Exploring Contemporary Assessment Policy and Practice in the Context of Dewey's Philosophy of Education

For a better understanding of the impact of global student flows on industries and knowledge societies, we need to rethink the relationship between global student mobility and migrant knowledge. The authors elaborate on the view that current policy and practice relating to higher education mobility puts too much emphasis on mobilizing pools of knowledge, thereby ignoring the fact that knowledge flows tend to be concentrated among people who are actively participating in the knowledge flow. Adopting a shared social context perspective on the dynamics of knowledge flow embedded in mobile minds may enable a better assessment to be made of the impact of student mobility over time on industries and societies. Given such an assessment, policy and practice measures can be developed to encourage those involved in the knowledge flow to exploit student talent flow more effectively.

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State Assessment Policy and Practice for English Language Learners. A National Perspectiveedited by RIVERA, CHARLENE, & ERIC COLLUM

Modern Language Journal ◽

10.1111/j.1540-4781.2008.00759_24.x ◽

2008 ◽

Vol 92 (3) ◽

pp. 501-502

Author(s):

THERESA AUSTIN

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

State Assessment ◽

Policy And Practice ◽

Assessment Policy

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Philosophy of Education in Today’s World and Tomorrow’s: A View from ‘Down Under’

Paideusis ◽

10.7202/1072691ar ◽

2020 ◽

Vol 15 (1) ◽

pp. 21-30

Author(s):

John Clark

Keyword(s):

Educational Experiences ◽

Philosophy Of Education ◽

Academic Community ◽

Policy And Practice ◽

Policy Makers ◽

Postgraduate Students ◽

Slow Decline ◽

The World ◽

The Future ◽

The Subject

In considering philosophy of education now and in the future, this paper explores the issue from an Australasian perspective. While philosophy of education in this part of the world has strong international links there is an absence of indigenous influences. A number of philosophical strands have developed including naturalism and postmodernism which have informed thinking about education policy and practice. The institutional side of philosophy of education has witnessed both the promotion of philosophers to professorial positions and the slow decline in numbers as departing staff are not replaced. How philosophy of education will fare in the future will depend on the survival of an academic community, the opportunity to teach papers in the subject to undergraduate and postgraduate students (and so replace ourselves) and convincing teachers and policy makers that philosophy of education makes an indispensable contribution to improving policy and the educational experiences of students.

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