Agency as discursive practice: From nobody to somebody as an international student in Australia

As more and more students pursue an international education, there is a need to investigate how these students deal with the demands of their study programs in the new academic context. This paper introduces one such student, a Thai English teacher named Woody,2 and looks at the ways that he engaged with a Master of Education program in Australia. I analyse the transcripts of two interviews that I conducted with Woody in his first semester using Fairclough's model of Critical Discourse Analysis (CDA). The analysis is interested in the social and institutional demands that Woody identified as impacting on the course, and the strategic action that he took in response to them. I argue that by undertaking this action, Woody was “working” as an agent of his own change. The analysis highlights a proactive and strategic engagement on Woody's part, a point that has been missed in much of the literature on the international student experience in Australia.

Youth media production and technology skills acquisition : opportunities for agency

This chapter explores youth media production involving video games within a formal media education context. It investigates the possibilities for agency in student production contexts where emphasis is on the acquisition of technological skills. It explores alternatives to the well-established approach to media education that aims to develop students’ critical reading capacities as a means to agency. The chapter discusses some of the implications of the differences between youth production with ‘older’ technologies like video and new forms like multimedia production. It also discusses theories of agency as they relate to media education and the challenges of considering agency in relation to new media production. Post structuralist concepts are introduced and used as the basis to explore opportunities for agency in the context of students designing and producing aspects of video games. The chapter argues that the creative and experimental work students undertake while using software to make games artefacts opens up possibilities for agency.

Two Birds, One Stone: Combining Student Assessment and Socio-Legal Research

We describe here a method of assessment for students. A number of short-comings of traditional assessment methods, especially essays and examinations, are discussed and an alternative assessment method, the student project, is suggested. The method aims not just to overcome the short-comings of more traditional methods, but also to provide over-worked and under-resourced academics with viable primary data for socio-legal research work. Limitations to the method are discussed, with proposals for minimising the impact of these limitations. The whole �student project� approach is also discussed with reference to the Quality Assurance Agency benchmark standards for law degrees, standards which are expected of all institutions in the UK.

Some Social-Relational Correlates of Student Engagement in Portugal

Este E-Book reúne um conjunto de investigações apresentadas no “I Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação” (ICIEAE), organizado no âmbito do “Projeto PTDC/CPE-CED/114362/2009 - Envolvimento dos Alunos na Escola: Diferenciação e Promoção” (EAE-DP), financiado pela Fundação para a Ciência e a Tecnologia (FCT).

Gestión de la actividad no presencial y autoevaluación de competencias = Management of student learning outside the classroom and the self-evaluation of competences

La asignatura troncal “Evaluación Psicológica” de los estudios de Psicología y del estudio de grado “Desarrollo humano en la sociedad de la información” de la Universidad de Girona consta de 12 créditos según la Ley Orgánica de Universidades. Hasta el año académico 2004-05 el trabajo no presencial del alumno consistía en la realización de una evaluación psicológica que se entregaba por escrito a final de curso y de la cual el estudiante obtenía una calificación y revisión si se solicitaba. En el camino hacia el Espacio Europeo de Educación Superior, esta asignatura consta de 9 créditos que equivalen a un total de 255 horas de trabajo presencial y no presencial del estudiante. En los años académicos 2005-06 y 2006-07 se ha creado una guía de trabajo para la gestión de la actividad no presencial con el objetivo de alcanzar aprendizajes a nivel de aplicación y solución de problemas/pensamiento crítico (Bloom, 1975) siguiendo las recomendaciones de la Agencia para la Calidad del Sistema Universitario de Cataluña (2005). La guía incorpora: los objetivos de aprendizaje, los criterios de evaluación, la descripción de las actividades, el cronograma semanal de trabajos para todo el curso, la especificación de las tutorías programadas para la revisión de los diversos pasos del proceso de evaluación psicológica y el uso del foro para el conocimiento, análisis y crítica constructiva de las evaluaciones realizadas por los compañeros

Power and control: managing agents for international student recruitment in higher education

This multiple case-based study investigates the relationship between recruiting agents and the UK universities who act as their principals. The current extensive use of agents in UK higher education may be seen as an indicator of the financial impact made by international students. The study analyses the practice of agent management and explores the manner in which power and control interact. The study employed semi-structured interviews and group discussions involving up to 6 respondents from each of the 20 UK case institutions. The qualitative data reveal a considerable variation in the manner in which the universities manage their agency relationships. Through the joint consideration of control measures and use of power, five distinctive approaches have been identified. The study also reveals that over-dependence on agents reduces the power of the principal, and consequently, the principal’s ability to exercise control, particularly in highly competitive global and national markets.

20 years on - have student evaluations made a difference?

This paper poses the question, what impact have student evaluations (SE’s) of teaching had on the improvement in teaching in Australian tertiary education. The paper proposes to assess the effectiveness of SE’s through an investigations of the ways in which have been used in Australian tertiary education over the last 20 years or so. Three approaches are discussed: a) quality assurance - student evaluations used to ensure the quality of the learning environment in which learning takes place; b) quality improvement - student evaluations used as a diagnostic tool for individual teaching staff; and c) student feedback – student evaluations used to provide prospective and current students with information to help inform their choices and expectations. The discussions reviews some of the research and known practise in Australian universities. It concludes that SE’s have had a profound impact on pedagological understandings of tertiary education by placing the student at centre stage of teaching and learning. However it suggests that we do not know how SE’s have impacted on teaching effectiveness and improvement. The paper concludes by recommending further research to define critical success factors, a better understanding of how to make the student feedback and evaluation tools and mechanisms more approachable and meaningful for students, and an assessment of the ‘survey industry’ as a sustainable enterprise.

Theorizing change in the educational 'field' : re-readings of 'student participation' projects

There is a burgeoning literature on educational change – how to make it and how to understand its failures in order that the causes can be remedied next time. Much of this literature implies that when free and autonomous policy agents know what they are doing, they can shift institutional structures and habituated ways of doing and being. In this article we mobilize Bourdieu, who rejected this binary of structure and agency, in favour of the notion of ‘field’, ‘habitus’ and ‘capitals’, to theorize one case of change. We describe the shifting policy-scape in Australia in the latter part of the twentieth century which created some opportunities for students to act as educational leaders and participate in making decisions about their learning and schooling. We then develop a specific and situated theorization of change in a contested and hierarchical educational ‘field’. We argue that the continued press from the political field and the wider field of power to increase levels of mass schooling produced a ‘principal opposition’ in the schooling field between democratization and hierarchization. This opposition, we propose, is now in policies, institutional changes and
the varying actions of educators, making the field not only contested but also unstable: this produces further spaces and opportunities for both hierarchic and democratic changes.

Being and becoming an intercultural doctoral student : reflective autobiographical narratives

This paper underscores the dynamic and complex dimensions of ‘becoming’ an intercultural doctoral student. It employs autobiography as a research method to portray the reshaping of ourselves as doctoral students to help us engage in self-reflexivity on our mediation of academic, personal and cultural identities in international doctoral education. Our self-narratives on how the plurality of our doctoral identities has emerged and how we have mediated these multiple identities show that becoming an intercultural research student is intimately linked to the process of self-empowerment and re-construction of oneself as a flexible and reflexive intercultural learner and human being. The paper concludes by discussing the notion of ‘reciprocal intercultural supervision’ in doctoral education. It highlights the increased need for (Western) supervisors to develop reciprocal interculturality and the capacity for greater agency in their international doctoral students so that both groups can understand each other better.

Calculating student aspiration: Bourdieu, spatiality and the politics of recognition

This paper reports on a recent study of aspirations for higher education by secondary school students from disadvantaged backgrounds in regional Australia. At the same time, it goes in search of explanations that transcend a Bourdieuian account of aspirations as produced by and reproductive of cultural histories and dominance, given the apparent inadequacy of these accounts in redressing disadvantage. To this end the authors distinguish between historicising and spatialising aspirations, taking up Appadurai’s notion of navigational capacity as a way of advancing greater agency for disadvantaged groups. Data from the research inform the analysis, including the mediation of students’ desired futures by their perception of what is possible given their differentiated locations and access to resources. It is concluded that while this spatial turn in theorising aspiration has potential for changing the terms of recognition internal to disadvantaged communities, there remain structural limits on change ‘from below’.

Hands-on experiments in the Practicum: repositioning student teachers' autonomy.

Following a worldwide trend, the Initial Teacher Education (ITE) Programmes in Brazil are recently searching for ways of integrating practice into curriculum. It raises question about what practice must be integrated and how. Notably, university-based courses are disconnected from school and have low commitment with school issues (Zeichner, 2009).The student teacher induction into school daily life is not an easy task, mainly when the practitioners are transforming physics classroom practice toward an active learning. Drawing on cultural-historical framework (Wolff-Michael Roth & Lee, 2007; Vygotsky, 1978) this study addresses the articulation between Practicum in Physics Classes and the Hands-on Experiments (HoE) used throughout the Practicum. Although in a different level, both Practicum and HoE are linked with an idea of practice. Particularly, this study focuses on how HoE might foster student teachers' autonomy and agency in the Practicum. Data was gathered in the course Practice of Physics Teaching at University of São Paulo/Brazil in 2010; in a cohort of 60 student teachers doing a year-long Practicum in urban school in São Paulo city. Data was analysed using qualitative research methods (Roth, 2005), based on 14 interviews and video records of the student teacher preparing the HoE for Practicum we will present in general lines the role of HoE for student teacher autonomy.

Student academic performance stochastic simulator based on the Monte Carlo method

In this paper, a computer-based tool is developed to analyze student performance along a given curriculum. The proposed software makes use of historical data to compute passing/failing probabilities and simulates future student academic performance based on stochastic programming methods (MonteCarlo) according to the specific university regulations. This allows to compute the academic performance rates for the specific subjects of the curriculum for each semester, as well as the overall rates (the set of subjects in the semester), which are the efficiency rate and the success rate. Additionally, we compute the rates for the Bachelors degree, which are the graduation rate measured as the percentage of students who finish as scheduled or taking an extra year and the efficiency rate (measured as the percentage of credits of the curriculum with respect to the credits really taken). In Spain, these metrics have been defined by the National Quality Evaluation and Accreditation Agency (ANECA). Moreover, the sensitivity of the performance metrics to some of the parameters of the simulator is analyzed using statistical tools (Design of Experiments). The simulator has been adapted to the curriculum characteristics of the Bachelor in Engineering Technologies at the Technical University of Madrid(UPM).

Hands on lake ecology : student workbook.

Includes classroom activities and experiments designed to develop a greater understanding of the forces impacting water quality and the living things within the lake environment.