Ann Filer
Biographic Data
| ID | 4499560 |
|---|---|
| NAME | Ann Filer |
| GIVEN NAMES | Ann |
| FAMILY NAME | Filer |
| SIGNATURE | FILER A |
| AFFILIATIONS | University of the West of England |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 1 |
Learning, differentiation and strategic action in secondary education
This paper reports on the social factors influencing the learning of two cohorts of school students and their experience of compulsory secondary education in a city in southern England—the secondary schooling phase of a 12‐year, longitudinal ethnographic study that also tracked the same children’s experiences through primary schooling. We embed our report of secondary school findings within the theoretical models and understandings generated by t…
Educational assessment and testing
The Social World of Pupil Assessment
The Social World of Children's Learning
The Assessment of Classroom Language
Assessment and reporting underpin and lend legitimacy to, the notion of parental choice in an educational market place. Consequently, one of the current rhetorics of education in the UK concerns the possibility of achieving ‘objective’ teacher assessments. In this paper I examine the objectivity of teacher assessment with particular reference to the National Curriculum Attainment Target of ‘Speaking and Listening’. I do so through an examination …
Contexts of Assessment in a Primary Classroom
This paper consists of an examination of data relating to the National Curriculum attainment target of ‘writing’. The contexts in which assessments are made in an infant classroom are examined in terms of Bernstein's theory of the framing of educational knowledge. The paper shows that assessments for the subject are made within contexts which are circumscribed by the strong framing which prevails in the classroom under study. It concludes that th…
Learning, differentiation and strategic action in secondary education
This paper reports on the social factors influencing the learning of two cohorts of school students and their experience of compulsory secondary education in a city in southern England—the secondary schooling phase of a 12‐year, longitudinal ethnographic study that also tracked the same children’s experiences through primary schooling. We embed our report of secondary school findings within the theoretical models and understandings generated by t…
The Assessment of Classroom Language
Assessment and reporting underpin and lend legitimacy to, the notion of parental choice in an educational market place. Consequently, one of the current rhetorics of education in the UK concerns the possibility of achieving ‘objective’ teacher assessments. In this paper I examine the objectivity of teacher assessment with particular reference to the National Curriculum Attainment Target of ‘Speaking and Listening’. I do so through an examination …
Contexts of Assessment in a Primary Classroom
This paper consists of an examination of data relating to the National Curriculum attainment target of ‘writing’. The contexts in which assessments are made in an infant classroom are examined in terms of Bernstein's theory of the framing of educational knowledge. The paper shows that assessments for the subject are made within contexts which are circumscribed by the strong framing which prevails in the classroom under study. It concludes that th…
The Social World of Children's Learning
Educational assessment and testing
The Social World of Pupil Assessment
Learning, differentiation and strategic action in secondary education
This paper reports on the social factors influencing the learning of two cohorts of school students and their experience of compulsory secondary education in a city in southern England—the secondary schooling phase of a 12‐year, longitudinal ethnographic study that also tracked the same children’s experiences through primary schooling. We embed our report of secondary school findings within the theoretical models and understandings generated by t…
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Mathematics education (3 works) · Teacher Education and Leadership Studies (3 works) · Curriculum (2 works) · Education Systems and Policy (2 works) · Great britain (2 works) · Parental Involvement in Education (2 works) · Student Assessment and Feedback (2 works)