第十辑（中）

11.Target Practice: Reader Response Theory and Teachers’ Interpretations of Students’ SAT 10 Scores in Data-Based Professional Development

Author: Becky M. Atkinson

Source: Journal of teacher education,2012, 63(3):201-213

Abstract: The study reported in this article examines how teachers read and respond to their students’ Stanford Achievement Test 10 (SAT 10) scores with the goal of investigating the assumption that data-based teaching practice is more “objective” and less susceptible to divergent teacher interpretation. The study uses reader response theory to frame teachers’ responses to their students’ SAT 10 test scores as interpretations of a text shaped through unexamined assumptions and political interests related to accountability, rather than strictly statistical “official” interpretations of “objective” data. The findings illustrate that teachers’ interpretations of SAT 10 data that inform their data-based practice are vulnerable to the pervasive influence of local school responses to accountability pressures. More specifically, the findings reveal how moral and discursive texts imbricated in accountability discourses mediate the ways in which teachers read and respond to their students’ SAT 10 scores.

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12. Give and take: A re-analysis of assessor and assessee's roles in technology-facilitated peer assessment

Author: Lan Li, Xiongyi Liu, Yuchun Zhou

Source:

British Journal of Educational Technology,2012, 43(3):376-384

Abstract: The study examined how playing two roles as assessors and assessees in technology-assisted peer assessment contributes to students' performance. Data from a previous study was recoded and analysed to understand peer assessment processes from a different angle. Findings of our previous study supported the importance of the assessor's role, but not the assessee's role. In the present study, the assessee's role was re-examined based on the assessee's ability to critically judge and act upon peer feedback, instead of quality of peer feedback that they received. Regression analysis was conducted, and results suggested that how students responded to peer feedback, as indicated by the number of good versus misleading suggestions incorporated, significantly predicted their final project scores. The findings support the importance of both assessor and assessee's roles in peer assessment and provide valuable implications for effective implementation of peer assessment.

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13. Applause as an achievement-based reward during a computerised self-assessment test

Author: Christos N. Moridis, Anastasios A. Economides

Source: British Journal of Educational Technology,2012, 43(3):489-504

Abstract: Affective feedback during a self-assessment test could help induce the learner to an optimal emotional state regarding the learning material. However, there is a lack of experimental evidence concerning the influence of affective feedback during a self-assessment test. This paper is a step towards this direction. The effect of achievement-based reward feedback on students' state and trait anxiety was examined. Ninety-two students participated in an experiment. Half of these students received an applause sound after a correct answer to a question. Results highlight gender differences concerning this emotional type of feedback.

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14.School-based ICT policy plans in primary education: Elements, typologies and underlying processes

Author: Ruben Vanderlinde, Sara Dexter, Johan van Braak

Source: British Journal of Educational Technology,2012, 43(3):505-519

Abstract: Schools are more and more encouraged to write a school-based information and communication technology (ICT) policy plan. In such a plan, a school describes its expectations, goals, content and actions related to the future role of ICT in teaching and learning. Although this is encouraged by researchers and policy makers, the literature on ICT policy plans and ICT policy planning is rather general and underdeveloped. In this study, the content of school-based ICT policy plans and underlying policy processes is explored. Data were gathered in 31 primary schools in Flanders: the schools' ICT policy plan was submitted to a content analysis, and a semi-structured interview was administered to the school leader or the ICT coordinator. Using a framework of ICT leadership practices to guide the analysis (setting direction, developing people and making the organization work), we identified three types of ICT policy plans: (1) an ICT policy plan as a vision blueprint, (2) a technical inventory and (3) a comprehensive ICT policy plan. Although the last type takes into account all ICT leadership practices, we found a variety of different approaches in the processes used to create and execute such plans, such as the support of ICT training activities, data-driven decision-making processes and monitoring activities.

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15. Moderation and consistency of teacher judgement: teachers’ views

Author: Stephen Connolly, Valentina Klenowski , Claire Maree Wyatt-Smith

Source:

British Educational Research Journal,2012, 38(4): 593-614

Abstract: Major curriculum and assessment reforms in Australia have generated research interest in issues related to standards, teacher judgement and moderation. This article is based on one related inquiry of a large-scale Australian Research Council Linkage project conducted in Queensland. This qualitative study analysed interview data to identify teachers’ views on standards and moderation as a means to achieving consistency of teacher judgement. A complementary aspect of the research involved a blind review that was conducted to determine the degree of teacher consistency without the experience of moderation. Empirical evidence was gained that most teachers, of the total interviewed, articulated a positive attitude towards the use of standards in moderation and perceived that this process produces consistency in teachers’ judgements. Context was identified as an important influential factor in teachers’ judgements and it was concluded that teachers’ assessment beliefs, attitudes and practices impact on their perceptions of the value of moderation practice and the extent to which consistency can be achieved.

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16. Adaptive and motivated: psychological qualities of college students in teacher education programs in Taiwan

Author: Hsiou-huai Wang

Source: British Educational Research Journal,2012, 38(4): 593-614

Abstract: Teacher quality has been a perennial issue in the field of education. In addition to academic ability, psychological and motivational characteristics are regarded as increasingly important dimensions of teacher quality. This study has established a multidimensional framework of teacher quality including social competency, adaptive ability and career commitment and used it to examine the qualities of pre-service college students in teacher education programs based on a national survey in Taiwan. It is found that in this country where ‘those who are academically able, teach’ has been a tradition, pre-service students further possess better adaptive and motivational qualities than their non-teaching counterparts. The underlying policy and socio-cultural contexts of such a positive phenomenon of ‘those who are adaptive and motivated, teach’ are further explained and implications for teacher educators and policy makers are discussed.

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17. Absent presences: the recognition of social class and gender dimensions within peer assessment interactions

Author: Barbara Crossouard

Source: British Educational Research Journal,2012, 38(5): 731-748

Abstract: This article focuses on the discursive characteristics of peer assessment interactions, drawing upon recent research into formative assessment within a task design involving extended project-based work tackled in groups by pupils. Case studies were conducted within two schools in socially deprived areas of Scotland. They included classroom observation, digital video and audio data collection, and a series of interviews with pupils and teachers. The task design created opportunities for interdisciplinary, collaborative learning and generated strong pupil engagement. However, a disjuncture is seen between the conflictual characteristics of peer assessment, which are suggested to have gendered and social class dimensions, and the discourses of teamwork and community-building that were privileged in the classrooms observed. Although recognised more in research conversations, the article argues that teachers could be better supported in considering how social class and gender are implicated in peer assessment and in developing classroom discourse that addresses social equity issues.

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18. School curriculum, globalisation and the constitution of policy problems and solutions

Author: Christine Wintera

Source: Journal of Education Policy,2012, 27(3): 295-314

Abstract: To varying degrees, education policy reforms around the world are driven by educational discourses relating to globalisation. At the same time, national and local histories, cultures and politics mediate the effects of globalisation discourses. This paper employs methods of analysis that draw on the concepts of ‘vernacular globalization’ and ‘policy archaeology’ in order to examine the ways in which the effects of globalisation on National Curriculum policy reform are mediated by conditions and priorities that are specific to national contexts. The enquiry focuses on three curriculum policy problems that are associated with the English school curriculum and have recently been identified as requiring reform: inappropriate curriculum knowledge, the skills deficit and the one-size-fits-all curriculum. The paper concludes by summarising the results of the analysis, identifying some curriculum issues arising from it and offering reflections on the methodological approach it has employed.

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19. Education policy as numbers: data categories and two Australian cases of misrecognition

Author: Bob Lingard, Sue Creagh,Greg Vass

Source: Journal of Education Policy,2012, 27(3): 315-333

Abstract: While numbers, data and statistics have been part of the bureaucracy since the emergence of the nation state, the paper argues that the governance turn has seen the enhancement of the significance of numbers in policy. The policy as numbers phenomenon is exemplified through two Australian cases in education policy, linked to the national schooling reform agenda. The first case deals with the category of students called Language Backgrounds Other than English (LBOTE) in Australian schooling policy – students with LBOTE. The second deals with the ‘closing the gap’ approach to Indigenous schooling. The LBOTE case demonstrates an attempt at recognition, but one that fails to create a category useful for policy-makers and teachers in relation to the language needs of Australian students. The Indigenous case of policy misrecognition confirms Gillborn’s analysis of gap talk and its effects; a focus on closing the gap, as with the new politics of recognition, elides structural inequalities and the historical effects of colonisation. With this case, there is a misrecognition that denies Indigenous knowledges, epistemologies and cultural rights. The contribution of the paper to policy sociology is twofold: first in showing how ostensive politics of recognition can work as misrecognition with the potential to deny redistribution and secondly that we need to be aware of the socially constructed nature of categories that underpin contemporary policy as numbers and evidence-based policy.

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20.

Crossing Borders: Research in Comparative and International Education

Author: Foster, Jesse ; Addy, Nii Antiyae ; Samoff, Joel

Source:

International Journal of Educational Development , 2012,32(6):711-732

Abstract: Published articles permit mapping international and comparative education research. The authors review 605 articles published 2004-2008 in four major journals. Using title, abstract, and entire text we explored thematic focus, geographic focus, level/type of education studied, method, and funding. The economic, political, and social context of education receives far more attention than its content. Comparative and international education research reflects more diversity than convergence in approach, theory, and methodology. The research community moves in multiple directions simultaneously, insisting that understanding education requires studying not only what happens within schools but also where the schools sit and who enters their doors.

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