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Available. Open Access. Open Access
Article
Publication date: 26 July 2018

Fanny M.F. Lau and Gryphon Sou

Territory-wide system assessment (TSA) was launched and administered by Hong Kong (HK) Education Bureau (EDB) since 2004. Since then, parents and teachers have been questioning…

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Abstract

Purpose

Territory-wide system assessment (TSA) was launched and administered by Hong Kong (HK) Education Bureau (EDB) since 2004. Since then, parents and teachers have been questioning its need, value, uselessness, effectiveness, harm for schools, teachers and students. In 2015, the issue blew up with Kau Yan School’s principal boycotting the tests. A series of discussions in the public and media and different surveys were then carried out widely in HK. After review, EDB announced in 2017 that the revised version of TSA be extended to Primary 3 students in HK. The purpose of this paper is to propose that TSAs for Primary 3, Primary 6 and Secondary 3 need a further review to judge their need and uselessness.

Design/methodology/approach

This paper reviews the educational policy governing the administration of the TSA. Primary and secondary data from focus group meetings, press interviews (Bogdan and Biklen, 1982; Miles and Huberman, 1994; Ouiment et al., 2001) and public reports would be analyzed. Besides, participant observation (Nosich, 1982; Sou, 2000; Sou and Zhou, 2007) and theoretical reasoning (Nosich, 1982; Sou, 2000; Sou and Zhou, 2007) have been applied for the critical review of this controversial test. The contrast study on the conflicting views of stakeholders in the education industry would bring up some insights of this controversial educational policy in Assessment for Learning.

Findings

Conflicting and contrasting perceptions from TSA to basic competency assessment (BCA) among stakeholders of education and government include governmental stakeholder – EDB’s awareness; EDB stressed that TSA is a low-stakes assessment which does not need extra practice for students; non-governmental stakeholders including legislative councilors’ perception, school principals’ perception, teachers’ perception, parents’ perception and students’ perception. Facing the opposition and grievances of different stakeholders, EDB announced in January 2017 that the revised version of TSA: BCA, be extended to HK in May 2017. Parents and legislative councilors were angry and they ask for a review or even cancellation for Primary 3 TSA.

Originality/value

This original study will initiate more thorough revisions and discussions for the TSAs for Primary 3, Primary 6 and Secondary 3 in HK, as a quality educational management step. While TSA for Primary 3 has been reviewed and substantially “revised,” the community at large still asks for further revision for its needs, uselessness and harm for parents, teachers and students. Since the underlying causes of students’ suicides are not fully identified, the problem of over-drilling practices for TSAs for Primary 3, Primary 6 and Secondary 3 needs to be satisfactorily resolved. Thus, TSAs for Primary 6 and Secondary 3, like that for Primary 3, should be reviewed for probable revision.

Available. Open Access. Open Access
Article
Publication date: 5 September 2018

Peter K.W. Fong

462

Abstract

Details

Public Administration and Policy, vol. 21 no. 1
Type: Research Article
ISSN: 1727-2645

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Book part
Publication date: 1 April 2006

Badi H. Baltagi and James M. Griffin

Abstract

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Panel Data Econometrics Theoretical Contributions and Empirical Applications
Type: Book
ISBN: 978-1-84950-836-0

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Book part
Publication date: 11 November 2014

Kerstin Thomson, Mikael Holmgren Caicedo and Maria Mårtensson

The aim of this paper is to investigate the nature of public value in the context of Swedish public museum management and how it is created.

Abstract

Purpose

The aim of this paper is to investigate the nature of public value in the context of Swedish public museum management and how it is created.

Design/methodology/approach

The museum context is introduced, and assumptions and principles underpinning new public management (NPM) and public value management, along with examples of applicability and implementation in museums, are presented. Three key issues of convergence and divergence within the theoretical framework – strategic orientation, accountability and performance – are identified and introduced as a gateway to the empirical findings and the ensuing discussion.

Findings

NPM-oriented values have become part of the strategic orientation of the museum sector. The results of this study show that there exist at least three conceptions of museum management that are based on two different strategic orientations, that is, accessibility and conservation, which also point to different conceptions of value.

Social implications

Museum management can be seen as the management of tensions between conservation and accessibility and between customer orientation and stakeholder orientation towards the creation of museum value.

Originality/value

The findings will assist museum management determine not only what value is but also for whom it is valuable, taking into account both present and future generations.

Details

Public Value Management, Measurement and Reporting
Type: Book
ISBN: 978-1-78441-011-7

Keywords

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Book part
Publication date: 30 December 2004

Marianne Dovemark and Dennis Beach

The main policy discourses in education in Sweden now emphasise personal flexibility, creativity, responsibility for learning and freedom of choice for learners and the aim to…

Abstract

The main policy discourses in education in Sweden now emphasise personal flexibility, creativity, responsibility for learning and freedom of choice for learners and the aim to produce creative, motivated, alert, inquiring, self-governing and flexible users and developers as opposed to just recipient reproducers of knowledge. These curriculum ideas are reflected in National Curricula (such as Lpo 94; Lpf 94) in statements relating to such things as “students developing capacities to take personal responsibility for learning…by taking part in planning and evaluation and by choosing courses, subjects, themes and activities” (Lpo 94, p. 85). However they derive from policy writing at the political level of the education system internationally (Zackari, 2001) as exemplified in writing such as OECD (1992) and (1995), which states that individual schools should create their own profiles and help individual pupils to influence the content of their studies’ (OECD, 1995, s. 137) and exhort the “willingness and ability of individual citizens and families to take responsibility for choices and priorities of their own” (OECD, 1995, s. 86). These ideas have filtered through things like official national propositions (Dir. 1991, p. 117; SOU, 1992, p. 94) and reports (e.g. Skolverkets rapport 1999, p. 443) to the arenas of action comprised by schools and colleges, where they are developed into new working aims for our modern schools and are described as contributing toward a new school vision (see also Lundahl, 2001).

Details

Identity, Agency and Social Institutions in Educational Ethnography
Type: Book
ISBN: 978-1-84950-297-9

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Book part
Publication date: 22 August 2015

Silvia Edling and Anneli Frelin

In this chapter, the issue of social justice in teacher education is addressed from a Swedish perspective. The chapter begins by briefly describing the Swedish educational context…

Abstract

In this chapter, the issue of social justice in teacher education is addressed from a Swedish perspective. The chapter begins by briefly describing the Swedish educational context in schools and teacher education, with a specific emphasis on the task of educators and teacher educators to promote social justice and as a consequence to this counteract various forms of social violence: such as violation, including bullying, harassment, and discrimination. The second section introduces evidence on fruitful strategies for counteracting social violence in school, based on a national research study that takes into account international research. Following this, we exemplify how these findings are interlaced the pedagogies of teacher education in Sweden. The chapter ends with thoughts on such pedagogies in an international context, and a brief conclusion.

Details

International Teacher Education: Promising Pedagogies (Part B)
Type: Book
ISBN: 978-1-78441-669-0

Keywords

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Book part
Publication date: 14 October 2009

Rune Elvik, Alena Høye, Truls Vaa and Michael Sørensen

Abstract

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The Handbook of Road Safety Measures
Type: Book
ISBN: 978-1-84855-250-0

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Book part
Publication date: 2 February 2023

Ginger G. Collins and Stephanie F. Reid

This chapter details how engaging students in digital comics creation might support adolescents in strengthening their narrative writing capabilities. This chapter first provides…

Abstract

This chapter details how engaging students in digital comics creation might support adolescents in strengthening their narrative writing capabilities. This chapter first provides a more detailed explanation of the micro and macrostructural elements involved in narrative production. Second, the chapter provides an introduction to comics and important design features. The authors also illuminate the complexity of multimodal texts (texts that combine images and words) and link visual narrative pedagogy and curriculum to classroom equity and accessibility. Across these opening sections, academic standards are referenced to show how the comics medium aligns with national visions of what robust English Language Arts education entails. The chapter concludes with descriptions of specific pedagogical strategies and digital comic-making tools that teachers and interventionists might explore with students within various classroom contexts. Examples of digital comics designed using various web tools are also shared.

Details

Using Technology to Enhance Special Education
Type: Book
ISBN: 978-1-80262-651-3

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Article
Publication date: 1 January 1976

The Howard Shuttering Contractors case throws considerable light on the importance which the tribunals attach to warnings before dismissing an employee. In this case the tribunal…

562

Abstract

The Howard Shuttering Contractors case throws considerable light on the importance which the tribunals attach to warnings before dismissing an employee. In this case the tribunal took great pains to interpret the intention of the parties to the different site agreements, and it came to the conclusion that the agreed procedure was not followed. One other matter, which must be particularly noted by employers, is that where a final warning is required, this final warning must be “a warning”, and not the actual dismissal. So that where, for example, three warnings are to be given, the third must be a “warning”. It is after the employee has misconducted himself thereafter that the employer may dismiss.

Details

Managerial Law, vol. 19 no. 1
Type: Research Article
ISSN: 0309-0558

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Article
Publication date: 5 February 2024

Ricardo Fuentealba

This paper proposes a way of reflexing on how we think within critical disaster studies. It focuses on the biases and unthought dimensions of two concepts – resilience and…

174

Abstract

Purpose

This paper proposes a way of reflexing on how we think within critical disaster studies. It focuses on the biases and unthought dimensions of two concepts – resilience and development – and reflects on the relationship between theory and practice in critical disaster studies.

Design/methodology/approach

Premised on the idea of epistemic reflexivity developed by Pierre Bourdieu, and drawing on previous research, this theoretical article analyses two conceptual biases and shortcomings of disaster studies: how resilience builds on certain agency; and how development assumes certain political imagination.

Findings

The article argues that critical disaster scholars must reflect on their own intellectual practice, including the origin of concepts and what they do. This is exemplified by a description of how the idea of resistance is intimately connected to that of resilience, and by showing that we must go beyond the capitalist realism that typically underlies development and risk creation. The theoretical advancement of our field can provide ways of thinking about the premises of many of our concepts.

Originality/value

The paper offers an invitation for disaster researchers to engage with critical thought and meta-theoretical reflexions. To think profoundly about our concepts is a necessary first step to developing critical scholarship. Epistemic reflexivity in critical disaster studies therefore provides an interesting avenue by which to liberate the field from overly technocratic approaches and develop its own criticality.

Details

Disaster Prevention and Management: An International Journal, vol. 33 no. 3
Type: Research Article
ISSN: 0965-3562

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