Valerie Drew
Biographic Data
| ID | 4145589 |
|---|---|
| NAME | Valerie Drew |
| GIVEN NAMES | Valerie |
| FAMILY NAME | Drew |
| SIGNATURE | DREW V |
| AFFILIATIONS | University of Stirling |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 2 |
Small data, online learning and assessment practices in higher education
In this paper, we present an in-depth case study of a single student who failed an online module which formed part of a master’s programme in Professional Education and Leadership. We use this case study to examine assessment practices in higher education in the online environment. In taking this approach, we go against the current predilection for Big Data which has given rise to ‘learning analytics’, a data-intensive approach to monitoring lear…
Big data and learning analytics
Recent critiques of both the uses of and discourse surrounding big data have raised important questions as to the extent to which big data and big data techniques should be embraced. However, while the context-dependence of data has been recognized, there remains a tendency among social theorists and other commentators to treat certain aspects of the big data phenomenon, including not only the data but also the methods and tools used to move from…
Teachers’ desire for career‐long learning
The ‘accomplished teacher’ has emerged in educational policy as a term designed to capture the dispositions and skills of highly practised professionals. As such accomplishment is enacted within a current policy discourse of life‐long, or career‐long, professional learning which is concerned with continual self‐development. This paper focuses on conceptualisations of ‘accomplishment’ by a group of early‐career teachers undertaking a masters certi…
Doing action research in organizations
This paper considers the nature of professional learning arising through the processes of carrying out action research in professional organizations. It suggests that communicative space opened up outside of the professional context can lead to unanticipated professional learning. Such learning could be considered transformative in the way it leads professionals to reframe their understanding of the dilemma arising from doing action research. To …
Relays and relations
This paper offers a new way of exploring some of the complexities inherent in attempts by policy makers and others to promote educational change. The focus of this study is on the current drive in education policy to alter the basis of teacher professionalism through the application of principles of lifelong learning to teachers’ professional development. Drawing upon data from two studies of the Chartered Teacher (CT) initiative in Scotland the …
Doing action research in organizations
This paper considers the nature of professional learning arising through the processes of carrying out action research in professional organizations. It suggests that communicative space opened up outside of the professional context can lead to unanticipated professional learning. Such learning could be considered transformative in the way it leads professionals to reframe their understanding of the dilemma arising from doing action research. To …
Relays and relations
This paper offers a new way of exploring some of the complexities inherent in attempts by policy makers and others to promote educational change. The focus of this study is on the current drive in education policy to alter the basis of teacher professionalism through the application of principles of lifelong learning to teachers’ professional development. Drawing upon data from two studies of the Chartered Teacher (CT) initiative in Scotland the …
Teachers’ desire for career‐long learning
The ‘accomplished teacher’ has emerged in educational policy as a term designed to capture the dispositions and skills of highly practised professionals. As such accomplishment is enacted within a current policy discourse of life‐long, or career‐long, professional learning which is concerned with continual self‐development. This paper focuses on conceptualisations of ‘accomplishment’ by a group of early‐career teachers undertaking a masters certi…
Relays and relations
This paper offers a new way of exploring some of the complexities inherent in attempts by policy makers and others to promote educational change. The focus of this study is on the current drive in education policy to alter the basis of teacher professionalism through the application of principles of lifelong learning to teachers’ professional development. Drawing upon data from two studies of the Chartered Teacher (CT) initiative in Scotland the …
Doing action research in organizations
This paper considers the nature of professional learning arising through the processes of carrying out action research in professional organizations. It suggests that communicative space opened up outside of the professional context can lead to unanticipated professional learning. Such learning could be considered transformative in the way it leads professionals to reframe their understanding of the dilemma arising from doing action research. To …
Teachers’ desire for career‐long learning
The ‘accomplished teacher’ has emerged in educational policy as a term designed to capture the dispositions and skills of highly practised professionals. As such accomplishment is enacted within a current policy discourse of life‐long, or career‐long, professional learning which is concerned with continual self‐development. This paper focuses on conceptualisations of ‘accomplishment’ by a group of early‐career teachers undertaking a masters certi…
Small data, online learning and assessment practices in higher education
In this paper, we present an in-depth case study of a single student who failed an online module which formed part of a master’s programme in Professional Education and Leadership. We use this case study to examine assessment practices in higher education in the online environment. In taking this approach, we go against the current predilection for Big Data which has given rise to ‘learning analytics’, a data-intensive approach to monitoring lear…
Big data and learning analytics
Recent critiques of both the uses of and discourse surrounding big data have raised important questions as to the extent to which big data and big data techniques should be embraced. However, while the context-dependence of data has been recognized, there remains a tendency among social theorists and other commentators to treat certain aspects of the big data phenomenon, including not only the data but also the methods and tools used to move from…
Pedagogy (4 works) · Computer Science (3 works) · Professional development (3 works) · Psychology (3 works) · Sociology (3 works) · Analytics (2 works) · Big data (2 works) · Context (archaeology (2 works) · Data science (2 works) · Epistemology (2 works)