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Title: Toward culturally intelligent monitoring and assessment in study support : an historical and case study analysis
Author: Tynan, Bernadette
ISNI:       0000 0004 2706 2594
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2011
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Study Support centres, serving minority ethnic children, operate within the framework of two state education policy objectives: to raise academic attainment and foster mutual understanding and respect amongst children from different cultural backgrounds. The academic outcomes of this provision are formally monitored and assessed. However, a model of assessment has failed to emerge to monitor specifically, the intercultural outcomes. In addressing this gap, it is not a new observation that policy objectives, and how they are assessed, do not emerge from within an ideological vacuum. Post World War II, and contiguous with the rise of community-based Study Support for minority ethnic children, ideologies from market economics and Classical Management theory have been imported into state education policy and thinking. Monitoring and assessment approaches in market economics and Classical Management are rooted in input/output ratios that focus upon tangible outcomes in production. Transposed into education, this formula highlights outcomes that are readily tangible, for example, academic attainment. However, when transposed into the context of monitoring intercultural outcomes, this formula is challenged. Assessing intercultural outcomes involves thinking about concepts which may or may not be readily tangible: cultural diversity, identity and ethnicity. Neither Classical Management theory nor market economics has a history of thinking in these areas. It is helpful therefore to move toward constructing a model of assessment that is purpose built for Study Support serving minority ethnic students and which engages with these challenges. Namely, a model which aims to be culturally intelligent: it does not replicate, but seeks to learn from the gaps in thinking about cultural diversity, identity, ethnicity, and intercultural outcomes, left by Classical Management and market economic approaches to assessment in education. And to identify and map out via precise examples, how far and in what ways, intercultural outcomes manifest themselves and can be monitored in practice in Study Support.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available