Datafication, testing events and the outside of thought

© 2018 Informa UK Limited, trading as Taylor & Francis Group. Education is undergoing various transformations due to new data-driven educational technologies and the management of educational data through data infrastructures. These technologies are frequently promoted to parents and the profession as being ‘revolutionary’ because they represent a new generation of learning. While computer adaptive tests may arguably improve various efficiencies, the argument that they will revolutionise education requires evaluation. In this paper we draw on the philosophy of Gilles Deleuze and Felix Guattari to theorise (a) the desire for data amongst policymakers and (b) the effects of data infrastructures as systems that coordinate educational thought. We argue that, rather than revolutionising learning as promised, datafication in computer-based modes merely offers more intense expressions of longstanding possibilities for learning. We describe three types of events—breaks, cracks and ruptures—and argue that data-events translate cracks (imperceptible changes that constitute learning) into breaks (information), but either cannot generate rupture (difference) or represent rupture as error. However, the intensification of learning through datafication may, we suggest, rupture educational thought more broadly

Making network markets in education: the development of data infrastructure in Australian schooling

© 2017 Informa UK Limited, trading as Taylor & Francis Group. This paper examines the development of data infrastructure in Australian schooling with a specific focus on interoperability standards that help to make new markets for education data. The conceptual framework combines insights from studies of infrastructure, economic markets and digital data. The case of the Australian National Schools Interoperability Program is analysed, drawing on a corpus of web-based technical and promotional documents and supporting interviews. The paper shows that Australia has well-developed data infrastructure in schooling that is creating new relations between schools, school systems and commercial vendors within network markets for data-driven educational technologies

Immunohistochemical Localization of Barx2 in the Developing Fetal Mouse Submandibular Glands

The development of mouse submandibular gland (SMG) begins at embryonic day 11.5–12 (E11.5–12), during which successive rounds of epithelial clefting and branching create complex epithelial tree-like structures. Homeobox genes regulate place-dependent morphogenesis, including epithelial-mesenchymal interactions, and control the expression patterns of signaling molecules. The Barx2 containing Homeobox exerts several key roles in development. Some studies have shown that the Barx2 plays important roles in the epithelial-mesenchymal interactions of organogenesis. However, the mechanisms of Barx2 associated with the development of SMG are obscure. In this study, we demonstrated for the first time the exact spatial and temporal Barx2 expression pattern in SMG epithelial tissue during development using immunohistochemical staining and Real-Time quantitative PCR. Barx2 was expressed in the nucleus of the epithelial cells located in the proliferative and differentiative regions of the developing SMG during the early development stages (E11.5–E13.5). After the E14.5-time period, the expression gradually decreased, and at E16.5, expression mostly disappeared despite the fact that evidence of cytodifferentiation, such as the appearance of proacinar cells, distinct lumen formation, and secretory products, was beginning to be observed. Results of Real-Time PCR demonstrated that the amount of Barx2 mRNA expression in SMG was maximal on E14.5, and gradually decreased by E18.5. These results indicate that Barx2 is associated with early stage epithelial tissue development, and can be a useful epithelial marker of the SMG during early developmental stages

International large-scale assessments, affective worlds and policy impacts in education

© 2018 Informa UK Limited, trading as Taylor & Francis Group. This paper examines the impact of the Organisation for Economic Cooperation and Development’s Programme for International Student Assessment (PISA) in two national policy contexts: Canada and Australia. Drawing on theories of globalisation and affect, the paper explores ‘catalyst data’ and its effects in these contexts to show how affective responses to mediations of PISA performance have become important levers for policy change. Two empirical cases of the role of data in the globalisation of schooling are discussed. The first case examines responses in Canada to the PISA 2012 results, which generated senses of anxiety among parents that coalesced into a view that Albertan schools faced a mathematics crisis. The second case interrogates how, since PISA 2009, a narrative about the declining quality of Australian schooling has become dominant in political discourse and in media representations. The paper compares and contrasts the affective effects of data across both contexts

Accelerationism: a timely provocation for the critical sociology of education

© 2016 Informa UK Limited, trading as Taylor & Francis Group. Accelerationism is a theoretical movement that seeks to mobilise reason and technological development as a strategy for moving beyond capitalism. The first wave of accelerationism took the effects of capitalism at their most pernicious and suggested that they have not gone far enough. More recent work has complicated this project and explored political, epistemic and aesthetic accelerations. The central push to accelerate, and therefore to manifestly alter time, has consequences in terms of how one understands temporality in education. This article outlines the development of accelerationism and examines whether this theoretical movement can aid critical analysis of the growing presence in education of commercial technology providers, new modes of data analytics, and the application of machine learning algorithms to analyse data. These developments provide a useful example in relation to which a critical question can be asked: is it possible to accelerate technological development in education separate from its capitalist development

PISA: a political project and a research agenda

PISA (Programme for International Student Assessment) is one of two large scale international comparative projects of student assessment that now exert considerable influence upon school science education policy, the other being TIMSS (Trends in International Mathematics and Science Study). This paper focuses on PISA, now the most influential study. This article outlines the origins of PISA, identifies some of the challenges in its construction and the claims made for it. It argues that while the statistical and methodological aspects of PISA have received much research attention, other elements of PISA have been largely ignored. In particular, there are several outcomes of PISA testing that point towards a significant research agenda. In addition, the political, ideological and economic assumptions underpinning the PISA project have implications for school science curriculum policy that deserve closer scrutiny and debate

In Quest of Educational Quality in the UAE

Quality assurance started as a corporate-related process in the 1960s but later became a highly sought-after objective in educational and academic contexts. The growing interest in quality assurance has been the result of government and business expectations, as well as competition in the higher education marketplace. One such growing market for quality assurance is the United Arab Emirates, where public formal education has only existed since the 1970s. This chapter focuses on the quest for what can be considered as the Holy Grail within the context of each of the previous chapters in this edited book, namely, quality education. The chapter offers a synopsis of the fast-paced developments and ongoing activities in quality assurance in education in the United Arab Emirates. Federal and emirate-based initiatives will be presented and discussed while reflecting on lessons learned and offering recommendations whenever possible

A donor-specific epigenetic classifier for acute graft-versus-host disease severity in hematopoietic stem cell

Background Allogeneic hematopoietic stem cell transplantation (HSCT) is a curative treatment for many hematological conditions. Acute graft-versus-host disease (aGVHD) is a prevalent immune-mediated complication following HSCT. Current diagnostic biomarkers that correlate with aGVHD severity, progression, and therapy response in graft recipients are insufficient. Here, we investigated whether epigenetic marks measured in peripheral blood of healthy graft donors stratify aGVHD severity in human leukocyte antigen (HLA)-matched sibling recipients prior to T cell-depleted HSCT. Methods We measured DNA methylation levels genome-wide at single-nucleotide resolution in peripheral blood of 85 HSCT donors, matched to recipients with various transplant outcomes, with Illumina Infinium HumanMethylation450 BeadChips. Results Using genome-wide DNA methylation profiling, we showed that epigenetic signatures underlying aGVHD severity in recipients correspond to immune pathways relevant to aGVHD etiology. We discovered 31 DNA methylation marks in donors that associated with aGVHD severity status in recipients, and demonstrated strong predictive performance of these markers in internal cross-validation experiments (AUC = 0.98, 95 % CI = 0.96–0.99). We replicated the top-ranked CpG classifier using an alternative, clinical DNA methylation assay (P = 0.039). In an independent cohort of 32 HSCT donors, we demonstrated the utility of the epigenetic classifier in the context of a T cell-replete conditioning regimen (P = 0.050). Conclusions Our findings suggest that epigenetic typing of HSCT donors in a clinical setting may be used in conjunction with HLA genotyping to inform both donor selection and transplantation strategy, with the ultimate aim of improving patient outcome