TY  - UNPB
N2  - 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.
Y1  - 2011///
PB  - Institute of Education, University of London
A1  - Tynan, Bernadette
M1  - Doctoral
ID  - discovery10019969
N1  - Thesis: (PhD) University of London Institute of Education, 2011.
EP  - 201
AV  - public
UR  - http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538050
TI  - Toward culturally intelligent monitoring and assessment in study support :an historical and case study analysis
ER  -