ISSN:0141-1926    

DOI:10.1080/0141192850110201

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Questionnaires were sent to 900 secondary school teachers throughout England and Wales; 373 (41%) were returned. Teachers agreed on many issues but opinion was divided on the abolition of the remaining grammar schools and the question of mixed‐ability teaching. Underlying dimensions of traditionalism, belief in equality of the sexes and feminism were identified in teachers' attitudes. Older teachers were more traditional than younger ones, and science and craft teachers were more traditional than arts teachers. Women were more emphatic about sex equality than men and London teachers were more feminist than others. Teachers in schools which had been involved in the Girls Into Science and Technology (GIST) project were slightly less traditional and more in favour of equality of the sexes than other teacher

ISSN:0141-1926    

DOI:10.1080/0141192850110202

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

This paper considers the usefulness of the information about schools now made statutorily available to parents and its implications for teacher‐parent communication. Drawing on recent research on accountability, it argues that parents are predominantly interested in different kinds of information from that now available and that parents' perception of teachers as experts inhibits them obtaining this information. It suggests that recent legislation has made it more difficult for parents to obtain the information they want by placing parent‐teacher relations in a combative framework and by encouraging teachers to retreat behind a smokescreen of professionalism. It also suggests that the information might be misleading to parents as it implies that a whole range of matters are within schools' cont

ISSN:0141-1926    

DOI:10.1080/0141192850110203

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

This study is concerned with the receptivity of teachers in Western Australia towards the recently implemented Certificate of Secondary Education System, a new method of certifying student achievement using teachers' assessments. A general model of teacher receptivity towards system‐wide educational change is developed, and forms the basis for an empirical investigation with a large and representative sample of teachers. Using correlation and regression techniques, the results show a clear pattern of relationships between the independent variables and teacher receptivit

ISSN:0141-1926    

DOI:10.1080/0141192850110204

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Enjoyment of physics lessons in the senior secondary school has been shown to be related to attainment in the GCE O‐ and A‐level physics examinations. Boys' attitudes are generally superior to those of the girls but, while the boys show the expected attitude deterioration over the sixth‐form course, the girls' attitudes remain stable and at the end of secondary schooling are no different to the boys'. Girls' enjoyment of physics in the fifth‐form is associated with a preference for learning‐by‐experiment, while in the sixth‐form the association is with a philosophical approach to course material. By means of covariate controls, enjoyment and attainment differences between the A‐level physics courses of five GCE Boar

ISSN:0141-1926    

DOI:10.1080/0141192850110205

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

This paper attempts to address three questions fundamental to research on teachers' thinking — what ways do teachers learn, why do they change (or fail to change), and what is the role of the researcher as intervenor in this process of teachers' thinking and behaviour? I will argue that if research is to make a significant contribution to teacher learning and change, researchers must move away from the notion of themselves as prime designers and interpreters of the motivations, thoughts and actions of others towards a more interdependent role in which collaboration, consultation, and negotiation are first principles. If they are to achieve success, they must be prepared not only to talk with teachers about practice, but to observe teachers in their behavioural settings. This is based on the assumption that, ‘in order to understand teaching, teachers' goals, judgements and decisions must be understood, especially in relation to teachers' behaviour and the classroom context…’ (Shavelson&Stern, 1981).While there is a good deal of recent and well‐documented research on various aspects of teachers' thinking—their pedagogical thoughts, judgements and decisions ‐there is as yet very little empirical evidence concerning the relationship between this thinking and classroom practic

ISSN:0141-1926    

DOI:10.1080/0141192850110206

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

This new methodology, in common with many others, arises as much out of the constraint of practicalities as from the nature of the research questions being considered. It is located within the classroom and attempts to examine the class consensus. Inevitably the method affects both the nature of the data collected and the thoeretical stance adopted for its explication. This paper describes both of these aspects as well as methods for analysing the discussion process and presenting the results. The subject also calls for a consideration, however brief, of the nature of teachers' reflection on their work, the social interactions that influence classroom discussion, and the different kinds of knowledge which may be elicited by either a solitary or a social method of exploration.

ISSN:0141-1926    

DOI:10.1080/0141192850110207

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192850110208

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192850110209

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Book reviewed in this article:Growing Up in Great BritianKenFogelman(Ed.), 1983 Basingstoke, MacMillan, for the National Children's Bureau £25.00,374 pp. ISBN 0 333 34394 8 hardbackLearning to be Prejudiced: growing up in multi‐ethnic BritainAlfredDavey, 1983 London, Edward Arnold £8.95,216 pp. ISBN 0 7131 6402 6 paperbackBehaviour Problems in SchoolsPeterMortimore, JeanDavies, AndreasVarlaam&AnnWestLondon, Croom Helm £7.95,156 pp. ISBN 0 7099 1770 8 paperbackQualitative Data Analysis for Educational Research: a guide to uses of systemic networksJoanBliss, MartinMonk&Jon ogborn, (1983) Beckenham, Croom Helm £14.95 ISBN 0 7099 0698 6, hardbackSupervision of Students for Research Degrees: with a special reference to educational studiesJimEggleston&SaraDelamont(Eds), 1983 Bera£2.50, 64 pp. ISBN 0 946671 01 X paperbackThe Crisis of the UniversityPeterScott, 1984 London, Croom Helm £16.95 hardback, £8.95 paperback, 278 pp. ISBN 0 7099 3303,0 7099 3310 XThe Politics and Ethics of EvaluationEdited by ClemAdelman(Ed.), 1983 Beckenham, Croom Helm £12.95,112 pp. ISBN 0 7099 0534 3 hardbackEducation in the Computer Age: issues of policy practice and reformS. Pogrow, 1983 London, Sage £22.00, 232 pp. ISBN 0 8039 1992 1Microtechnology in Special EducationA. Rostron&D. Sewell, 1984 Beckenham, Croom Helm £14.95, 310 pp. ISBN 0 7099 223444 5 hardbackThe Structure of School ImprovementB. R. Joyce, R. H. Hersh&M. Mckibbin, 1983 New York, Longman £12.95 ISBN 0 582 28092 3Understanding Student LearningNoelEntwistle&PaulRamsden1983 Beckenham, Croom Helm £14.95,248 pp. ISBN 0 7099 0921 7 hardbackStudies of College TeachingCarolynL. Ellner&CarolP. Barnes, 1983 Lexington, Mass., D. C. Heath £23.00, xv + 222 pp. ISBN 0 669 05656 1 hardbackThe Right Balance: provision for slow learners in secondary schoolsLouiseClunies‐Ross&ShirleyWimhurst1983 Windsor, NFER‐Nelson £4.95,180 pp. ISBN 0 7005 0555 5 paperbackMaladjusted SchoolingJohnF. Schostak, 1983 Falmer Press £13.95 (cloth) £7.50 (paper) 236 pp. ISBN 0 905273 87 7Handbook of Evaluation Research (University Edition)ElmerL. Struening&MarilynnB. Brewer(Eds), 1983 London, Sage £15.95,440 pp. ISBN 0

ISSN:0141-1926    

DOI:10.1080/0141192850110210

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY