John Pryor
Biographic Data
| ID | 4054006 |
|---|---|
| NAME | John Pryor |
| GIVEN NAMES | John |
| FAMILY NAME | Pryor |
| SIGNATURE | PRYOR J |
| AFFILIATIONS | University of Sussex |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 257 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 7 |
Differential item functioning for items in Berger’s HIV Stigma Scale: An analysis of cohorts from the Indian, Swedish, and US contexts
The items in the 32-item version of the HIV stigma scale did not seem to be particularly prone to present DIF. The DIF between the Indian and Swedish cohort for items in the subscale Disclosure Concerns could, however, result in both type I and type II errors if scores should be compared between the Indian and Swedish cohort
Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count
How Theory Matters: Formative Assessment Theory and Practices and Their Different Relations to Education
Pedagogies of in/equity: Formative assessment/Assessment for Learning
The audience of a book written in German will obviously be mostly composed of people living and working in one of the German speaking countries. It may seem strange therefore to come across a chapter which is not only written in English but which relates to an Eng-lish context. Nevertheless, the contextualization is important as the subject of the chapter, formative assessment (FA), is increasingly entering international education discourses as a…
Challenging formative assessment: Disciplinary spaces and identities
What if knowledge is a form of doing, an engagement between a knowing subject and what is known? What if learning is a contextualised performance involving students engaging with prospective and current social identities, and therefore an ontological as well as an epistemological accomplishment? What then becomes of formative assessment within different disciplinary pedagogies? In this paper, we open up the possibility of formative assessment as …
Changing Stigmatizing Perceptions and Recollections About Mental Illness: The Effects of Nami’s In Our Own Voice
Using email for formative assessment with professional doctorate students
This article reports on aspects of a recent research and development project in doctoral education. It focuses on the use of email for tutor's formative assessment within the early stages of a Professional Doctorate in Education (EdD) in an English university. Its case study methodology included participant observation of the programme workshops, critical discourse analysis of the email texts, and two series of in-depth, semi-structured student i…
Exploring the fault lines of cross‐cultural collaborative research
This paper explores issues emerging from the authors’ experiences of collaborative research in Ghana, by researchers from a Ghanaian and a British university. The text emerges from discussions between partners and in retrospective reflection on the research process. It is constructed by bringing together personal accounts of the different authors in which their identities shift and are reconstructed in the process of the research. Multiple perspe…
A socio‐cultural theorisation of formative assessment
Formative assessment has attracted increasing attention from both practitioners and scholars over the last decade. This paper draws on the authors’ empirical research conducted over eleven years in educational situations ranging from infant schools to postgraduate education to propose a theorisation of formative assessment. Formative assessment is seen as taking place when teachers and learners seek to respond to student work, making judgements a…
Literacy and vocational learning: A process of becoming
This paper investigates the learning of young people involved in learning a trade in Senegal, West Africa. Fieldwork took place at two contrasting sites, one a workshop where young men were apprenticed to a tailor and the other a vocational training centre where young women were also learning tailoring. The research addresses the relationship between the formal skills of literacy and numeracy and the practical skills involved in learning a trade …
A vision of successful schooling: Ghanaian teachers’ understandings of learning, teaching and assessment
This article reports on an empirical study exploring Ghanaian teachers' understandings of teaching, learning and assessment. It argues that received views of poorly trained teachers with untheorized and badly reasoned professional practices may mask a more complex situation. In defining learning, teachers in the study reproduced models consistent with transmission or behaviouristic theories. However, when asked to describe their most successful e…
Can community participation mobilise social capital for improvement of rural schooling? A case study from Ghana
This article uses a case study of rural education in Ghana to investigate an important element of the decentralisation agenda – community participation in schooling. Drawing on a theoretical framework derived from Bourdieu, it argues that schooling and community life are two distinct and differently structured fields. The research demonstrates how this acts as a severe constraint on attempts to mobilise community social capital for the improvemen…
Learning Careers’ or ‘Assessment Careers’? The Impact of Assessment Systems on Learning
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This …
Reconceptualising educational assessment in South Africa — testing times for teachers
Developing Formative Assessment in the Classroom: Using action research to explore and modify theory
This article reports the outcomes of a research project designed to investigate and develop formative classroom assessment in primary schools. The project was a collaborative one, involving two university‐based researchers and a team of teacher‐researchers. The aims were to build on basic research already carried out by the university researchers by investigating the issues from a more practical and applied perspective; consider how a collaborati…
Action research in West African schools: Problems and prospects
Assessment in Ghana and England: Putting reform to the test of practice
Assessment reform, in particular a move towards more school‐based forms of assessment, has become a global phenomenon. Involving teachers more centrally in assessment has often been rationalised by claims derived from the literature on formative assessment, hinging on the enhanced validity of performance assessment and the potential of classroom assessment for improving the quality of learning. This paper draws on work in Ghana and England which …
Formative Assessment in the Classroom: Where Psychological Theory Meets Social Practice
Gender Issues in Groupwork—a case study involving with with computers
The paper reports my work as a teacher researcher on the Economic and Social Research Council funded project, ‘Groupwork with Computers’. It looks at intervention strategies that were adopted to promote gender equality and explores briefly other gender issues that emerged from the study. Data were gathered by interviewing pupils and colleagues and by classroom observation. It addresses the concerns of those teachers who find that despite their se…
The Third Dimension in Site Structure: An Experiment in Trampling and Vertical Dispersal
Two measured and weighed assemblages of lithic debitage were subjected to human treadage, one set on a compact sandy silt ('loam') substrate, the other on unconsolidated sand. The assemblages were excavated, plotted in three dimensions, and documented for damage. Downward migration of pieces at the loam site was minimal: fracture of small pieces was the dominant damage pattern. Most sand site pieces migrated to 3-8 cm depth; vertical distribution…
The Third Dimension in Site Structure: An Experiment in Trampling and Vertical Dispersal
Two measured and weighed assemblages of lithic debitage were subjected to human treadage, one set on a compact sandy silt ('loam') substrate, the other on unconsolidated sand. The assemblages were excavated, plotted in three dimensions, and documented for damage. Downward migration of pieces at the loam site was minimal: fracture of small pieces was the dominant damage pattern. Most sand site pieces migrated to 3-8 cm depth; vertical distribution…
Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count
A vision of successful schooling: Ghanaian teachers’ understandings of learning, teaching and assessment
This article reports on an empirical study exploring Ghanaian teachers' understandings of teaching, learning and assessment. It argues that received views of poorly trained teachers with untheorized and badly reasoned professional practices may mask a more complex situation. In defining learning, teachers in the study reproduced models consistent with transmission or behaviouristic theories. However, when asked to describe their most successful e…
Can community participation mobilise social capital for improvement of rural schooling? A case study from Ghana
This article uses a case study of rural education in Ghana to investigate an important element of the decentralisation agenda – community participation in schooling. Drawing on a theoretical framework derived from Bourdieu, it argues that schooling and community life are two distinct and differently structured fields. The research demonstrates how this acts as a severe constraint on attempts to mobilise community social capital for the improvemen…
Developing Formative Assessment in the Classroom: Using action research to explore and modify theory
This article reports the outcomes of a research project designed to investigate and develop formative classroom assessment in primary schools. The project was a collaborative one, involving two university‐based researchers and a team of teacher‐researchers. The aims were to build on basic research already carried out by the university researchers by investigating the issues from a more practical and applied perspective; consider how a collaborati…
Learning Careers’ or ‘Assessment Careers’? The Impact of Assessment Systems on Learning
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This …
Reconceptualising educational assessment in South Africa — testing times for teachers
Action research in West African schools: Problems and prospects
Exploring the fault lines of cross‐cultural collaborative research
This paper explores issues emerging from the authors’ experiences of collaborative research in Ghana, by researchers from a Ghanaian and a British university. The text emerges from discussions between partners and in retrospective reflection on the research process. It is constructed by bringing together personal accounts of the different authors in which their identities shift and are reconstructed in the process of the research. Multiple perspe…
Formative Assessment in the Classroom: Where Psychological Theory Meets Social Practice
Assessment in Ghana and England: Putting reform to the test of practice
Assessment reform, in particular a move towards more school‐based forms of assessment, has become a global phenomenon. Involving teachers more centrally in assessment has often been rationalised by claims derived from the literature on formative assessment, hinging on the enhanced validity of performance assessment and the potential of classroom assessment for improving the quality of learning. This paper draws on work in Ghana and England which …
Changing Stigmatizing Perceptions and Recollections About Mental Illness: The Effects of Nami’s In Our Own Voice
Literacy and vocational learning: A process of becoming
This paper investigates the learning of young people involved in learning a trade in Senegal, West Africa. Fieldwork took place at two contrasting sites, one a workshop where young men were apprenticed to a tailor and the other a vocational training centre where young women were also learning tailoring. The research addresses the relationship between the formal skills of literacy and numeracy and the practical skills involved in learning a trade …
Gender Issues in Groupwork—a case study involving with with computers
The paper reports my work as a teacher researcher on the Economic and Social Research Council funded project, ‘Groupwork with Computers’. It looks at intervention strategies that were adopted to promote gender equality and explores briefly other gender issues that emerged from the study. Data were gathered by interviewing pupils and colleagues and by classroom observation. It addresses the concerns of those teachers who find that despite their se…
The Third Dimension in Site Structure: An Experiment in Trampling and Vertical Dispersal
Two measured and weighed assemblages of lithic debitage were subjected to human treadage, one set on a compact sandy silt ('loam') substrate, the other on unconsolidated sand. The assemblages were excavated, plotted in three dimensions, and documented for damage. Downward migration of pieces at the loam site was minimal: fracture of small pieces was the dominant damage pattern. Most sand site pieces migrated to 3-8 cm depth; vertical distribution…
Gender Issues in Groupwork—a case study involving with with computers
The paper reports my work as a teacher researcher on the Economic and Social Research Council funded project, ‘Groupwork with Computers’. It looks at intervention strategies that were adopted to promote gender equality and explores briefly other gender issues that emerged from the study. Data were gathered by interviewing pupils and colleagues and by classroom observation. It addresses the concerns of those teachers who find that despite their se…
Formative Assessment in the Classroom: Where Psychological Theory Meets Social Practice
Action research in West African schools: Problems and prospects
Assessment in Ghana and England: Putting reform to the test of practice
Assessment reform, in particular a move towards more school‐based forms of assessment, has become a global phenomenon. Involving teachers more centrally in assessment has often been rationalised by claims derived from the literature on formative assessment, hinging on the enhanced validity of performance assessment and the potential of classroom assessment for improving the quality of learning. This paper draws on work in Ghana and England which …
Developing Formative Assessment in the Classroom: Using action research to explore and modify theory
This article reports the outcomes of a research project designed to investigate and develop formative classroom assessment in primary schools. The project was a collaborative one, involving two university‐based researchers and a team of teacher‐researchers. The aims were to build on basic research already carried out by the university researchers by investigating the issues from a more practical and applied perspective; consider how a collaborati…
Reconceptualising educational assessment in South Africa — testing times for teachers
Learning Careers’ or ‘Assessment Careers’? The Impact of Assessment Systems on Learning
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This …
Can community participation mobilise social capital for improvement of rural schooling? A case study from Ghana
This article uses a case study of rural education in Ghana to investigate an important element of the decentralisation agenda – community participation in schooling. Drawing on a theoretical framework derived from Bourdieu, it argues that schooling and community life are two distinct and differently structured fields. The research demonstrates how this acts as a severe constraint on attempts to mobilise community social capital for the improvemen…
A vision of successful schooling: Ghanaian teachers’ understandings of learning, teaching and assessment
This article reports on an empirical study exploring Ghanaian teachers' understandings of teaching, learning and assessment. It argues that received views of poorly trained teachers with untheorized and badly reasoned professional practices may mask a more complex situation. In defining learning, teachers in the study reproduced models consistent with transmission or behaviouristic theories. However, when asked to describe their most successful e…
A socio‐cultural theorisation of formative assessment
Formative assessment has attracted increasing attention from both practitioners and scholars over the last decade. This paper draws on the authors’ empirical research conducted over eleven years in educational situations ranging from infant schools to postgraduate education to propose a theorisation of formative assessment. Formative assessment is seen as taking place when teachers and learners seek to respond to student work, making judgements a…
Literacy and vocational learning: A process of becoming
This paper investigates the learning of young people involved in learning a trade in Senegal, West Africa. Fieldwork took place at two contrasting sites, one a workshop where young men were apprenticed to a tailor and the other a vocational training centre where young women were also learning tailoring. The research addresses the relationship between the formal skills of literacy and numeracy and the practical skills involved in learning a trade …
Using email for formative assessment with professional doctorate students
This article reports on aspects of a recent research and development project in doctoral education. It focuses on the use of email for tutor's formative assessment within the early stages of a Professional Doctorate in Education (EdD) in an English university. Its case study methodology included participant observation of the programme workshops, critical discourse analysis of the email texts, and two series of in-depth, semi-structured student i…
Exploring the fault lines of cross‐cultural collaborative research
This paper explores issues emerging from the authors’ experiences of collaborative research in Ghana, by researchers from a Ghanaian and a British university. The text emerges from discussions between partners and in retrospective reflection on the research process. It is constructed by bringing together personal accounts of the different authors in which their identities shift and are reconstructed in the process of the research. Multiple perspe…
Challenging formative assessment: Disciplinary spaces and identities
What if knowledge is a form of doing, an engagement between a knowing subject and what is known? What if learning is a contextualised performance involving students engaging with prospective and current social identities, and therefore an ontological as well as an epistemological accomplishment? What then becomes of formative assessment within different disciplinary pedagogies? In this paper, we open up the possibility of formative assessment as …
Changing Stigmatizing Perceptions and Recollections About Mental Illness: The Effects of Nami’s In Our Own Voice
Pedagogies of in/equity: Formative assessment/Assessment for Learning
The audience of a book written in German will obviously be mostly composed of people living and working in one of the German speaking countries. It may seem strange therefore to come across a chapter which is not only written in English but which relates to an Eng-lish context. Nevertheless, the contextualization is important as the subject of the chapter, formative assessment (FA), is increasingly entering international education discourses as a…
Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count
How Theory Matters: Formative Assessment Theory and Practices and Their Different Relations to Education
Differential item functioning for items in Berger’s HIV Stigma Scale: An analysis of cohorts from the Indian, Swedish, and US contexts
The items in the 32-item version of the HIV stigma scale did not seem to be particularly prone to present DIF. The DIF between the Indian and Swedish cohort for items in the subscale Disclosure Concerns could, however, result in both type I and type II errors if scores should be compared between the Indian and Swedish cohort
Pedagogy (15 works) · Sociology (15 works) · Psychology (14 works) · Political science (10 works) · Student Assessment and Feedback (10 works) · Formative assessment (9 works) · Mathematics education (9 works) · Reflective Practices in Education (8 works) · Epistemology (7 works) · Engineering ethics (6 works)