This book examines the idea of educational accountability in higher education, which has become a new secular gospel.
Author: J. M. Beach
Publisher: Rowman & Littlefield
This book examines the idea of educational accountability in higher education, which has become a new secular gospel. But do accountability policies actually make colleges better? What if educational accountability tools don’t actually measure what they’re supposed to? What if accountability data isn’t valid, or worse, what if it’s meaningless? What if administrators don’t know how to use accountability tools or correctly analyze the problematic data these tools produce? What if we can’t measure, let alone accurately assess, what matters most with teaching or student learning. What if students don’t learn much in college? What if higher education was never designed to produce student learning? What if college doesn’t help most students, either personally or economically? What if higher education isn’t meritocratic, actually exacerbates inequality, and makes the lives of disadvantaged students even worse? This book will answer these questions with a wide, interdisciplinary range of the latest scientific research.
Foreword xi xv Preface: We Aren't Measuring What Matters Most Introduction: Investigating the Myths of ... Learning to Learn—Revising the Liberal Arts References Preview: The Myths of Measurement and Meritocracy Index 171 173 About the ...
Author: J. M. Beach
Publisher: Rowman & Littlefield
This book examines the idea of educational accountability, which has become a new secular gospel. But do accountability policies actually make schools better? Do business management theories and practices make organizations more effective? What if the most widely used management theories and assessment tools don’t work? What if educational accountability tools don’t actually measure what they’re supposed to? What if accountability data isn’t valid, or worse, what if it’s meaningless? What if administrators don’t know how to use accountability tools or correctly analyze the problematic data these tools produce? What if we can’t measure, let alone accurately assess, what matters most with teaching or student learning. How is a business-model of economic efficiency supposed to increase the competing, and perhaps mutually exclusive, ends of schooling, such as human development, student learning, personal satisfaction, social mobility, and economic growth? What if students don’t learn much in schools? What if schools were never designed to produce student learning? This book will answer these questions with a wide, interdisciplinary range of the latest scientific research.
... Measurement and Meritocratic Myths Ideology Comparing and Ordering Competition Judgement and harm Competition: the ... an Immeasurable Equality of Opportunity and Meritocracy Creating a culture of arrogance and blame Conclusion ...
Author: Kathleen Lynch
Publisher: John Wiley & Sons
Category: Social Science
The logics and ethics of neoliberal capitalism dominate public discourses and politics in the early twenty-first century. They morally endorse and institutionalize forms of competitive self-interest that jettison social justice values, and are deeply antithetical to love, care and solidarity. But capitalism is neither invincible nor inevitable. While people are self-interested, they are not purely self-interested: they are bound affectively and morally to others, even to unknown others. The cares, loves and solidarity relationships within which people are engaged give them direction and purpose in their daily lives. They constitute cultural residuals of hope that stand ready to move humanity beyond a narrow capitalism-centric set of values. In this instructive and inspiring book, Kathleen Lynch sets out to reclaim the language of love, care and solidarity both intellectually and politically and to place it at the heart of contemporary discourse. Her goal is to help unseat capital at the gravitational centre of meaning-making and value, thereby helping to create logics and ethical priorities for politics that are led by care, love and solidarity.
Culture, power and myths of mobility Jo Littler ... while even a brief dip into the history serves to highlight how meritocracy and measurement are perennially contested matters, this appears 'to have had remarkably little effect on ...
Author: Jo Littler
Category: Social Science
Meritocracy today involves the idea that whatever your social position at birth, society ought to offer enough opportunity and mobility for ‘talent’ to combine with ‘effort’ in order to ‘rise to the top’. This idea is one of the most prevalent social and cultural tropes of our time, as palpable in the speeches of politicians as in popular culture. In this book Jo Littler argues that meritocracy is the key cultural means of legitimation for contemporary neoliberal culture – and that whilst it promises opportunity, it in fact creates new forms of social division. Against Meritocracy is split into two parts. Part I explores the genealogies of meritocracy within social theory, political discourse and working cultures. It traces the dramatic U-turn in meritocracy’s meaning, from socialist slur to a contemporary ideal of how a society should be organised. Part II uses a series of case studies to analyse the cultural pull of popular ‘parables of progress’, from reality TV to the super-rich and celebrity CEOs, from social media controversies to the rise of the ‘mumpreneur’. Paying special attention to the role of gender, ‘race’ and class, this book provides new conceptualisations of the meaning of meritocracy in contemporary culture and society.
If response biases or measurement are related to age , these comparisons could be misleading . Our evidence suggests that age is related to measurement error . The correlations between brothers ' independent reports of father's ...
The big test: The secret history of the American meritocracy. New York, NY: Farrar, Strauss, and Giroux. Linn, R. L. (2001). A century of standardized testing: Controversies and pendulum swings, Educational Assessment, 7, 29–38.
Author: Brian E. Clauser
The History of Educational Measurement collects essays on the most important topics in educational testing, measurement, and psychometrics. Authored by the field’s top scholars, this book offers unique historical viewpoints, from origins to modern applications, of formal testing programs and mental measurement theories. Topics as varied as large-scale testing, validity, item-response theory, federal involvement, and notable assessment controversies complete a survey of the field’s greatest challenges and most important achievements. Graduate students, researchers, industry professionals, and other stakeholders will find this volume relevant for years to come.
Rethinking Contemporary Myths of Meritocracy Alice Bradbury ... These ideas of ability as positional are based, like datafication, on a principle of objective measurement as the best means to understand the child as learner.
Author: Alice Bradbury
Publisher: Policy Press
Alice Bradbury discusses how the meritocracy myth reinforces educational inequalities and analyses how the recent educational developments of datafication and neuroscience might challenge how we classify and label children as we rebuild a post-pandemic schooling system.
Meritocracy covers all of this with sumptuous clothes: no one is excluded a priori, it guarantees success to everybody. ... In the working environment, measurements concern perfor- mances, that became measurable thanks to work ...
Author: Laura Nota
Publisher: Springer Nature
This book is based on the Life Design paradigm and discusses the efforts made to overcome the matching paradigm between individuals and their work contexts, in order to guarantee the adoption of an active role for future career planning. Starting from the evolution of career counselling and vocational guidance in the 20th century and then following the more updated reflections in the Life Design paradigm, this book discusses research results from the Larios Laboratory (Padova, Italy) in collaboration with numerous international colleagues and institutions. These results show that career counselling and vocational designing can not only help people to plan their future in agentive ways, but also to help them getting out of the ‘mists of the present’ and to project themselves into a future that is yet to be created. This future is aligned by the world of research and international institutions, such as the UN and WHO, and follows the 2030 Agenda for Sustainable Development, with particular attention to Sustainable Development Goals 4, 8 and 12. This book reveals how trajectories can be created from one’s own mission, realized with the help of others and newly acquired strengths. It shows how career counselling and vocational designing can help people to build their own future from an inclusive and sustainable perspective, based on social justice, and to help build a better future for all.
The GRE is 'virtually useless from a prediction standpoint,” according to a meta-analysis (in the highly regarded journal, Educational and Psychological Measurement) of over twenty-two studies covering more than 5,000 test takers from ...
Author: JoAnn Moody
Why do we see so little progress in diversifying faculty at America’s colleges, universities, and professional schools? This book explores this important question and provides steps for hastening faculty diversity. Drawing on her extensive consultant practice and expertise as well as research and scholarship from several fields, Dr. Moody provides practical and feasible ways to improve faculty recruitment, retention, and mentorship, especially of under-represented women in science-related fields and non-immigrant minorities in all fields. The second edition of Faculty Diversity offers new insights, strategies, and caveats to the current state of faculty diversity. This revised edition includes: New strategies to prevent unintended cognitive bias and errors that damage faculty recruitment and retention Expanded discussion on the importance of different cultural contexts, political, and historical experiences inhabited and inherited by non-immigrant faculty and students Increased testimonials and on-the-ground reflections from faculty, administrators, and leaders in higher education, with new attention to medical and other professional schools Updated Appendix with Discussion Scenarios and Practice Exercises useful to search and evaluation committees, department chairs, deans, faculty senates, and diversity councils Expanded chapter on mentoring that dispels myths about informal mentoring and underlines essential components for formal programs. Moody provides an essential, reliable, and eye-opening guide for colleges, medical, and other professional schools that are frustrated in their efforts to diversify their faculty.
Ivy leagues meritocracy lie: How Harvard and Yale cook the books for the 1 percent. Available at: http://www.salon.com/2015/01/11/ivy ... Educational and Psychological Measurement, 70, 340–352. Linn, R. L. & Hastings, C. N. (1984).
Author: Jeffrey D. Holmes
Publisher: John Wiley & Sons
Great Myths of Education and Learning reviews the scientific research on a number of widely-held misconceptions pertaining to learning and education, including misconceptions regarding student characteristics, how students learn, and the validity of various methods of assessment. A collection of the most important and influential education myths in one book, with in-depth examinations of each topic Focusing on research evidence regarding how people learn and how we can know if learning has taken place, the book provides a highly comprehensive review of the evidence contradicting each belief Topics covered include student characteristics related to learning, views of how the learning process works, and issues related to teaching techniques and testing