DOCSLIB.ORG

Proquest Dissertations

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Proquest Dissertations The history of women's higher education in modern Lebanon and its social implications Item Type text; Dissertation-Reproduction (electronic) Authors Lattouf, Mirna Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 04/10/2021 01:38:30 Link to Item http://hdl.handle.net/10150/288958 INFORMATION TO USERS This manuscript has been reproduced fix>m the microfilm master. UMI fihns the text directfy from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter &ce, while others may be from any type of computer printer. The quality of this reprodnction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improp«' aligimient can adverse^ affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note wiU indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, b^inning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bdl & Howell Infimnadon C(niq>aiiy 300 NoithZed> Road, Ann Aibor MI 48106-1346 USA 313/761-4700 800/521-0600 THE HISTORY OF WOMEN'S HIGHER EDUCATION IN MODERN LEBANON AND ITS SOCIAL IMPUCATIONS By Mirna Lattouf Copyright © Mima Lattouf 1999 A Dissertation submitted to the Faculty of the DEPARTMENT OF NEAR EAST STUDIES In Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy In the Graduate College THE UNIVERSITY OF ARIZONA 1999 UMX Nundaer: 9927452 Copyrigh.t 1999 by Lattouf / Mima All rights reserved. UMI Microform 9927452 Copjrright 1999, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 2 THE UNIVERSITY OF ARIZONA « GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by Mirna Lattouf entitled The History of Women's Higher Education in Modern Lebanon and Its Socila Implications and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy <• - H- Williamr ./^j^ilson /f Datfe A/rA ^ Adel damal P f hit 1 f Date Richard Ruiz Date Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. tf!(It Dissert^irar Director Date ' Wil3>i^ J. Wilson, Chair 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fiilfiUment of requirements for an advanced degree at the University of Arizona and is deposited in the University of Arizona Main Library to be made available to borrowers under the rules of the library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. Signed: 4 ACKNOWLEDGMENTS I wish to first thank the University of Arizona, Graduate College for allowing me to further my education. Thanks also goes to the Department of Near East Studies and its faculty for accepting me into the Ph.D. program, and providing me with the academic, financial, and personal support which allowed me to focus on my studies. I am gratefiil to the Rotary International Foundation for awarding me the Rotary Ambassadorial Scholarship which allowed me to travel to Lebanon and pursue my research. Their interest in my project, devotion to education, and commitment to intercultural interaction have inspired me to better myself. Finally, I wish to extend my thanks to the personnel at al-Raida Joumal, especially Laurie King Irani and Ghena Ismail. I would like to acknowledge my grateiulness to Dr. Munir Bashshur and Dr. Adnan al-Amine of the Department of Education, at the American University of Beirut for allowing me unlimited access to their libraries, their time, and direction. Without them I am sure I would not have been able to gather much of the information for this dissertation. 1 wish to express my deep appreciation and gratitude to all my committee members and advisors for their patience and dedication. A special thanks goes to Dr. Julia Clancy-Smith. Dr. Clancy-Smith helped me shape the dissertation as she patiently and diligently read through many chapters and versions, editing, commenting, and critiquing constructively. Another special thanks is extended to Dr. Adel Gamal, my graduate advisor, for his support, interest, and guidance throughout my years at The University of Arizona. I also want to offer my gratitude and appreciation to Dr. Anne Betteridge, my mentor, for her unfailing support and for providing me with an exemplary role model. 5 Finally, mere words could not express my infinite debt to my family for their lifelong support, unconditional love, and persevering encouragement. I hope my dad is smiling. DEDICATION I would like to dedicate this dissertation to my best friend, life partner, and husband, Kenneth Daniel Mazze. He believed in me and had faith in my ability when I questioned myself and was willing to give up hope. He persistently supported my academic and professional goals, putting his dreams aside. Ken has taught me what true love is. I would also like to dedicate this dissertation in the memory of my grandmother Mariam, my guardian angel. I know she has and will always watch over me. 6 TABLE OF CONTENTS Statement 003 Acknowledgment 004 Dedication 005 List of Tables 010 List of Appendices Oil Abstract 012 Introduction Global Situation 014 Thesis 017 Research Design and Methodology 021 Personal Notes 024 Approach 026 Chapter One: Theoretical Foundations Introduction 028 Education- Formal Learning 030 Global 030 Middle East 032 Lebanon 033 Siunmary 034 Socialization- Informal Learning 035 Global 035 The System: Patriarchy and Education 039 Global 039 Middle East and Lebanon 043 Socialization and the Idealization of the Female 044 Global 044 Middle East and Lebanon 045 The Shaping of Gynocentric Voices Through Symbolism 046 Global 046 Middle East and Lebanon 052 Conclusion 055 7 TABLE OF CONTENTS - Continued Chapter Two: Lebanese Women: Patriarchy, Law, Htunan Rights, and Socialization Introduction 058 Patriarchy and Women 061 Patriarchy in Lebanese Society 061 Honor, Shame and the Female Body 066 The Place of the Female in Lebanese Society 067 Women and the Law 073 Women in the Lebanese Legal System 073 Religious Law 076 Secular Law 082 Bias in the Law 084 Law and Human Rights 089 Conclusion 090 Historical Outline 092 Chapter Three: Social History of Women's Education- the 19^ Century Introduction 094 Historical Backgrovmd 096 Pre-Nineteenth Century Empire 097 Ottoman Empire 097 Ottoman Education 099 The Foimdations for the Cultural Awakening in the Lebanon 104 Education in Mount Lebanon Before the Nineteenth Century 107 The Nineteenth Century 108 Ottoman Empire 108 Nineteenth Century Lebanon 109 The Mutassariffiya (1861-1921) Ill Lebanese Cultural Awakening 115 Formal Education in the Nineteenth Century 118 Western Missionary Education in Lebanon 118 Educational Opportunities for Girls and Women in the Middle East. 122 Introduction to Girls' Formal Education in Lebanon 125 Girls' Secondary Education in Lebanon 127 The First CoUeges 133 The Dawn of the Twentieth Century 137 Conclusion 141 g TABLE OF CONTENTS - Continued Chapter Four: Women's Higher Education in the Twentieth Century Introduction 144 The French Mandate Period (1^0-1943) 148 Lebanon Under French Mandate 148 Education Under the Mandate 149 The First Women's College 154 Other Educational Developments 159 Independence (1943-1975) 162 Lebanon After Independence 162 Education After Independence 164 The Lebanese National University 166 Private and/ or Foreign Universities 170 The War (1975-1990) 175 The War of 1975 175 Lebanese Higher Education during the War 177 The Second Republic 183 Lebanon in the 1990s 183 Higher Education in the 1990s 184 The First Comprehensive Study on Higher Education 185 Summary and Conclusion 189 Statistical and Other Information 194 Chapter Five: The Perception of Lebanese Women in the 1990s Introduction 199 Socialization of the Female 201 Women and Sexuality 201 Femaleness and Lebanese Society 203 The Image of the Female in Oral and Print Culture 205 Women in Fiction 214 Women, Education, Socialization, and the Labor Market 221 Post War Labor
Load more

Recommended publications
  • Pedagogy and Assessment Guide (PAG)
    Pedagogy and Assessment Guide (PAG) Pedagogy and Assessment Guide National Institute of Education Ghaazee Building Ameer Ahmed Magu Male 20125 Maldives http://www.nie.edu.mv Copyright © 2014 by National Institute of Education Developed by Ali Adam- Education development Officer Coordinator Aminath Ismail – Education development Officer Coordinator Ahmed Rafiu -Education development Officer Coordinator Aminath Mohamed – Education Development Officer Gulfishan Shafeeu – Education Development Officer Mohamed Ashir-– Education Development Officer Compiled and Edited by Aminath Ismail - Education development Officer Coordinator Aminath Mohamed- Education Development Officer Gulfishan Shafeeu- Education Development Officer Proofed by Abdulla Hameed Commiunity Teacher Educator Co-ordinator Layout by Mohamed Shakeel National Institute of Education All rights reserved. ISBN 978-99915-0-705-7 Acknowledgements The publisher wishes to acknowledge the many friends, colleagues and advisors who have helped in the development of the Pedagogy and the Assessment Guide. The publisher is grateful for the assistance given by Dr.Newman Burdett who has given assistance as a consultant in the Assessment. Contents Purpose of the Pedagogy and Assessment Guide (PAG) 6 Introduction 7 Creating a Positive Learning Environment 8 Connecting Prior Learning to new Learning 11 Making Learning Meaningful 13 Fostering Reflective Practice 15 Catering to Individual Differences 18 Assessment 23 Why Asses? 24 The interrelationship of teaching, Learning and Assessment 25 What is our focus? 26 Focusing on Assessment for Learning 27 Key characteristics of Assessment for Learning 28 How to Asses? 36 Bibliography 48 Pedagogy and Assessment Guide (PAG) PURPOSE OF THE PEDAGOGY AND ASSESSMENT GUIDE (PAG) The intention of preparing this PAG is to provide teachers and school leaders with a comprehensive insight into the pedagogical dimensions identified in the National Curriculum Framework (NCF).
    [Show full text]
  • Asia Pacific Journal of Developmental Differences
    Asia Pacific Journal of Developmental Differences Volume 8 ⬧ Number 1 ⬧ January 2021 Published by the Dyslexia Association of Singapore (DAS) © 2021 DAS ISSN 2717 5200 (digital) Contact: The Managing Editor Dyslexia Association of Singapore 1 Jurong West Central 2 #05-01, Jurong Point Singapore 648886 Email: [email protected] Reprint permission may be obtained by writing to the Managing Editor at the above address. The responsibility for facts and opinions represented in the articles rests exclusively with the individual authors. Their interpretations do not necessarily reflect the views or the policy of the editorial committee, the Review Panel, sponsors of the Asia Pacific Journal of Developmental Differences, or the Dyslexia Association of Singapore. Asia Pacific Journal of Developmental Differences Editor-in-Chief Associate Editors Professor Angela Fawcett Helen Boden, CEO British Dyslexia Association, UK Research Consultant Dyslexia Association of Singapore, Professor Hugh Catts, Florida State University, USA Emeritus Professor Professor James Chapman, Massey University, New Zealand Swansea University, UK Emeritus Professor Professor Steve Chinn, Educational Consultant, UK Sheffield University, UK Prof. Kevin K H Chung, The Hong Kong Institute of Education, Hong Kong Kate Curawalla, President, Maharashtra Dyslexia Association, Mumbai, India Dr Kristiantini Dewi, Dyslexia Association of Indonesia, Indonesia Executive Editor Dr Shirley Egley, University of South Wales, UK Professor John Everatt Dr Gad Elbeheri, Dean, Australian University
    [Show full text]
  • Volume 8 Issue 1 2015
    Volume 8 Issue 1 2015 International Journal of Home Economics This refereed journal is an official publication of the International Federation for Home Economics. Electronic access via IFHE website for subscribers and members only: www.ifhe.org IJHE editor Donna Pendergast Australia E-mail: [email protected] Book review editor Donna Pendergast Australia E-mail: [email protected] Editorial administrator & graphic designer Joy Reynolds Australia E-mail: [email protected] www.joyreynoldsdesign.com Website For more information please visit the International Journal of Home Economics website: http://ijhe.weebly.com/index.html Frequency of publication The International Journal of Home Economics is published twice a year. Papers for review will be accepted throughout the year to e-mail: [email protected] International Federation for Home Economics Kaiser Friedrich Strasse 13 53113 BONN Germany Tel: 0049 (0) 228 9212590 Fax: 0049 (0) 228 9212591 E-mail: [email protected] Web: www.ifhe.org ISSN 1999-561X i International Journal of Home Economics IJHE Editor Professor Donna Pendergast, PhD School of Education and Professional Studies Griffith University Gold Coast, Australia Philosophy, research, education Editorial Board Members Dr Mona Sharaf Abdelgalil Department of Home Economics, Alexandria University Alexandria, Egypt Food management; consumer studies; household activities and everyday life Associate Professor Jette Benn Institute of Didactics, The Danish School of Education, Aarhus University Denmark
    [Show full text]
  • NASP Position Statement on Early Childhood Assessment
    NASP Position Statement on Early Childhood Assessment The National Association of School Psychologists believes that early identification of developmental and learning problems in preschool and primary grade children is essential because of children’s broad and rapid development. Intervention services for these children’s psychological and developmental difficulties are essential, beneficial, and cost- effective. Because the accurate and fair identification of the developmental needs of young children is critical to the design, implementation, and success of appropriate interventions school psychologists must play a key role. Evidence from research and practice in early childhood assessment indicates that issues of technical adequacy are more difficult to address with young children who have short attention spans and go through periods of variable, rapid development. Therefore, standardized assessment procedures should be used with great caution in educational decision-making because such tools are inherently less accurate and less predictive when used with young children. Multidisciplinary team assessments must include multiple sources of information, multiple approaches to assessment, and multiple settings in order to yield a comprehensive understanding of children’s skills and needs. Therefore, assessments should center on the child in the family system and home environment, both substantial influences on the development of young children. Similarly, families’ self-identified needs should drive the decision-making process concerning the identification of child and family services. Because categorical identification of infants, toddlers, and young children is ineffective in meeting the special needs of young children, assessment of infants and young children requires specialized training and skills beyond those required for the assessment of older children.
    [Show full text]
  • Beirut's Sunset: Civil War, Right to the Truth and Public Remembrance 1
    Beirut's Sunset: Civil War, Right to the Truth and Public Remembrance Gianluca Siega Battel' 1. The Years of Darkness: An International-Regional Civil War Several factors contributed to the 1975-1990 Lebanese civil war and different weight has been given to them in the literature on the topic. Some have a distinct Lebanese origin; others pertain to the domain of Middle Eastern and inter­ national politics. Inter-communal (and no less ferocious intra­ " Human rights expert; areas of expertise include minority rights, communal <<wars within the wan>) battles intertwined with post-conflict situations, the Balkans wars by proxy and episodes of full-scale inter-state conflict and the Middle East. against a background of regional rivalries (many states of the 1 On Lebanon's recent history and region played a role, even if only financial or diplomatic), the the civil war, I have consulted, among others: P. Hitti, History of unsolved Palestinian issue and the influence of superpowers. the Arabs, London, Palgrave The Lebanese civil war is probably better described as «cycles MacMillan, 2002 (1st ed. 1937), pp. 728-736; P. Mansfield, A History of of wars» with internal, regional and international dimensions'. the Middle East, London, Penguin In its modern history Lebanon experienced two civil wars prior Books, 2003 (1st ed. 1991), pp. 280- 322; F. Massoulie, Les conflicts du to 1975: in 1858-1860, between the Maronite and Druze Proche Orient, Paris, Casterman, communities, which triggered French intervention in defense 1994 (revised ed.); R. Fisk, Pity the Nation: Lebanon at War, london, of the former, and in 1958, between pro-Western and Oxford University Press, 20013 (1st nationalist/leftist forces, which ended with US intervention at ed.
    [Show full text]
  • Rethinking Feminism Across the Taiwan Strait Author
    Out of the Closet of Feminist Orientalism: Rethinking Feminism Across the Taiwan Strait Author: Ya-chen Chen Assistant Professor of Chinese Literature and Asian Studies at the CCNY What is Chinese feminism? What is feminism in the Chinese cultural realm? How does one define, outline, understand, develop, interpret, and represent women and feminism in the Chinese cultural realm? These questions are what scholars will always converse over in the spirit of intellectual dialogue.1 However, the question of “which version of [feminist] history is going to be told to the next generation” in the Chinese cultural realm is what cannot wait for diverse scholars to finish arguing over?2 How to teach younger generations about women and feminism in the Chinese cultural realm and how to define, categorize, summarize, or explain women and feminism in the Chinese cultural realm cannot wait for diverse scholars to articulate an answer that satisfies everyone. How women and feminists in the Chinese cultural realm, especially non- Mainland areas, should identify themselves cannot wait until this debate is over. Because anthologies are generally intended for classroom use, I would like to analyze a number of feminist anthologies to illustrate the unbalanced representation of women and feminism in the Chinese cultural realm. In this conference paper, I will examine the following English-language feminist anthologies: Feminisms: An Anthology of Literary Criticism and 327 Theory; The Second Wave: A Reader in Feminist Theory, Western Feminisms: An Anthology of
    [Show full text]
  • An Historical Overview of Conferences on Islamic Feminism: Circulations and New Challenges
    Margot Badran* An historical Overview of Conferences on Islamic Feminism: Circulations and New Challenges Conferences bringing people together in face-to-face encounters form an inte- gral part of the history of Islamic feminism and are intimately involved in the shaping and transmitting of Islamic feminist discourse and activist work. At the same time, conferences help consolidate transnational Islamic feminist networks and cement relationships. They also provide valuable records of the work and serve as markers of the trajectory of Islamic feminism1 The conference on “Islamic feminisms: boundaries and politics” that Stephanie Latte Abdullah organized at the Institute de Recherches et d’Études sur le Monde Arabe et Musulman in Aix-en-Provence in December 2009 occurred at a time when Islamic feminism is moving with increased acceleration from a primary focus on * Senior Fellow, The Reza and Georgeanna Khatib Visiting Chair in Comparative Religion at St. Joseph’s College, Brooklyn. 1 On global feminist networking in general see Valentine Moghadam, Globalizing Women: Transnational Feminist Networks (Baltimore: Johns Hopkins University Press, 2005). REMMM 128, 33-39 34 / Margot Badran theorization to the stage of social movement organizing. It is also a moment: (1) when expanding numbers of women affiliated with Islamist political parties and movements are gravitating toward the egalitarian model of religion that Islamic feminism explicates, and (2) when moves toward egalitarian Islam are discernable inside highly conservative Muslim majority societies such as Saudi Arabia. These trends may be seen as the new sociological layer in the quest for the implementa- tion of an egalitarian model of Islam as we get insights into from papers presented in the conference.
    [Show full text]
  • Writing Beirut Mappings of the City in the Modern Arabic Novel
    Writing Beirut Mappings of the City in the Modern Arabic Novel Samira Aghacy Affectionately dedicated to the memory of Khalil Afif Husni © Samira Aghacy, 2015 Edinburgh University Press Ltd The Tun – Holyrood Road 12 (2f) Jackson’s Entry Edinburgh EH8 8PJ www.euppublishing.com Typeset in 11/15 Adobe Garamond by Servis Filmsetting Ltd, Stockport, Cheshire, and printed and bound in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY A CIP record for this book is available from the British Library ISBN 978 0 7486 9624 6 (hardback) ISBN 978 0 7486 9625 3 (webready PDF) ISBN 978 0 7486 0346 7 (epub) The right of Samira Aghacy to be identified as author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988. Contents Series Editor’s Foreword vi Acknowledgments ix Note on Transliteration x Introduction 1 1 The Rural–Urban Divide: Subverted Boundaries 31 2 The Rhetoric of Walking: Cartographic versus Nomadic Itineraries 60 3 Sexualizing the City: The Yoking of Flesh and Stone 93 4 Traffic between the Factual and the Imagined: Beirut Deferred 126 5 Excavating the City: Exterior and Interior Relics 161 Inconclusive Conclusion 202 Bibliography 207 Index 223 Series Editor’s Foreword he Edinburgh Studies in Modern Arabic Literature is a new and unique Tseries which will, it is hoped, fill in a glaring gap in scholarship in the field of modern Arabic literature. Its dedication to Arabic literature in the modern period, that is, from the nineteenth century onwards, is what makes it unique among series undertaken by academic publishers in the English- speaking world.
    [Show full text]
  • Country Coding Units
    INSTITUTE Country Coding Units v11.1 - March 2021 Copyright © University of Gothenburg, V-Dem Institute All rights reserved Suggested citation: Coppedge, Michael, John Gerring, Carl Henrik Knutsen, Staffan I. Lindberg, Jan Teorell, and Lisa Gastaldi. 2021. ”V-Dem Country Coding Units v11.1” Varieties of Democracy (V-Dem) Project. Funders: We are very grateful for our funders’ support over the years, which has made this ven- ture possible. To learn more about our funders, please visit: https://www.v-dem.net/en/about/ funders/ For questions: [email protected] 1 Contents Suggested citation: . .1 1 Notes 7 1.1 ”Country” . .7 2 Africa 9 2.1 Central Africa . .9 2.1.1 Cameroon (108) . .9 2.1.2 Central African Republic (71) . .9 2.1.3 Chad (109) . .9 2.1.4 Democratic Republic of the Congo (111) . .9 2.1.5 Equatorial Guinea (160) . .9 2.1.6 Gabon (116) . .9 2.1.7 Republic of the Congo (112) . 10 2.1.8 Sao Tome and Principe (196) . 10 2.2 East/Horn of Africa . 10 2.2.1 Burundi (69) . 10 2.2.2 Comoros (153) . 10 2.2.3 Djibouti (113) . 10 2.2.4 Eritrea (115) . 10 2.2.5 Ethiopia (38) . 10 2.2.6 Kenya (40) . 11 2.2.7 Malawi (87) . 11 2.2.8 Mauritius (180) . 11 2.2.9 Rwanda (129) . 11 2.2.10 Seychelles (199) . 11 2.2.11 Somalia (130) . 11 2.2.12 Somaliland (139) . 11 2.2.13 South Sudan (32) . 11 2.2.14 Sudan (33) .
    [Show full text]
  • The Role of Interim Assessments in a Comprehensive Assessment System: a Policy Brief
    Education and Society Program The Role of Interim Assessments in a Comprehensive Assessment System: A Policy Brief By Marianne Perie, Scott Marion, Brian Gong (National Center for the Improvement of Educational Assessment) and Judy Wurtzel (The Aspen Institute) November 2007 ABOUT THIS REPORT School districts increasingly see interim assessments as an important element in their instructional improvement strategy and are implementing interim assessments district-wide in multiple grades and content areas. Yet, they face significant design and implementation challenges to realizing the potential of interim assessments to improve teaching and learning. The Aspen Institute Education and Society Program and Achieve, Inc. partnered with the National Center for the Improvement of Educational Assessment to develop this policy brief. Our goals are to clarify how interim assessments fit into the landscape of formative assessment and to offer recommenda - tions to districts on the appropriate use of interim assessments as part of a broader assessment system. The brief is informed by conversations with the Aspen Institute Urban Superintendents Network and the affiliated Dana Center-Achieve Urban Mathematics Leaders Network. The report is available for download at the websites of all three organizations. Achieve, Inc. was created by the nation’s governors and business leaders in 1996. As a bipartisan, non-profit organization, Achieve helps states raise academic standards, improve assessments and strengthen accountability to prepare all young people for postsecondary education, work and citizen - ship. The American Diploma Project (ADP) Network is an Achieve initiative that includes 30 states working to raise high school standards, strengthen assessments and curriculum, and align expecta - tions with the demands of college and work.
    [Show full text]
  • Assessment in Higher Education and Student Learning
    Journal of Instructional Pedagogies Volume 21 Assessment in Higher Education and Student Learning Dr. P.E. Rawlusyk Red Deer College, Red Deer, AB, Canada ABSTRACT This research addressed ongoing academic concerns about whether assessment practices in higher education support student learning. Authors state that examinations have become the focus of assessment, which adversely affect learning. Effective assessment for learning promotes the active engagement of students. A web-based survey gathered information from a sample of postsecondary educators in Alberta. The questionnaire used the three criteria of learning-oriented assessment, tasks as learning tasks (authentic), self- and peer assessment, and feedback to determine learning potential. Findings illustrated that the implementation of only three of 15 authentic tasks occurred by over 30% of educators. Results also found that teachers have conflicting views relative to student use of feedback and the use of dialogue. These outcomes show that there is limited involvement of learners in assessment strategies, which can impact learning. It is recommended that teachers utilize professional development to understand how to optimize the active participation of students in various authentic assessment methods and feedback. Future research using a qualitative design should be conducted to obtain reasons why assessment problems exist. Keywords: assessment, learning-oriented assessment, feedback, authentic assessment, self-assessment, peer assessment, active learning Copyright statement: Authors retain the copyright to the manuscripts published in AABRI journals. Please see the AABRI Copyright Policy at http://www.aabri.com/copyright.html Assessment in higher education, Page 1 182875 – Journal of Instructional Pedagogies INTRODUCTION Educators and educational leaders have continually debated student assessment in higher education (Boud & Falchikov, 2007; Carless, 2015; Gilles, Detroz, & Blais, 2011).
    [Show full text]
  • Women in Transition
    eminist Collections Quarterly of Women's Studies Resources versity of Wisconsin System Memorial Library :Phyllis Holman Weisbard, Linda Shult : Miriam Greenwald sistance from: Ingrid Markhardt, Renee Beaudoin, Beth r, Christina Stross nsin individuals or nonprofit women's programs); $22.50 Feminkf CoIleCtiom, full text of Core Lids in Women's Studies on such topics as aging, feminist peda- gogy, fdm studies, health, lesbian studies, mass media, and women of color in the U.S., a listing of WinsinBibliographies in Women's Studies, including full text of a number of them, a catalog of films and videos in the UW System Women's Studies Audiovisual Collection, and links to other selected websites on women and gender as well as to search engines and general databases. Copyright 1996 Regents of the University of Wisconsin System Feminist Collections A Quarterly of Women's Studies Resources Volume 17, Nos.3-4, SpringISummer 1996 CONTENTS From the Editors Book Reviews Contesting Culture: Gender Interests and Strategies of Resistance by Sharon Tiffany "Get Used to the Noise. The Next Generation is Coming." by Amy Shepherd Exiles, Immigrants, and Refugees: Women Making Choices by Ivette Valdes Feminist Visions: Women in Transition: Perspectives from the Chippewa Valley by Sarah Harder Come On, Join the Conversation!:'Zines as a Medium for Feminist Dialogue and Community Building by Angela Richardson Computer Talk Compiled by Linda Shult Feminist Publishing Wisconsin Bibliographies in Women's Studies New Reference Works in Women's Studies Reviewed by Phyllis Holman Weisbard (with contributions by Margery Katz and Linda Krikos) Periodical Notes Compiled by Linda Shult Items of Note Compiled by Renee Beaudoin Books Recently Received Supplement: Index to Vo1.17 Contesting Culture: Gender Interests the wave of terror that swept the Guatemalan highlands during the and Strategies of Resistance 1970's and 1980's.
    [Show full text]