Carolin Kreber, Charles Anderson, Noel Entwhistle, and Jan McArthur
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9780748694549
- eISBN:
- 9781474400787
- Item type:
- book
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748694549.001.0001
- Subject:
- Education, Educational Policy and Politics
Notwithstanding widely-held claims that assessment practices in higher education are relatively static, our understanding of the purposes of assessment and the nature of assessment practices has ...
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Notwithstanding widely-held claims that assessment practices in higher education are relatively static, our understanding of the purposes of assessment and the nature of assessment practices has changed markedly over the past forty years. These changes are a response not only to recent developments in our conceptualisations of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book contains new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. Rather than simply sharing recent inventions in assessment and feedback, the contributors to this book highlight the linkages between these innovations and new theorising and/or empirical research on assessment and student learning, thereby offering practices that are not only pioneering but evidence-based.Less
Notwithstanding widely-held claims that assessment practices in higher education are relatively static, our understanding of the purposes of assessment and the nature of assessment practices has changed markedly over the past forty years. These changes are a response not only to recent developments in our conceptualisations of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book contains new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. Rather than simply sharing recent inventions in assessment and feedback, the contributors to this book highlight the linkages between these innovations and new theorising and/or empirical research on assessment and student learning, thereby offering practices that are not only pioneering but evidence-based.
Harry Brighouse and Michael McPherson (eds)
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780226259345
- eISBN:
- 9780226259512
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226259512.001.0001
- Subject:
- Education, Higher Education
The book is a collection of essays about ethical issues arising in selective higher education. The chapters, all by distinguished scholars, including one eminent university president, address the ...
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The book is a collection of essays about ethical issues arising in selective higher education. The chapters, all by distinguished scholars, including one eminent university president, address the following issues: what are the proper aims of the university and what role do the liberal arts play in fulfilling those aims?: what is the justification of the humanities; how should we conceive of critical reflection, and how should we teach it to our students?; how should professors approach their intellectual relationship with their students?; how should academics approach the problems raised by social epistemology (like the novice-expert problem) in their curriculum design and pedagogical practices?; what obligations do elite institutions have to correct for the contribution they have made, over time, to racial inequality?; and how can the university serve as a model of justice for its students? It concludes with a brief essay suggesting further avenues for research.Less
The book is a collection of essays about ethical issues arising in selective higher education. The chapters, all by distinguished scholars, including one eminent university president, address the following issues: what are the proper aims of the university and what role do the liberal arts play in fulfilling those aims?: what is the justification of the humanities; how should we conceive of critical reflection, and how should we teach it to our students?; how should professors approach their intellectual relationship with their students?; how should academics approach the problems raised by social epistemology (like the novice-expert problem) in their curriculum design and pedagogical practices?; what obligations do elite institutions have to correct for the contribution they have made, over time, to racial inequality?; and how can the university serve as a model of justice for its students? It concludes with a brief essay suggesting further avenues for research.
Rita Berry
- Published in print:
- 2008
- Published Online:
- May 2013
- ISBN:
- 9789622099579
- eISBN:
- 9789882206649
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099579.001.0001
- Subject:
- Education, Educational Policy and Politics
Assessment is an important part of effective teaching and learning. It allows achievements to be recognized and helps both teachers and learners to reflect on and review their performance and ...
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Assessment is an important part of effective teaching and learning. It allows achievements to be recognized and helps both teachers and learners to reflect on and review their performance and progress. While assessment has long been an end-of-learning activity to measure what learners can do, the outcome-oriented approach does not always foster learning motivation effectively. A new perspective now encourages ongoing appraisal in the classroom to improve learning. This book reflects current thinking of assessment with a stated focus on assessment for learning (AfL). It informs teachers about the latest developments and provides teachers with important tools for integrating assessment in the classroom. The discussions on assessment theories are in-depth and the examples used for illustrating the concepts are plentiful.Less
Assessment is an important part of effective teaching and learning. It allows achievements to be recognized and helps both teachers and learners to reflect on and review their performance and progress. While assessment has long been an end-of-learning activity to measure what learners can do, the outcome-oriented approach does not always foster learning motivation effectively. A new perspective now encourages ongoing appraisal in the classroom to improve learning. This book reflects current thinking of assessment with a stated focus on assessment for learning (AfL). It informs teachers about the latest developments and provides teachers with important tools for integrating assessment in the classroom. The discussions on assessment theories are in-depth and the examples used for illustrating the concepts are plentiful.
Naomi Woodspring
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447318774
- eISBN:
- 9781447318781
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447318774.001.0001
- Subject:
- Education, Educational Policy and Politics
This innovative study of the baby boomer generation, who are now entering old age, breaks new ground in ageing research. This post-war cohort has experienced a range of social, cultural, and medical ...
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This innovative study of the baby boomer generation, who are now entering old age, breaks new ground in ageing research. This post-war cohort has experienced a range of social, cultural, and medical changes in regard to their notions of body, from the introduction of the Pill and the decoupling of sex and procreation to the H-Bomb and Earthrise. Yet, paradoxically, ageing is also universal. This exciting book reflects the intersection of time, ageing, body and identity to give a more nuanced and enlightened understanding of the ageing process.Less
This innovative study of the baby boomer generation, who are now entering old age, breaks new ground in ageing research. This post-war cohort has experienced a range of social, cultural, and medical changes in regard to their notions of body, from the introduction of the Pill and the decoupling of sex and procreation to the H-Bomb and Earthrise. Yet, paradoxically, ageing is also universal. This exciting book reflects the intersection of time, ageing, body and identity to give a more nuanced and enlightened understanding of the ageing process.
Angela M. Y. Lin and Evelyn Y. F. Man
- Published in print:
- 2009
- Published Online:
- May 2013
- ISBN:
- 9789622099586
- eISBN:
- 9789888180233
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099586.001.0001
- Subject:
- Education, Secondary Education
Questions regarding whether a first or a second/foreign language should be used as a medium of instruction (MOI) in schools, and if yes, for whom, and when, have been enthusiastically debated in ...
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Questions regarding whether a first or a second/foreign language should be used as a medium of instruction (MOI) in schools, and if yes, for whom, and when, have been enthusiastically debated in recent years in Hong Kong and many Southeast Asian societies. The public debates, however, have largely not been able to benefit from the existing international body of research in bilingual education as well as the educational experiences of other countries. The reason is that such knowledge is often either couched in specialized, technical language or scattered over diverse journals and books, which are often off-putting to teachers, parents, school principals, policy makers and the general public. There is an urgent need to critically integrate and review the international research literature with a view to informing public debates and policy making regarding the medium of instruction in Hong Kong and other Southeast Asian contexts. This book aims at meeting this urgent need by discussing, in accessible language, research findings on key concepts of bilingual education, and recent developments of bilingual education policies in Hong Kong, Singapore and Malaysia. Teachers, students and researchers in the areas of bilingual education, language policy and planning (LPP), and studies of medium of instruction policy and practice both in Hong Kong and other Southeast Asian contexts will benefit from the book. Government officials and policy makers involved in language policy and planning, as well as school principals, parents and university administrators will also find this book especially useful in providing them with a research-based LPP framework for discussing and studying the pivotal issues in LPP in their respective contexts.Less
Questions regarding whether a first or a second/foreign language should be used as a medium of instruction (MOI) in schools, and if yes, for whom, and when, have been enthusiastically debated in recent years in Hong Kong and many Southeast Asian societies. The public debates, however, have largely not been able to benefit from the existing international body of research in bilingual education as well as the educational experiences of other countries. The reason is that such knowledge is often either couched in specialized, technical language or scattered over diverse journals and books, which are often off-putting to teachers, parents, school principals, policy makers and the general public. There is an urgent need to critically integrate and review the international research literature with a view to informing public debates and policy making regarding the medium of instruction in Hong Kong and other Southeast Asian contexts. This book aims at meeting this urgent need by discussing, in accessible language, research findings on key concepts of bilingual education, and recent developments of bilingual education policies in Hong Kong, Singapore and Malaysia. Teachers, students and researchers in the areas of bilingual education, language policy and planning (LPP), and studies of medium of instruction policy and practice both in Hong Kong and other Southeast Asian contexts will benefit from the book. Government officials and policy makers involved in language policy and planning, as well as school principals, parents and university administrators will also find this book especially useful in providing them with a research-based LPP framework for discussing and studying the pivotal issues in LPP in their respective contexts.
Elsa Davidson
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814720875
- eISBN:
- 9780814785065
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814720875.001.0001
- Subject:
- Education, Educational Policy and Politics
During the tech boom, Silicon Valley became one of the most concentrated zones of wealth polarization and social inequality in the United States—a place with a fast-disappearing middle class, ...
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During the tech boom, Silicon Valley became one of the most concentrated zones of wealth polarization and social inequality in the United States—a place with a fast-disappearing middle class, persistent pockets of poverty, and striking gaps in educational and occupational achievement along class and racial lines. Low-wage workers and their families experienced a profound sense of exclusion from the techno-entrepreneurial culture, while middle-class residents negotiated both new and seemingly unattainable standards of personal success and the erosion of their own economic security. This book explores the imprint of the region's success-driven public culture, the realities of increasing social and economic insecurity, and models of success emphasized in contemporary public schools for the region's working- and middle-class youth. Focused on two disparate groups of students—low-income, “at-risk” Latino youth attending a specialized program exposing youth to high-tech industry within an “under-performing” public high school, and middle-income white and Asian students attending a “high-performing” public school with informal connections to the tech elite—the book offers an in-depth look at the process of forming aspirations across lines of race and class. By analyzing the successes and sometimes unanticipated effects of the schools' attempts to shape the aspirations and values of their students, the book considers the role schooling plays in social reproduction, and how dynamics of race and class inform ideas about responsible citizenship that are instilled in America's youth.Less
During the tech boom, Silicon Valley became one of the most concentrated zones of wealth polarization and social inequality in the United States—a place with a fast-disappearing middle class, persistent pockets of poverty, and striking gaps in educational and occupational achievement along class and racial lines. Low-wage workers and their families experienced a profound sense of exclusion from the techno-entrepreneurial culture, while middle-class residents negotiated both new and seemingly unattainable standards of personal success and the erosion of their own economic security. This book explores the imprint of the region's success-driven public culture, the realities of increasing social and economic insecurity, and models of success emphasized in contemporary public schools for the region's working- and middle-class youth. Focused on two disparate groups of students—low-income, “at-risk” Latino youth attending a specialized program exposing youth to high-tech industry within an “under-performing” public high school, and middle-income white and Asian students attending a “high-performing” public school with informal connections to the tech elite—the book offers an in-depth look at the process of forming aspirations across lines of race and class. By analyzing the successes and sometimes unanticipated effects of the schools' attempts to shape the aspirations and values of their students, the book considers the role schooling plays in social reproduction, and how dynamics of race and class inform ideas about responsible citizenship that are instilled in America's youth.
Lois Weis, Kristin Cipollone, and Heather Jenkins
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226134895
- eISBN:
- 9780226135083
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226135083.001.0001
- Subject:
- Education, Secondary Education
Competition around U.S. college admissions, particularly at the most selective colleges and universities, has never been greater, and recent research suggests that where one attends college matters ...
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Competition around U.S. college admissions, particularly at the most selective colleges and universities, has never been greater, and recent research suggests that where one attends college matters in terms of persistence, graduation, and future opportunities. In this high-stakes environment, parents and students in affluent secondary schools approach preparation for selective admissions as an “arms race,” seeking out opportunities and experiences to differentiate themselves from the rest of college applicants. Drawing upon ethnographic data collected from a purposefully selected tri-school sample of students, parents, and school personnel, Class Warfare peers underneath the “sacred moment” of the college admissions process, offering a worm's eye view of the day-to day and week-by-week struggles over class positioning as engaged by differentially located class and race actors in public and private privileged secondary schools in early 21st century United States. The college admissions process represents the culmination of intentionally waged “class work” that is linked to an envisioned battleground over forms of privilege represented by admission to particular kinds of postsecondary destinations. Class Warfare details the extent to which and the ways in which parents, school counselors, teachers, and students at three iconic, privileged, secondary schools in the United States work to “lock in” the next generation's privileged class status via the postsecondary admissions process, illuminating the ways in which sector of secondary school, student position in the opportunity structure of the school, and degree of parent/student closeness to the habitus embedded within particularly located privileged institutions shape “class work” and future class structure.Less
Competition around U.S. college admissions, particularly at the most selective colleges and universities, has never been greater, and recent research suggests that where one attends college matters in terms of persistence, graduation, and future opportunities. In this high-stakes environment, parents and students in affluent secondary schools approach preparation for selective admissions as an “arms race,” seeking out opportunities and experiences to differentiate themselves from the rest of college applicants. Drawing upon ethnographic data collected from a purposefully selected tri-school sample of students, parents, and school personnel, Class Warfare peers underneath the “sacred moment” of the college admissions process, offering a worm's eye view of the day-to day and week-by-week struggles over class positioning as engaged by differentially located class and race actors in public and private privileged secondary schools in early 21st century United States. The college admissions process represents the culmination of intentionally waged “class work” that is linked to an envisioned battleground over forms of privilege represented by admission to particular kinds of postsecondary destinations. Class Warfare details the extent to which and the ways in which parents, school counselors, teachers, and students at three iconic, privileged, secondary schools in the United States work to “lock in” the next generation's privileged class status via the postsecondary admissions process, illuminating the ways in which sector of secondary school, student position in the opportunity structure of the school, and degree of parent/student closeness to the habitus embedded within particularly located privileged institutions shape “class work” and future class structure.
Ming-tak Hue and Wai-shing Li
- Published in print:
- 2008
- Published Online:
- May 2013
- ISBN:
- 9789622098886
- eISBN:
- 9789882206748
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622098886.001.0001
- Subject:
- Education, Educational Policy and Politics
This book is principally about the management of student conduct in the classroom, which is the number one area of concern of many teachers. The chapters include discussions and real-life cases with ...
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This book is principally about the management of student conduct in the classroom, which is the number one area of concern of many teachers. The chapters include discussions and real-life cases with specific reference to the influences of Chinese culture on Hong Kong classrooms. Numerous examples are provided to illustrate how positive learning environments can be created and maintained in the classroom. The topics covered include managing challenging behaviour, establishing classroom rules, conveying authority, and coping with bullying.Less
This book is principally about the management of student conduct in the classroom, which is the number one area of concern of many teachers. The chapters include discussions and real-life cases with specific reference to the influences of Chinese culture on Hong Kong classrooms. Numerous examples are provided to illustrate how positive learning environments can be created and maintained in the classroom. The topics covered include managing challenging behaviour, establishing classroom rules, conveying authority, and coping with bullying.
Patricia M. Cooper
- Published in print:
- 2009
- Published Online:
- February 2013
- ISBN:
- 9780226115238
- eISBN:
- 9780226115252
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226115252.001.0001
- Subject:
- Education, Early Childhood and Elementary Education
Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young ...
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Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. This book takes a synoptic view of Paley's many books and articles, charting the evolution of Paley's thinking while revealing the seminal characteristics of her teaching philosophy. This analysis leads the text to identify a pedagogical model organized around two complementary principles: a curriculum that promotes play and imagination, and the idea of classrooms as fair places where young children of every color, ability, and disposition are welcome.Less
Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. This book takes a synoptic view of Paley's many books and articles, charting the evolution of Paley's thinking while revealing the seminal characteristics of her teaching philosophy. This analysis leads the text to identify a pedagogical model organized around two complementary principles: a curriculum that promotes play and imagination, and the idea of classrooms as fair places where young children of every color, ability, and disposition are welcome.
Hugh Bochel and Martin Powell (eds)
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447324560
- eISBN:
- 9781447324584
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447324560.001.0001
- Subject:
- Education, Educational Policy and Politics
This book examines the social policies of the coalition government from 2010 to 2015, and outlines the incoming Conservative government’s approach during its first 100 days in office. Drawing on ...
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This book examines the social policies of the coalition government from 2010 to 2015, and outlines the incoming Conservative government’s approach during its first 100 days in office. Drawing on contributions on cross-cutting themes such as public expenditure and the governance of social policy, and on key service areas, including education, health and social security, it examines the key ideas underpinning the policies of the coalition government, the influences on policy, including the two governing parties, the legacy of New Labour, the financial crisis of 2008 and its interpretation, and ideology. The book argues that in most respects (although not all), the coalition government can be seen as having more in common with New Right approaches than those of New Labour’s Third Way or One Nation Conservatism. It suggests that that, combined with the emphasis on ‘austerity’ and large-scale public expenditure cuts, contributed to a reshaping of much of the welfare state, particularly in England, although the other constituent parts of the United Kingdom sought, in general, to move in a rather different policy direction.
Looking at the first 100 days of the Conservative government the book concludes that the direction of travel under the coalition was likely to persist at least until the next general election, if not beyond.Less
This book examines the social policies of the coalition government from 2010 to 2015, and outlines the incoming Conservative government’s approach during its first 100 days in office. Drawing on contributions on cross-cutting themes such as public expenditure and the governance of social policy, and on key service areas, including education, health and social security, it examines the key ideas underpinning the policies of the coalition government, the influences on policy, including the two governing parties, the legacy of New Labour, the financial crisis of 2008 and its interpretation, and ideology. The book argues that in most respects (although not all), the coalition government can be seen as having more in common with New Right approaches than those of New Labour’s Third Way or One Nation Conservatism. It suggests that that, combined with the emphasis on ‘austerity’ and large-scale public expenditure cuts, contributed to a reshaping of much of the welfare state, particularly in England, although the other constituent parts of the United Kingdom sought, in general, to move in a rather different policy direction.
Looking at the first 100 days of the Conservative government the book concludes that the direction of travel under the coalition was likely to persist at least until the next general election, if not beyond.
Weill Cornell Medicine
An Education in Politics
Cornell
The Fight for Local Control
Educating the Whole Child for the Whole World
When the Fences Come Down
Disabled Education
Written/Unwritten
