positive impacts, further changes could make the admissions process easier for parents/carers and enhance equality of educational opportunity. 

…………………………………………………………………………………………………………………………………………………

30. The case: generalisation, theory and phronesis in case study

Author(s): Gary Thomas

Source: Oxford Review of Education, February 2011, Volume 37, Issue 1

Abstract : Arguments for the value of case study are vitiated by assumptions about the need for generalisation in the warrant of social scientific inquiry—and little generalisation is legitimate from case study, although an argument exists for the role of the case in the establishment of a form of generalisation in a certain kind of theory, a line of reasoning that I appraise critically. But outside the discussion of generalisation specifically in case study, commentary has pointed to the failure of social science generally to offer any special kind of generalisation which can be shown to be more reliable and valuable than the everyday generalisation of the layperson. If such critical commentary has validity, the failure, then, is a failure not unique to case study: such failure haunts all kinds of social inquiry. I argue that case study's conspicuous shortcomings in generalisability, far from minimising case study's offer, in fact free it to offer something different and distinctive in social scientific inquiry. Thus, the potential of case study may be realised in developing something rather more nuanced than generalised knowledge—in what I call exemplary knowledge. The latter, drawing its legitimacy from phronesis as distinct from theory, I argue to be clearly different from generalisable knowledge. 

…………………………………………………………………………………………………………………………………………………

31. Developing Leadership Capacity in English Secondary Schools and Universities: Global Positioning and Local Mediation

Author(s): Mike Wallace; Rosemary Deem; Dermot O'Reilly; Michael Tomlinson

Source: British Journal of Educational Studies, March 2011,Volume 59, Issue 1

Abstract: Government responses to globalisation include developing educational leaders as reformers for workforce competitiveness in the knowledge economy. Qualitative research tracked interventions involving national leadership development bodies to acculturate leaders in secondary schools and universities. Acculturating leaders as reformers was mediated through interaction with professional cultures valuing autonomy. Yet mediation supported the government's global positioning through adapting reforms and independent innovation.

…………………………………………………………………………………………………………………………………………………

32.”I'm Not Learning”: The Role of Academic Relevancy for Low-Achieving Students

Author(s): Howard E. Crumpton; Anne Gregory

Source: The Journal of Educational Research, 2011, Volume 104, Issue 1

Abstract : When students enter high school with low achievement, they are likely to exit high school with low achievement. Given this stability in achievement, it is important to identify factors that can shift academic trajectories. Promising factors include the degree to which school is experienced as relevant and intrinsically motivating to students. Little is known about how these factors together are predictive of classroom engagement and achievement for low achievers in high school. Sampling a group of 44 low-achieving high school students, comprising Black students, the authors explored the effects of academic relevancy on engagement and achievement. Regression analyses show that students who found coursework personally relevant had increased engagement in Grade 10. Importantly, this relationship was mediated through intrinsic motivation.

…………………………………………………………………………………………………………………………………………………

33.Examining How Learner-Centered Professional Development Influences Teachers' Espoused and Enacted Practices

Author(s): Drew Polly; Michael J. Hannafin

Source: The Journal of Educational Research, 2011, Volume 104, Issue 1

Abstract: Prior professional development studies have identified discrepancies between what teachers' report (espoused practices) and demonstrate (enacted practices) during classroom teaching. This has proven particularly evident in studies examining classroom implementation of standards-based practices such as learner-centered instruction. The authors examined the enacted and espoused practices of 2 elementary school teachers during a yearlong professional development project focusing on supporting implementation of learner-centered pedagogies in their classrooms. The convergence of video analysis of classroom teaching evidence and teacher interviews confirm little alignment between participants' espoused and enacted practices. However, enacted teaching practices became increasingly consistent with learner-centered professional development practices when adopting a project activity or coplanning the lesson with an experienced professional developer. Implications for the design and research of learner-centered professional development are provided.