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Digital methodologies, new forms of data visualization and
computer-based learning and assessment are creating new challenges
as well as opportunities for scholars in educational research. The
World Yearbook of Education 2019 explores this highly relevant
topic, opening a new discussion about the various conceptual and
methodological challenges and opportunities in contemporary
educational research. This volume explores contemporary methods of
inquiry, with chapters organized around four topics of enduring
interest in this field: impacts, patterns, relations and contexts.
The World Yearbook of Education 2019 comprises contributions from
internationally renowned scholars exploring novel concepts and
methodologies in grappling with contemporary empirical phenomena in
educational research. Vital questions such as how we understand the
technological developments that are creating new possibilities for
and demands on education, and how we make sense of complex cases
that cut across multiple nations, are discussed. This newest
addition to the prestigious World Yearbook of Education series
provides a fascinating read for scholars in the fields of education
policy and comparative education. It is not only a useful resource
for educational researchers and policy makers examining new trends
and emerging issues, but would be of interest to graduate students
exploring innovative methodologies, particularly in the study of
education and education policy.
This book fills a gap in the literature by focusing on
globalization with regard to the rescaling of educational
accountabilities, linked to international and national testing
regimes and their impact. In particular, this book examines the
impact and effects of this global framework in two illustrative
nations: Australia and Canada. The focus on these two nations,
which have very different forms of federalism, allows for
consideration of the rescaling of politics and policies in the
context of globalization and for an analysis of the complex
rescaling of educational accountabilities. It is the first book to
document and analyse the multi-scalar, relational and
differentiated effects in national schooling systems of this
rescaling of educational accountability. The authors also consider
the ways in which these accountability regimes have rearticulated
social justice and equity policies within nations in reductive
ways. It offers scholars and policy makers both a methodology and
an epistemological framework grounded in critical policy sociology
for doing education policy analysis in a time of neo-liberal
globalization.
Over the last two decades, large-scale national, or provincial,
standardised testing has become prominent in the schools of many
countries around the globe. National Testing in Schools: An
Australian Assessment draws on research to consider the nature of
national testing and its multiple effects, including: media
responses and constructions such as league tables of performance
pressures within school systems and on schools effects on the work
and identities of principals and teachers and impacts on the
experience of schooling for many young people, including those
least advantaged. Using Australia as the case site for global
concerns regarding national testing, this book will be an
invaluable companion for education researchers, teacher educators,
teacher education students and teachers globally.
Over the last two decades, large-scale national, or provincial,
standardised testing has become prominent in the schools of many
countries around the globe. National Testing in Schools: An
Australian Assessment draws on research to consider the nature of
national testing and its multiple effects, including: media
responses and constructions such as league tables of performance
pressures within school systems and on schools effects on the work
and identities of principals and teachers and impacts on the
experience of schooling for many young people, including those
least advantaged. Using Australia as the case site for global
concerns regarding national testing, this book will be an
invaluable companion for education researchers, teacher educators,
teacher education students and teachers globally.
A critique of what lies behind the use of data in contemporary
education policy While the science fiction tales of artificial
intelligence eclipsing humanity are still very much fantasies, in
Algorithms of Education the authors tell real stories of how
algorithms and machines are transforming education governance,
providing a fascinating discussion and critique of data and its
role in education policy. Algorithms of Education explores how, for
policy makers, today's ever-growing amount of data creates the
illusion of greater control over the educational futures of
students and the work of school leaders and teachers. In fact, the
increased datafication of education, the authors argue, offers less
and less control, as algorithms and artificial intelligence further
abstract the educational experience and distance policy makers from
teaching and learning. Focusing on the changing conditions for
education policy and governance, Algorithms of Education proposes
that schools and governments are increasingly turning to "synthetic
governance"-a governance where what is human and machine becomes
less clear-as a strategy for optimizing education. Exploring case
studies of data infrastructures, facial recognition, and the
growing use of data science in education, Algorithms of Education
draws on a wide variety of fields-from critical theory and media
studies to science and technology studies and education policy
studies-mapping the political and methodological directions for
engaging with datafication and artificial intelligence in education
governance. According to the authors, we must go beyond the debates
that separate humans and machines in order to develop new
strategies for, and a new politics of, education.
Digital methodologies, new forms of data visualization and
computer-based learning and assessment are creating new challenges
as well as opportunities for scholars in educational research. The
World Yearbook of Education 2019 explores this highly relevant
topic, opening a new discussion about the various conceptual and
methodological challenges and opportunities in contemporary
educational research. This volume explores contemporary methods of
inquiry, with chapters organized around four topics of enduring
interest in this field: impacts, patterns, relations and contexts.
The World Yearbook of Education 2019 comprises contributions from
internationally renowned scholars exploring novel concepts and
methodologies in grappling with contemporary empirical phenomena in
educational research. Vital questions such as how we understand the
technological developments that are creating new possibilities for
and demands on education, and how we make sense of complex cases
that cut across multiple nations, are discussed. This newest
addition to the prestigious World Yearbook of Education series
provides a fascinating read for scholars in the fields of education
policy and comparative education. It is not only a useful resource
for educational researchers and policy makers examining new trends
and emerging issues, but would be of interest to graduate students
exploring innovative methodologies, particularly in the study of
education and education policy.
This book fills a gap in the literature by focusing on
globalization with regard to the rescaling of educational
accountabilities, linked to international and national testing
regimes and their impact. In particular, this book examines the
impact and effects of this global framework in two illustrative
nations: Australia and Canada. The focus on these two nations,
which have very different forms of federalism, allows for
consideration of the rescaling of politics and policies in the
context of globalization and for an analysis of the complex
rescaling of educational accountabilities. It is the first book to
document and analyse the multi-scalar, relational and
differentiated effects in national schooling systems of this
rescaling of educational accountability. The authors also consider
the ways in which these accountability regimes have rearticulated
social justice and equity policies within nations in reductive
ways. It offers scholars and policy makers both a methodology and
an epistemological framework grounded in critical policy sociology
for doing education policy analysis in a time of neo-liberal
globalization.
A critique of what lies behind the use of data in contemporary
education policy While the science fiction tales of artificial
intelligence eclipsing humanity are still very much fantasies, in
Algorithms of Education the authors tell real stories of how
algorithms and machines are transforming education governance,
providing a fascinating discussion and critique of data and its
role in education policy. Algorithms of Education explores how, for
policy makers, today's ever-growing amount of data creates the
illusion of greater control over the educational futures of
students and the work of school leaders and teachers. In fact, the
increased datafication of education, the authors argue, offers less
and less control, as algorithms and artificial intelligence further
abstract the educational experience and distance policy makers from
teaching and learning. Focusing on the changing conditions for
education policy and governance, Algorithms of Education proposes
that schools and governments are increasingly turning to "synthetic
governance"-a governance where what is human and machine becomes
less clear-as a strategy for optimizing education. Exploring case
studies of data infrastructures, facial recognition, and the
growing use of data science in education, Algorithms of Education
draws on a wide variety of fields-from critical theory and media
studies to science and technology studies and education policy
studies-mapping the political and methodological directions for
engaging with datafication and artificial intelligence in education
governance. According to the authors, we must go beyond the debates
that separate humans and machines in order to develop new
strategies for, and a new politics of, education.
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