出版社：International Association for Research on Textbooks and Educational Media
摘要：This article reports a research project investigating student voice in the judging of published educational materials. Students' opinions of the quality of educational materials that are used for teaching and learning purposes in classrooms do not feature in the research into educational materials. Multiple data sources were accessed, both qualitative and quantitative, including: focus group data, interviews, group judging processes, students'score sheets, and judges' short-listed and winning titles. This article concludes that there is significant alignment between the views of students and publishers as to what constitutes quality teaching and learning materials, and that students interpret the quality of materials by aligning materials to their own prior knowledge. Further, students developed agency in the use of the metalanguage of evaluation in relation to educational materials
关键词：educational publishing materials; student voice; judging; application of ;quality criteria; publishing industry. ; var currentpos;timer; function initialize() { timer=setInterval("scrollwindow()";10);} function sc(){clearInterval(timer); }function scrollwindow() { currentpos=document.body.scrollTop; window.scroll(0;++currentpos); if (currentpos != document.body.scrollTop) sc();} document.onmousedown=scdocument.ondblclick=initializeIARTEM e-Journal 2011 Volume 4 No 2 Jo Dargusch Nayadin Persaud Mike Horsley 45 -62;46;IARTEM e-Journal 2011 Volume 4 No 2 Jo Dargusch Nayadin Persaud Mike Horsley 45 -62;I think that the authors should give their books firstly to their children to read them ;and learn from them. I believe this is a way of testing them. If their children are able ;to read and understand them; we will be able to read and understand them as well ;(int. 29; 12 years old). ;Introduction ;This paper provides insights ;into students' views on the quality of ;published ;educational materials. Specifically; it reports the findings of a project that involved ;students from two Queensland schools in judging published educational materials ;produced for Australian primary school students and teachers in 2009 and 2010. ;Students are key stakeholders in school education (Wood 2003); yet their voices are ;rarely accessed in discussions of curriculum; pedagogy and teaching and learning ;resources. This is not to say that students are excluded from classroom-focused ;research; for there is a growing focus on the voice of students in school reform ;contexts (Bland & Atweh; 2007; Groundwater-Smith & Mockler; 2003; Mitra; 2009) ;and emphasis is given to the importance of consulting students about their schooling ;experiences. ;The same concern with student voice is not evident in the field of educational ;materials research. This is despite evidence suggesting that textbooks and teaching ;and learning materials are ;¨D;the single most important medium which pupils and ;teachers believe contributes most to learning¡¬ (Crawford; ;2002; p. 2). It is also ;despite research that links school success rates and the availability of textbooks ;(Seguin; 1989; cited in Crawford; 2002); key considerations for parents; schools and ;governments. Some attention has been given to student engagement with history ;textbooks in a secondary school context (Crawford; 2002); and the uses that are ;made in the classroom of history textbooks linking learning to textbook use. Scant ;attention; however; has been given to students' views on the quality of published ;educational materials that form part of the everyday classroom context. This study ;allows access to .insiders' voices;on quality; linked to their experiences with ;educational materials. The key research question; therefore; is: What do students ;say about the quality of educational materials. This is a critical question for ;publishers; teachers; curriculum developers and educational policy makers. ;A second area of focus in this study is the alignment of student perceptions of the ;quality of educational materials with those of other stakeholders. The Australian ;Awards for Excellence in Educational Publishing (AAEEP) were employed as an ;authentic context to facilitate not ;only the examination of students' views; but of their ;judgement of educational materials. The AAEEP make a public determination of the ;quality of digital and print teaching and learning materials such as textbooks and ;teaching and learning materials that are produced to support Australian teachers and ;learners. The awards have grown to be the major event in educational publishing in ;Australia. ;Students were asked to conduct judging in the same way as professional judges of ;the Awards; using the same process and criteria. The results of these judgements ;were compared with those of the professional judges who undertook the national
