摘要:

Most of the research literature on schools has focused on school management, organisation, the curriculum and teaching. There is comparatively little research on the experience of school from the point of view of children. Despite growing concern, and an increase in strategies to combat bullying, relatively little is known about the nature and underlying causes of the phenomenon. The overall concern of this research is to explore the correlation that has been found between bullying in school and the development of criminality. Lengthy, semi‐structured interviews were conducted with 25 young offenders aged between 16 and 21 in order to explore childhood memories and retrospective accounts of their whole experience of school. The findings were highly consistent, not in terms of factual and personal details, but in terms of tone, attitude and circumstance. From the point of view of young offenders bullying was part of the ethos of the schools. The problem is not a matter of clearly isolated incidents and individuals. It is pervasive in the social life of school, and therefore all children are affected by it in one form or other. Any understanding of the problem can only be achieved by moving away from the overwhelming concentration on typical ‘bullies’ and ‘victims’ as many have experienced both of th

ISSN:0141-1926    

DOI:10.1080/0141192950210501

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The paper explores the background and implementation of a project in which school students researched the factors which affect the decision to remain at school or leave at 16. The two major concerns of the project were equity and access to higher education. It was the result of a collaboration between researchers from the University of Birmingham, school teachers and school students. A critique is offered of the method of students as researchers focusing upon five main issues, organisation, time, equity, research style and clashing cultures.

ISSN:0141-1926    

DOI:10.1080/0141192950210502

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

This paper focuses on practices about which many tertiary teachers are publicly silent and privately stumped—the thorny issue of equity for non‐English speaking background (NESB) international students, as it is to be enacted in higher degree teaching and evaluation practices. While there is no end to the amount of rhetoric about equity and NESB students to be found in educational ‘quality’ documents, the ethical and logistical problems raised by this issue for tertiary teachers are many. We wade into this murky water by documenting a struggle that a team of ‘equity‐conscious’ lecturers has had to bring our concerns about the potential failure of one such student to the attention of the institution in which we seek to do ‘qu

ISSN:0141-1926    

DOI:10.1080/0141192950210503

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The World Studies 8‐13 Project was set up in 1980, to help young people to develop the knowledge and skills they need to live in an interdependent world. Collaborative group work is a major element of its pedagogy. In this research, children's interactions in these settings have been analysed in order to compare the effect of the presence/absence of the teacher upon their participation. In groups without the teacher, it was found that children used relevant concepts to initiate their ideas and were overwhelmingly ‘on task’. However, children often failed to apply listening and questioning skills and were unable to sustain continuity in discussion. They did not always justify their ideas with reasons and evidence. They found it difficult to cope with problems of group relations. In contrast, the presence of the teacher usually correlated with improved quality and continuity. The teacher's interventions stimulated the pupils to elaborate on their ideas with explanations and evidence and helped to control group relations. It follows that in the early stages with young children, the teacher's presence and support in modelling group work skills can be cr

ISSN:0141-1926    

DOI:10.1080/0141192950210504

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

What has often been missing in research on classroom computers is an appreciation for the challenge which microcomputers may present to the well‐established cultures and subcultures of schools, and in particular to subject subcultures. This paper reports on recent research which attempted to assess some of the reciprocal effects of classroom computing and the context and culture of schooling. The distinctive characteristics of three subject areas included in the study—art, social studies, and family and technological studies—are enumerated. The meanings of these subcultures for the participant teachers are explored through interview data, and through summaries of classroom interaction patterns. The impact of the introduction of microcomputers into these school cultures is then explored using some of the same data sources. Microcomputer use is shown to have a distinct effect upon teaching styles and classroom interaction patterns, but to be independent of the effects of subject cultures. This finding suggests that classroom computers have an observable effect on teaching styles, but also that they may fit in with some high school subjects more easily than others. Several lines for future inquiry into the interaction of subject cultures and educational technologies are o

ISSN:0141-1926    

DOI:10.1080/0141192950210505

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

This paper presents a new conceptualisation of adults' process of return to formal education, arising from an in‐depth qualitative study of 50 Scottish adult returners to various institutional settings. The new way of thinking developed because existing explanations proved ill‐equipped to reflect the complex and diverse data gathered in interview about adults' reasons for returning to education. The paper begins by describing the context of the study, the study itself and the questions it raises about participation issues. It goes on to consider three conceptualisations of participation that may be found in the literature, the main barriers to participation and the challenges presented to them by data from the research. The new conceptualisation is then introduced and discussed further with reference to relevant data. The paper closes with some issues prompted by this idea for institutions and policy‐makers in adult educ

ISSN:0141-1926    

DOI:10.1080/0141192950210506

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Book reviewed in this article:Good Schools, Effective SchoolsHaroldSilverQuality SchoolingDavidN. Aspin&JudithD. Chapmanwith VernonR. WilkinsonUnderstanding Mentoring: reflective strategies for school‐based teacher preparationPeterTomlinsonLearning, Teaching and Managing SchoolsPatriciaPotts, FelicityArmstrong&MaryMasterton(Eds)National and International ContextsPatriciaPotts, FelicityArmstrong&MaryMasterton(Eds)Professional Knowledge and Professional PracticeEricHoyle&PeterD. JohnJust Friends: schools and friendshipSueRoffey, TonyTarrant&KarenMajorsResearching Education Policy: ethical and methodological issuesDavidHalpin&BarryTroyna(Eds)Researching the Powerful in EducationGeoffreyWalford(Ed

ISSN:0141-1926    

DOI:10.1080/0141192950210507

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY