Defining Assessment in the widest possible way, ann Filer and Andrew Pollard have produced the most comprehensive ethnographic study of assessment ever attempted. Their case studies cover all of the most important questions concerning assessment. The findings, which are both profound and unsettling, have major implications for educational practice and policy - particularly on how supposedly objective assessment processes depend on their context and are vulnerable to both bias and distortion. In this colorful and reliable work, Filer and Pollard have provided the definitive study of assessment in the 5-11 age range.
This text is the second part of a seven-year ethnography of individual pupils from the ages of four to eleven in an English primary school. It presents a sociological analysis of children coping with the social worlds of home, playground and classroom over the seven years of a primary school career. The study provides holistic insights into the biographies of four children during their primary school years and the case studies give prominence to the voices and perspectives of parents, children and teachers interacting over time. The reader is invited to engage personally with these accounts and is guided, as the book progresses, to an overall analysis of the significance of social relationships and learning processes on the childrens's career trajectories.
Social and emotional aspects of schooling and the learning environment can dramatically affect one's attention, understanding, and memory for learning. This topic has been of increasing interest in both psychology and education, leading to an entire section being devoted to it in the third edition of the International Encyclopedia of Education. Thirty-three articles from the Encyclopedia form this concise reference which focuses on such topics as social and emotional development, anxiety in schools, effects of mood on motivation, peer learning, and friendship and social networks. Saves researchers time in summarizing in one place what is otherwise an interdisciplinary field in cognitive psychology, personality, sociology, and education Level of presentation focuses on critical research, leaving out the extraneous and focusing on need-to-know information Contains contributions from top international researchers in the field Makes MRW content affordable to individual researchers
The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field. A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles Developed by an international panel of editors and authors drawn from senior academia Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files
This handbook brings together in a single volume the groundbreaking work of scholars who have conducted studies of student experiences of school in Afghanistan, Australia, Canada, England, Ghana, Ireland, Pakistan, and the United States. Drawing extensively on students’ interpretations of their experiences in school as expressed in their own words, chapter authors offer insight into how students conceptualize and approach school. The book examines how students understand and address the ongoing social opportunities for and challenges in working with other students and teachers, and the multiple ways in which students shape and contribute to school improvement.
Assessment has become one of the most significant areas of interest in educational policy development, as well as the focus of complex political, economic and cultural expectations for change. Increasingly, governments worldwide have become aware that curricula and teachers can be indirectly controlled through programmes of assessment. Opponents of centralized systems of mass assessment claim they are ill-suited to the diverse and changing needs of learners and users of assessment. In this text, the UK and US writers take the reader beyond the obvious functions of assessment, and focus upon the roles it performs in the social structuring of society. They examine the myths and assumptions that underpin assessment and testing and draw attention to its cultural context. This collection is devoted explicitly to socio-cultural studies of assessment and attempts to map the terrain of some 30 years of study in the field. Chapters are organized thematically, with background text providing comparative perspectives, key issues and further reading. The book provides a wide-ranging, structured and accessible approach to the study of socio-cultural origins and impacts of assessment.
Do children still matter in education? With its focus on children's learning in the initial three years of schooling, this book contains the first part of a report of an ethnographic study of individual pupils from the ages of four to 11 in an English primary school.
This book brings together material from wide range of studies, mainly qualitative in character, concerned with exploring what actually goes on in learning situations and explores the perspectives of teachers, and students.
This book combines insights from language assessment literacy and critical language testing through critical analyses and research about challenges in language assessment around the world. It investigates problematic practices in language testing which are relevant to language test users such as language program directors, testing centers, and language teachers, as well as teachers-in-training in Graduate Diploma and Master of Arts in Applied Linguistics programs. These issues involve aspects of language testing such as test development, test administration, scoring, and interpretation/use of test results. Chapters in this volume discuss insights about language testing policy, testing world languages, developing program-level language tests and tests of specific language skills, and language assessment literacy. In addition, this book identifies two needs in language testing for further examination: the need for collaboration between language test developers, language test users, and language users, and the need to base language tests on real-world language use.
The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. Dominic Wyse, with Andrew Pollard, have worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. This book uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues, such as relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills New to this edition: - More case studies and research summaries based on teaching in the primary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.
