Formazione & insegnamento
ISSN: 2279-7505 | Published: 2022-12-30
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Title: The Troubled History of Grades and Grading: A Historical Comparison of Germany and the United States
Abstract: This article takes a closer look at the coming-into-being of grades and grading as these two can be considered a part of Tyack and Tobin's "grammar of schooling". As such, the history of these powerful tools will be explored in two cultural spheres, Germany and the USA. Even though the worked-on entity is pluralistic and messy in nature, this article will show that the educational planners' motivations have been similar in both cases and—regarding the hexamerous grading scheme—that a connection between Germany and the USA exists. In a second step, these findings will be theorized from a neo-institutionalist's perspective. The article ends with a reflection on every-day teaching practice regarding grades and grading.
Keywords: grades; grammar of schooling; history of education; neo-institutionalism; systemic goals
Title: La storia problematica dei voti e della valutazione: Una comparazione storica tra Germania e Stati Uniti
Abstract: Questo articolo esamina la nascita dei voti e della pratica valutativa, entrambe ritenute da Tyack e Tobin alla base della "grammatica della scuola". Per questa ragione, si conduce un'indagine sull'uso di questi due potenti strumenti in due sfere culturali: quella tedesca e quella statunitense. Sebbene l'oggetto di studio abbia un carattere essenzialmente plurale e multisfaccettato, questo contributo dimostra che le motivazioni di chi si è occupato di pianificazione scolastica furono simili in entrambi i casi e che, per quel che concerne il sistema esamerico di attribuzione del voto, sussiste un legame tra Germania e Stati Uniti. Successivamente, tali risultati sono sussunti in una prospettiva neo-istituzionalista. L'articolo conclude con una riflessione sulla pratica quotidiana dell'attribuzione di voti in ambito didattico.
Keywords: docimologia; grammatica della scuola; neo-istituzionalismo; storia dell'educazione; traguardi sistemici
Title: L'histoire troublée des notes et de la notation: une comparaison historique de l'Allemagne et des États-Unis
Abstract: Cet article examine de plus près la prochaine introduction des notes et de la notation, car ces deux peuvent être considérés comme faisant partie de la «Grammaire de scolarité» de Tyack et Tobin.En tant que tel, l'histoire de ces outils puissants sera exploré dans deux sphères culturelles, en Allemagne et aux États-Unis.Même si l'entité travaillée est de nature pluraliste et désordonnée, cet article montrera que les motivations des planificateurs éducatives ont été similaires dans les deux cas et - considérant le programme de classement hexamant - qui existe un lien entre l'Allemagne et les États-Unis.Dans une deuxième étape, ces résultats seront théorisés du point de vue d'un néo-institutionnaliste.L'article se termine par une réflexion sur les pratiques pédagogiques de tous les jours concernant les notes et le classement. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: notes;grammaire de scolarité;histoire de l'éducation;néo-institutionnalisme;objectifs systémiques
Title: La problemática historia de las calificaciones y la calificación: una comparación histórica de Alemania y Estados Unidos
Abstract: Este artículo analiza más de cerca la llegada de las calificaciones y la calificación, ya que estos dos pueden considerarse parte de la "Gramática de la Escuela" de Tyack y Tobin.Como tal, la historia de estas poderosas herramientas se explorará en dos esferas culturales, Alemania y los Estados Unidos.A pesar de que la entidad trabajada es pluralista y desordenada de naturaleza, este artículo mostrará que las motivaciones de los planificadores educativos han sido similares en ambos casos y, cuestionando el esquema de calificación hexameroso, que existe una conexión entre Alemania y los Estados Unidos.En un segundo paso, estos hallazgos se teorizarán desde la perspectiva de un neoinstitucionalista.El artículo termina con una reflexión sobre la práctica docente de todos los días con respecto a las calificaciones y la calificación. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: grados;Gramática de la escolarización;Historia de la educación;neoinstitucionalismo;objetivos sistémicos
Title: A história conturbada das notas e da classificação: uma comparação histórica da Alemanha e dos Estados Unidos
Abstract: Este artigo analisa mais de perto o que se aproxima das notas e a classificação, pois esses dois podem ser considerados parte da "Gramática da Escola" de Tyack e Tobin.Como tal, a história dessas ferramentas poderosas será explorada em duas esferas culturais, Alemanha e EUA.Embora a entidade trabalhada seja pluralista e bagunçada por natureza, este artigo mostrará que as motivações dos planejadores educacionais têm sido semelhantes em ambos os casos e-aproveitando o esquema de classificação hexamoa-que existe uma conexão entre a Alemanha e os EUA.Em uma segunda etapa, essas descobertas serão teorizadas da perspectiva de um neo-institucionalista.O artigo termina com uma reflexão sobre a prática de ensino todos os dias sobre notas e classificação. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: notas;gramática da escolaridade;história da educação;neo-institucionalismo;objetivos sistêmicos
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