The PISA girls and ticking the boxes: an examination of students' perspectives on PISA testing

El artículo se mueve desde el análisis a nivel macro a la perspectiva de los estudiantes en las pruebas PISA. Mientras que está empíricamente bien establecido el alto nivel de correlación entre el nivel educativo y el nivel socioeconómico de los estudiantes, en este estudio el autor pretende analizar cómo los estudiantes socio-económicamente desfavorecidos reaccionan a las pruebas y participan en el proceso. Para ello, es importante tener en cuenta los puntos de vista de los propios estudiantes. Al examinar los puntos de vista de los estudiantes en las pruebas de PISA en un estudio de caso, el autor ofrece una visión de cómo un grupo de chicas de clase trabajadora, procedente de una escuela de un área urbana desfavorecida, experimentó en la evaluación PISA (2009) en la República de Irlanda. El análisis temático de las entrevistas y las transcripciones a los grupos focales revelaron dos cuestiones: para la mayoría de los estudiantes, pero especialmente para aquellos con necesidades educativas especiales, se sintieron estresados por el contenido y la dificultad de los ítems; por su parte, los estudiantes se limitaban simplemente a los requisitos exigidos de completar la prueba en el tiempo establecido, con sus implicaciones para su validez. Se concluye con la necesidad de un enfoque más proactivo de apoyo a los estudiantes y un modelo más matizado de la evaluación en las futuras pruebas PISA para tener en cuenta las diferencias de clase social.The paper moves from the macro-level analysis to the students’ perspective on PISA testing. While the high level of correlation between educational attainment and the socio-economic background of the students is empirically well established, the author wants to analyse in his study how individual socio-economically disadvantaged students react to tests and engage in the process of testing. For this, it is important to consider the perspectives of the students themselves. By examining the views of students on PISA testing in one case study the author provides an insight into how the PISA assessment (2009) was experienced by a group of working-class girls in a disadvantaged inner city school in a large urban area in the Republic of Ireland. The thematic analysis of the interviews and the focus groups transcripts revealed two themes: for most students, but especially for those with special educational needs, felt stressed by the content and item difficulty; on the other hand, children who simply ticked the boxes to complete the test in time have implications for the validity of some of the responses to test items. It concludes with the need for a more proactive approach to student support and a more nuanced model of assessment in future PISA tests to take account of social class difference.Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada

Profesorado : revista de curriculum y formación del profesorado

Resumen basado en el de la publicaciónMonográfico con el título: "PISA a examen : cambiando el conocimiento, cambiando las pruebas y cambiando las escuelas"Título, resumen y palabras clave también en inglésRevisión técnica por: Miguel Ángel Pereyra-García Castro y Antonio Luión TrujilloSe analiza la prueba PISA, tanto a nivel general como particular mostrando la perspectiva que de ella tienen los estudiantes. Mientras que está empíricamente bien establecido el alto nivel de correlación entre el nivel educativo y el nivel socioeconómico de los estudiantes, en este estudio se pretende analizar cómo los estudiantes socio-económicamente desfavorecidos reaccionan a las pruebas y participan en el proceso. Al examinar los puntos de vista de los estudiantes en las pruebas de PISA en un estudio de caso, se ofrece la visión particular de grupo de chicas de clase trabajadora, procedente de una escuela de un área urbana desfavorecida en la República de Irlanda. Se concluye con la necesidad de un enfoque más proactivo de apoyo a los estudiantes y un modelo más matizado de la evaluación en las futuras pruebas PISA para tener en cuenta las diferencias de clase social.ES

Different worlds: The cadences of context, exploring the emotional terrain of school principals’ practice in schools in challenging circumstances

The centrality of emotions in the personal and professional practice of school leaders is by now well established in scholarship. Much of the investigation that has been carried out over the years provides a strong basis and rationale for the data presented in this paper. This study sought to explore the extent to which the socio-economic context of the school impacts the emotional timbre of the interactions of school principals and to seek to establish how this group of leaders manage the emotional drivers of their different socio-economic contexts. This paper specifically focuses on principals' perspectives on the impact children’s social worlds and their associated lives have on how leadership practice is shaped, from the point of view of the playing out of emotions in school. Qualitative research using multiple, in-depth interviews and shadowing as research tools, was utilised to focus on the emotional experiences of the principals in the study. This approach enabled the research to come as close as possible to understanding the meaning principals make of their lived experiences from their subjective point of view. Most of the data presented here will explore the perspectives of leaders working in schools in some of the most disadvantaged and marginalised communities in Ireland.Not peer reviewe

Las chicas en PISA y el marcado de casillas. Un examen de la perspectiva de los estudiantes sobre las pruebas PISA

El artículo se mueve desde el análisis a nivel macro a la perspectiva de los estudiantes en laspruebas PISA. Mientras que está empíricamente bien establecido el alto nivel de correlación entreel nivel educativo y el nivel socioeconómico de los estudiantes, en este estudio el autor pretendeanalizar cómo los estudiantes socio-económicamente desfavorecidos reaccionan a las pruebas yparticipan en el proceso. Para ello, es importante tener en cuenta los puntos de vista de lospropios estudiantes. Al examinar los puntos de vista de los estudiantes en las pruebas de PISA enun estudio de caso, el autor ofrece una visión de cómo un grupo de chicas de clase trabajadora,procedente de una escuela de un área urbana desfavorecida, experimentó en la evaluación PISA(2009) en la República de Irlanda. El análisis temático de las entrevistas y las transcripciones a losgrupos focales revelaron dos cuestiones: para la mayoría de los estudiantes, pero especialmentepara aquellos con necesidades educativas especiales, se sintieron estresados por el contenido y ladificultad de los ítems; por su parte, los estudiantes se limitaban simplemente a los requisitosexigidos de completar la prueba en el tiempo establecido, con sus implicaciones para su validez.Se concluye con la necesidad de un enfoque más proactivo de apoyo a los estudiantes y un modelomás matizado de la evaluación en las futuras pruebas PISA para tener en cuenta las diferencias declase social

Contemporary research in Irish education: Volume 6: Book of abstracts of the 8th Annual Postgraduate Research Seminar

We are delighted to welcome you to the 8th Annual Postgraduate Research Seminar of the School of Education, NUI Galway. A central part of the School of Education s recurrent Research Seminar Series, this annual research colloquium affords the School s master and doctoral researchers the opportunity to present their research to colleagues and peers. The seminar furthermore provides opportunities to share and discuss the School of Education s graduate research, and the broader conceptual and methodological contexts within which that research is undertaken. This book of abstracts is the sixth in the series, Contemporary Research in Irish Education. As in the previous publications, this year s book of abstracts includes synopses of current and ongoing graduate research within the School of Education, NUI Galway. The research summarised in the 2019 Book of Abstracts engages with and addresses salient questions and topics in contemporary educational research, both in Ireland and internationally. Building on the successes of the previous seminars, and as a publication output from this year s colloquium, this book of abstracts includes the programme for the School of Education s 2019 Postgraduate Research Seminar and abstracts of the presenters, outlining their respective research questions, methodologies, data collection and analysis. We would like again to congratulate the presenters in the seminar this year and their supervisors, and to thank all involved in organising this evening s event, particularly those colleagues who are chairing the respective parallel sessions. We look forward to an interesting, insightful and productive discussion and sharing of contemporary, critical educational research.Not peer reviewe

Critical thinking in the university curriculum

Presented at the 3rd International Symposium for Engineering Education (ISEE), 1-2 July 2010, University College Cork, IrelandThis paper describes a multi-qualitative study undertaken to examine the issue of critical thinking as a graduate attribute. Critical thinking is a graduate attribute that many courses claim to produce in students. However, it is important to understand how academics define and describe critical thinking and whether their understandings of critical thinking differ, depending on their discipline or subject area. The paper describes a series of in-depth, semi-structured interviews with academics involved in teaching and learning in a number of disciplines, including engineering. The objective of these interviews is to look at how different disciplines define critical thinking and how they teach critical thinking in their courses. In addition the paper describes how a selection of modules particularly concerned with the acquisition and development of critical thinking will be chosen, and the interviews that will be carried out with module coordinators about the module design and assessment, recognition and measurement of critical thinking.Not applicableAppears in conference Proceedings http://www.ucc.ie/academic/processeng/isee2010/pdfs/ISEE2010_Binder.pd

Contemporary research in Irish education: Volume 6: Book of abstracts of the 8th Annual Postgraduate Research Seminar

We are delighted to welcome you to the 8th Annual Postgraduate Research Seminar of the School of Education, NUI Galway. A central part of the School of Education s recurrent Research Seminar Series, this annual research colloquium affords the School s master and doctoral researchers the opportunity to present their research to colleagues and peers. The seminar furthermore provides opportunities to share and discuss the School of Education s graduate research, and the broader conceptual and methodological contexts within which that research is undertaken. This book of abstracts is the sixth in the series, Contemporary Research in Irish Education. As in the previous publications, this year s book of abstracts includes synopses of current and ongoing graduate research within the School of Education, NUI Galway. The research summarised in the 2019 Book of Abstracts engages with and addresses salient questions and topics in contemporary educational research, both in Ireland and internationally. Building on the successes of the previous seminars, and as a publication output from this year s colloquium, this book of abstracts includes the programme for the School of Education s 2019 Postgraduate Research Seminar and abstracts of the presenters, outlining their respective research questions, methodologies, data collection and analysis. We would like again to congratulate the presenters in the seminar this year and their supervisors, and to thank all involved in organising this evening s event, particularly those colleagues who are chairing the respective parallel sessions. We look forward to an interesting, insightful and productive discussion and sharing of contemporary, critical educational research.Not peer reviewe

Contemporary research in Irish education: Volume 6: Book of abstracts of the 8th Annual Postgraduate Research Seminar

We are delighted to welcome you to the 8th Annual Postgraduate Research Seminar of the School of Education, NUI Galway. A central part of the School of Education s recurrent Research Seminar Series, this annual research colloquium affords the School s master and doctoral researchers the opportunity to present their research to colleagues and peers. The seminar furthermore provides opportunities to share and discuss the School of Education s graduate research, and the broader conceptual and methodological contexts within which that research is undertaken. This book of abstracts is the sixth in the series, Contemporary Research in Irish Education. As in the previous publications, this year s book of abstracts includes synopses of current and ongoing graduate research within the School of Education, NUI Galway. The research summarised in the 2019 Book of Abstracts engages with and addresses salient questions and topics in contemporary educational research, both in Ireland and internationally. Building on the successes of the previous seminars, and as a publication output from this year s colloquium, this book of abstracts includes the programme for the School of Education s 2019 Postgraduate Research Seminar and abstracts of the presenters, outlining their respective research questions, methodologies, data collection and analysis. We would like again to congratulate the presenters in the seminar this year and their supervisors, and to thank all involved in organising this evening s event, particularly those colleagues who are chairing the respective parallel sessions. We look forward to an interesting, insightful and productive discussion and sharing of contemporary, critical educational research.Not peer reviewe

Interpreting critical thinking for engineering education - the views of employers and academics

ICEE : An International Conference on Engineering Education : 21-26 August 2011 : Belfast, Northern Ireland, UKThird level educators are increasingly being called on to clarify the nature of the education they provide and the contribution of their graduates to society. There is therefore considerable interest in the generic attributes of graduates (Jones 2009), and how educational institutions can describe the quality of their graduates in ways that are meaningful to a wide range of stakeholders, including employers, professional groups and policy makers (Barrie 2006). Critical thinking is considered by some to be the primary graduate attribute yet difficulties remain in arriving at precise definitions of the concept and how it is theorised for educational practice. This paper addresses this issue and offers a theoretical framework for critical thinking as it applies to engineering education. The paper will describe: a series of interviews and documentary analysis of course work and course descriptors in the university that examine the perspective of academics from various disciplines and students of critical thinking. Together these data have been used with Karl Maton’s Legitimation Code Theory to develop a model of critical thinking. Also described are plans for a series of interviews which draws upon the views of employers in engineering regarding the employability of university graduates and the importance of critical thinking as an attribute for newly qualified engineers. A key finding is that critical thinking, rather than being a static attribute which is at the pinnacle of student attainment, is a dynamic concept which requires educators to guide their students through cycles of engagement with grounded descriptive knowledge and knowledge which is abstract and obtuse.Deposited by bulk importkpw.19/2/1

New actors and new learning spaces for new times: a framework for schooling that extends beyond the school

Taking the ‘breakdown’ in regular schooling as a result of the Covid pandemic as a catalyst to reimagine education, this article formulates a theoretical framework, using design research, that enables a fundamental reconceptualization and introduction of new actors into the space of schooling, which is a learning environment that traditionally has maintained rigid boundaries. Recommendations are proposed for bridging formal and nonformal education for practitioners and policymakers, bringing together teachers and youth workers to co-construct a learning environment. In creating a prototype for learning that involves a more joined-up and connected paradigm in education, as well as bridging the gap between learning in formal and non-formal contexts, we create a shift towards reimagining and recognising the importance of a holistic view of education by re-evaluating and supporting a broader range of actors who can participate in the education of children and young people.The NUI Galway Bridging Worlds Learning Spaces for New Times project is a 2020 awardee of the Innovative Together Fund by Rethink Ireland. The authors would also like to acknowledge Foróige for their collaboration and support on the Bridging Worlds project.peer-reviewed2023-10-1