摘要:

AbstractJunior school teachers' own assessments of pupils with special educational needs were compared with the children's performance on standardised tests. On the basis of test score and teacher opinion a selection of children was chosen for observation using a schedule designed specifically for this purpose. There would appear to be a pattern of pupil behaviour in the classroom that teachers tend to regard as more typical of the slow‐learning child, though not exclusive to him. Where there is a divergence between teacher assessment and standardised test scores this discrepancy may possibly be accounted for in terms of the ‘slow‐learner behaviour pattern’ influencing teacher opinion. Teachers do appear to be aware of the behaviour problems of quiet, withdrawn children and seem to make a clear distinction between behaviour that is problematic to the child and behaviour that creates a discipline problem for the

ISSN:0141-1926    

DOI:10.1080/0141192820080201

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

AbstractTransfer from junior to secondary school is not necessarily accomplished painlessly by children. There has been a general failure to monitor the child's own perception of transition. Worries, as experienced by pupils themselves, may be uncovered by collecting accounts from children (N =173). Problems in analysing qualitative date are overcome by using a non‐metric multidimensional scaling analysis (the Guttman‐Lingoes Smallest Space Analysis). This procedure intercorrelates items (worries) and represents them as points in a spatial array. Three distinct regions are identifiable in the multidimensional space concerning worries about interpersonal and social relationships, school work and discipline. The structure of these three sources of worries is demonstrated by means of another Guttman procedure, partial order scalogram analysis (POSA). Worries are shown to be qualitatively and quantitatively different over time. Teachers' perception of worries are demonstrated to be different from those of the children. Findings are discussed in relation to pastoral c

ISSN:0141-1926    

DOI:10.1080/0141192820080202

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

AbstractThe authors' evaluation of their experience of in‐service education leads to a re‐consideration of educational theory, the impact of research on teachers, the interaction between educational institutions, the function of peer‐group learning, the expansion of school‐based in‐service education and the networking of curriculum development agencies. This experience provides an empirical and ideological basis for justifying school‐based curriculum research. It suggests that models of the teacher as researcher can generate theories of education that will impinge more strongly on teachers and teaching, providing they are genuinely ‘school‐based’. Action research, in the context of school‐centred, problem‐solving approaches to in‐service education, is presented as a productive way forward providing that different educational agencies recognise the value of applied research and development, appreciate the importance of small scale and co‐operative research and understand that research ouicomes may have more to do with sensitising individual teachers than s

ISSN:0141-1926    

DOI:10.1080/0141192820080203

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

AbstractThis paper reports research into the relationship between the apparent variety of standards applied to different GCE Ordindary level subjects and school‐children's avowed preferences for subjects. The ordering of subjects by grades awarded agrees closely with those derived in similar research in England and elsewhere and is shown to be comparatively stable across time. This ranking is also shown to agree closely with expressed preferences of subjects by 14‐year‐olds, and reasonably closely with those of 16‐ye

ISSN:0141-1926    

DOI:10.1080/0141192820080204

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

AbstractIn response to increased public interest in the question of the comparability of the various examining boards' grading standards in the same subjects, the boards have in recent years published numerous reports on their own inter‐board comparability studies.The results of these studies have, in general, been disappointing in terms of the tentativeness of their conclusions about relative standards. This paper discusses the problems involved in attempting to compare grading standards across different examining boards, suggests reasons for the inevitable inconclusiveness of recently conducted cross‐moderation exercises, and, finally, suggests a strategy which would increase the future effectiveness of the cross‐moderation approach to comparability.The strategy involves the application of generalizability theory to the cross‐moderation method, leading to a programme of carefully designed subject‐studies from which the relative effects of some of the known influences on grade variation can be quantified. The results of such studies would then be available for the informed planning of future routine cost‐effective cross‐moderat

ISSN:0141-1926    

DOI:10.1080/0141192820080205

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

AbstractMany English Examination Boards will make some use of the differentiated paper method of assessment in the new scheme of16+ examining, but it is not clear whether problems of comparability have been adequately solved. This article presents an analysis based on well‐defined assumptions incorporated into a measurement model and utilising regression. Marks on the paper not taken by a group are estimated from their joint marks on the common paper and the paper specific to their group. The marks are then weighted using the measurement model and combined to produce a rank order over both the groups. In an appendix, the weighting method used is related to the more usual method ofweighting adopted when combining score

ISSN:0141-1926    

DOI:10.1080/0141192820080206

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

AbstractCertain criticisms of the use of the Rasch model have been queried in a paper by Bryce. We argue that these criticisms not only remain valid, but are reinforced by recent research on latent trait models. In particular, Bryce fails to present a clear conceptual argument and adopts a very inefficient procedure for testing empirically the fit of the Rasch model.

ISSN:0141-1926    

DOI:10.1080/0141192820080207

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Book reviewed in this article:Survey of Educational Researchers in BritainAston Educational Enquiry Occasional Paper No. 4. P.A. Dooley, N.C. Graham&R.C. Whitfield, with L.C. Comber, P. Coxhead&P.M. GoodyearThe Impact of Research on Policy and Practice in EducationJohnNisbet&PatriciaBroadfootResearch and Development and School ChangeRobertGlaser(Ed.)The Dissemination of Educational Innovations in BritainDavidJ. WhiteheadSex Roles and the SchoolSaraDelamontAutistic Children: a Guide for Parents(2nd edn) LornaWingThe Assessment of Teaching Practice‐a StudyEricSaunders&ChristineSaundersDiagnostic Assessment in Secondary SchoolsH.B. Black&W.B. DockrellCurriculum ContextA.V. Kelly(Ed.)Fifteen Thousand Hours: a DiscussionBarbaraTizardet al.The Rutter Research, Perspectives 1E.C. Wragget al.Mathematics Teaching, Theory in PracticeT.H.F. BrissendenThe Politics of the School CurriculumDenisLawtonUnified Vocational Preparation: an evaluation of the pilot programmeMonikaJamiesonWray, ChristineMoor&SheelaghHillSome of Our ChildrenMauriceChazan, A.F. Laing, MichaelShackletonBailey&GlenysJonesA Chance for Every Child?SheilaM.ShinmanEducational Subnormality: a Study in Decision‐MakingSallyTomli

ISSN:0141-1926    

DOI:10.1080/0141192820080208

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY