marie charles - Academia.edu (original) (raw)

Papers by marie charles

Research paper thumbnail of Redefining assessment: the struggle to ensure a balance between accountability and comparability based on a "testocracy" and the development of humanistic individuals through assessment

CADMO, 2011

This paper reviews the paradigms of international assessment within the current accountability an... more This paper reviews the paradigms of international assessment within the current accountability and comparability agenda and projects towards a model of assessment for the next generation. The conceptualisation of that model has as it locus the support of pupils' humanistic development rather than the application of metric-based labels. The equating definition of assessment currently is, and has been for the last twenty years, testing and this has had resultant effects onpedagogy and learning through the prevailing culture of "a testocracy that claims to sort, evaluate and rank" (Guinier, 2003). The authors propose a move towards redefining assessment. The focus of the definition to be less on judgement and metric but on the superiority of the affective and conative domains in support of pupil learning (Allal & Ducrey, 2000). This aim offers some prospect for future generations being exposed to an "equity pedagogy" (Banks, 1993) based on a core integration of ...

Research paper thumbnail of Formative Assessment for Teaching Learning

Traditionally, psychology has identified and studied three components of mind: cognition, affect,... more Traditionally, psychology has identified and studied three components of mind: cognition, affect, and conation (Hilgard, 1980; Huitt, 2010b; Tallon, 1997). Cognition refers to the process of coming to know and understand; of encoding, perceiving, storing, processing, and retrieving information. It is generally associated with the question of "what" (eg, what happened, what is going on now, what is the meaning of that information.) Affect refers to the emotional interpretation of perceptions, information, or knowledge. It is generally associated with one's attachment (positive or negative) to people, objects, ideas, etc. and is associated with the question "How do I feel about this knowledge or information?" Conation refers to the connection of knowledge and affect to behavior and is associated with the issue of "why." It is the personal, intentional, planful, deliberate, goal-oriented, or striving component of motivation, the proactive (as opposed to reactive or habitual) aspect of behavior (Baumeister, Bratslavsky, Muraven, & Tice, 1998; Emmons, 1986). Atman (1987) defined conation as "vectored energy: i.e., personal energy that has both direction and magnitude" (p. 15). It is closely associated with the concepts of intrinsic motivation, volition, agency, self-direction, and self-regulation (Kane, 1985; Mischel, 1996). Some of the conative issues one faces daily are:

Research paper thumbnail of Curriculum Development: A Guide for Educators

Traditionally, psychology has identified and studied three components of mind: cognition, affect,... more Traditionally, psychology has identified and studied three components of mind: cognition, affect, and conation (Hilgard, 1980; Huitt, 2010b; Tallon, 1997). Cognition refers to the process of coming to know and understand; of encoding, perceiving, storing, processing, and retrieving information. It is generally associated with the question of "what" (eg, what happened, what is going on now, what is the meaning of that information.) Affect refers to the emotional interpretation of perceptions, information, or knowledge. It is generally associated with one's attachment (positive or negative) to people, objects, ideas, etc. and is associated with the question "How do I feel about this knowledge or information?" Conation refers to the connection of knowledge and affect to behavior and is associated with the issue of "why." It is the personal, intentional, planful, deliberate, goal-oriented, or striving component of motivation, the proactive (as opposed to reactive or habitual) aspect of behavior (Baumeister, Bratslavsky, Muraven, & Tice, 1998; Emmons, 1986). Atman (1987) defined conation as "vectored energy: i.e., personal energy that has both direction and magnitude" (p. 15). It is closely associated with the concepts of intrinsic motivation, volition, agency, self-direction, and self-regulation (Kane, 1985; Mischel, 1996). Some of the conative issues one faces daily are:

Research paper thumbnail of James, Kwame, the Witch and the Golden Ball

Research paper thumbnail of Dialogue and Dialogic Teaching

Research paper thumbnail of The HIV pandemic: the power of acting early

Research paper thumbnail of Excess and access: the continuing controversy regarding HIV and health care in Africa

Research paper thumbnail of Using socio-dramatic play to support a beginning writer: ‘Daniel, the doctor and the bleeding ball’

International Journal of Early Years Education, 2010

This article reports on a case study of a young child (aged five) at a very early stage of his jo... more This article reports on a case study of a young child (aged five) at a very early stage of his journey as a writer, evidencing ‘pre-alphabetic tendencies’, who has not yet internalised the construction of his name. Analysis of a ‘baseline’ piece of Daniel's writing demonstrates his awareness that the production of random letters conveys a simple message. However, Daniel

Research paper thumbnail of Using Multiliteracies and Multimodalities to Support Young Children's Learning

This study looks at the benefits of integrating visual art creation and the writing process. The ... more This study looks at the benefits of integrating visual art creation and the writing process. The qualitative inquiry uses student, parent, and teacher interviews coupled with field observation, and artifact analysis. Emergent coding based on grounded theory clearly shows that visual art creation enhances the writing process. Students used more time for thought elaboration, generated strong descriptions, and developed concrete vocabulary. The advantages of using production of art and artwork in the pre-writing process provided a motivational entry point, a way to develop and elaborate on a scene or a narrative. This study shows that the benefits of a rich visual art experience can enhance thought and writing in response to the finished artwork. It is the assertion of this article that students who use visual art as a pre-writing stimulus are composing their ideas both in images and in words. The result of the art creation process allows students the distance to elaborate, add details, and create more coherent text.

Research paper thumbnail of ‘In my Liverpool home’: an investigation into the institutionalised invisibility of Liverpool’s black citizens

Journal of Education Policy, 2012

... 594094 Bill Boyle a * & Marie Charles a Available online: 26 Aug 2011. ... Carrington... more ... 594094 Bill Boyle a * & Marie Charles a Available online: 26 Aug 2011. ... Carrington et al.'s research (20006. Carrington, B., A. Bonnett, J. Demaine, I. Hall, A. Nayak, G. Short, C. Skelton, F. Smith, R. Tomlin. 2000. The ethnicity and professional socialisation of teachers. ...

Research paper thumbnail of David, Mr Bear and Bernstein: searching for an equitable pedagogy through guided group work

The Curriculum Journal, 2012

... DOI: 10.1080/09585176.2012.650497 Bill Boyle a * & Marie Charles a pages 117-133. ...... more ... DOI: 10.1080/09585176.2012.650497 Bill Boyle a * & Marie Charles a pages 117-133. ... 2000. Assessment of – or in – the zone of proximal development. Learning and Instruction , 10(2): 137–152. [CrossRef], [Web of Science ®] View all references; Huitt 200338. Huitt, W. 2003. ...

Research paper thumbnail of “The three hags and Pocohontas”: how collaboration develops Early Years writing skills

Literacy, 2011

This article relates a child's development in story writing and the progress that she made in ach... more This article relates a child's development in story writing and the progress that she made in achieving text cohesion, spelling development and ideation through the collaborative process. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer-assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer-assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain development. The strengths and complexities of peer interaction, the role of illustrations and their positive impact on composition are discussed.

Research paper thumbnail of Redefining assessment: the struggle to ensure a balance between accountability and comparability based on a "testocracy" and the development of humanistic individuals through assessment

CADMO, 2011

This paper reviews the paradigms of international assessment within the current accountability an... more This paper reviews the paradigms of international assessment within the current accountability and comparability agenda and projects towards a model of assessment for the next generation. The conceptualisation of that model has as it locus the support of pupils' humanistic development rather than the application of metric-based labels. The equating definition of assessment currently is, and has been for the last twenty years, testing and this has had resultant effects onpedagogy and learning through the prevailing culture of "a testocracy that claims to sort, evaluate and rank" (Guinier, 2003). The authors propose a move towards redefining assessment. The focus of the definition to be less on judgement and metric but on the superiority of the affective and conative domains in support of pupil learning (Allal & Ducrey, 2000). This aim offers some prospect for future generations being exposed to an "equity pedagogy" (Banks, 1993) based on a core integration of ...

Research paper thumbnail of Formative Assessment for Teaching Learning

Traditionally, psychology has identified and studied three components of mind: cognition, affect,... more Traditionally, psychology has identified and studied three components of mind: cognition, affect, and conation (Hilgard, 1980; Huitt, 2010b; Tallon, 1997). Cognition refers to the process of coming to know and understand; of encoding, perceiving, storing, processing, and retrieving information. It is generally associated with the question of "what" (eg, what happened, what is going on now, what is the meaning of that information.) Affect refers to the emotional interpretation of perceptions, information, or knowledge. It is generally associated with one's attachment (positive or negative) to people, objects, ideas, etc. and is associated with the question "How do I feel about this knowledge or information?" Conation refers to the connection of knowledge and affect to behavior and is associated with the issue of "why." It is the personal, intentional, planful, deliberate, goal-oriented, or striving component of motivation, the proactive (as opposed to reactive or habitual) aspect of behavior (Baumeister, Bratslavsky, Muraven, & Tice, 1998; Emmons, 1986). Atman (1987) defined conation as "vectored energy: i.e., personal energy that has both direction and magnitude" (p. 15). It is closely associated with the concepts of intrinsic motivation, volition, agency, self-direction, and self-regulation (Kane, 1985; Mischel, 1996). Some of the conative issues one faces daily are:

Research paper thumbnail of Curriculum Development: A Guide for Educators

Traditionally, psychology has identified and studied three components of mind: cognition, affect,... more Traditionally, psychology has identified and studied three components of mind: cognition, affect, and conation (Hilgard, 1980; Huitt, 2010b; Tallon, 1997). Cognition refers to the process of coming to know and understand; of encoding, perceiving, storing, processing, and retrieving information. It is generally associated with the question of "what" (eg, what happened, what is going on now, what is the meaning of that information.) Affect refers to the emotional interpretation of perceptions, information, or knowledge. It is generally associated with one's attachment (positive or negative) to people, objects, ideas, etc. and is associated with the question "How do I feel about this knowledge or information?" Conation refers to the connection of knowledge and affect to behavior and is associated with the issue of "why." It is the personal, intentional, planful, deliberate, goal-oriented, or striving component of motivation, the proactive (as opposed to reactive or habitual) aspect of behavior (Baumeister, Bratslavsky, Muraven, & Tice, 1998; Emmons, 1986). Atman (1987) defined conation as "vectored energy: i.e., personal energy that has both direction and magnitude" (p. 15). It is closely associated with the concepts of intrinsic motivation, volition, agency, self-direction, and self-regulation (Kane, 1985; Mischel, 1996). Some of the conative issues one faces daily are:

Research paper thumbnail of James, Kwame, the Witch and the Golden Ball

Research paper thumbnail of Dialogue and Dialogic Teaching

Research paper thumbnail of The HIV pandemic: the power of acting early

Research paper thumbnail of Excess and access: the continuing controversy regarding HIV and health care in Africa

Research paper thumbnail of Using socio-dramatic play to support a beginning writer: ‘Daniel, the doctor and the bleeding ball’

International Journal of Early Years Education, 2010

This article reports on a case study of a young child (aged five) at a very early stage of his jo... more This article reports on a case study of a young child (aged five) at a very early stage of his journey as a writer, evidencing ‘pre-alphabetic tendencies’, who has not yet internalised the construction of his name. Analysis of a ‘baseline’ piece of Daniel's writing demonstrates his awareness that the production of random letters conveys a simple message. However, Daniel

Research paper thumbnail of Using Multiliteracies and Multimodalities to Support Young Children's Learning

This study looks at the benefits of integrating visual art creation and the writing process. The ... more This study looks at the benefits of integrating visual art creation and the writing process. The qualitative inquiry uses student, parent, and teacher interviews coupled with field observation, and artifact analysis. Emergent coding based on grounded theory clearly shows that visual art creation enhances the writing process. Students used more time for thought elaboration, generated strong descriptions, and developed concrete vocabulary. The advantages of using production of art and artwork in the pre-writing process provided a motivational entry point, a way to develop and elaborate on a scene or a narrative. This study shows that the benefits of a rich visual art experience can enhance thought and writing in response to the finished artwork. It is the assertion of this article that students who use visual art as a pre-writing stimulus are composing their ideas both in images and in words. The result of the art creation process allows students the distance to elaborate, add details, and create more coherent text.

Research paper thumbnail of ‘In my Liverpool home’: an investigation into the institutionalised invisibility of Liverpool’s black citizens

Journal of Education Policy, 2012

... 594094 Bill Boyle a * & Marie Charles a Available online: 26 Aug 2011. ... Carrington... more ... 594094 Bill Boyle a * & Marie Charles a Available online: 26 Aug 2011. ... Carrington et al.'s research (20006. Carrington, B., A. Bonnett, J. Demaine, I. Hall, A. Nayak, G. Short, C. Skelton, F. Smith, R. Tomlin. 2000. The ethnicity and professional socialisation of teachers. ...

Research paper thumbnail of David, Mr Bear and Bernstein: searching for an equitable pedagogy through guided group work

The Curriculum Journal, 2012

... DOI: 10.1080/09585176.2012.650497 Bill Boyle a * & Marie Charles a pages 117-133. ...... more ... DOI: 10.1080/09585176.2012.650497 Bill Boyle a * & Marie Charles a pages 117-133. ... 2000. Assessment of – or in – the zone of proximal development. Learning and Instruction , 10(2): 137–152. [CrossRef], [Web of Science ®] View all references; Huitt 200338. Huitt, W. 2003. ...

Research paper thumbnail of “The three hags and Pocohontas”: how collaboration develops Early Years writing skills

Literacy, 2011

This article relates a child's development in story writing and the progress that she made in ach... more This article relates a child's development in story writing and the progress that she made in achieving text cohesion, spelling development and ideation through the collaborative process. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer-assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer-assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain development. The strengths and complexities of peer interaction, the role of illustrations and their positive impact on composition are discussed.