摘要:

AbstractIn recent years we have witnessed unprecedented rapid and substantial curriculum change in state schools. This paper provides a case‐study of how this is being mediated through a secondary school. A student perspective is presented. The focus is on how central government policy initiatives and internal institutional curriculum restructuring have served to disrupt, albeit unintendedly, the conditions for students' learning. They point to the general impact of the current changes and how they are differentially structured, experienced and responded to by different social groups. What emerges is the limitation of quantitative‐based curriculum innovation. It fails to acknowledge the cultural specificity of pedagogic social relations that are essentially experienced as a human social activ

ISSN:0141-1926    

DOI:10.1080/0141192920180301

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractIn this paper I examine one specific stage of my career development, the period from 1977 to 1982, when I was teaching in a special care unit for young people with profound learning difficulties. Reflecting on what I learnt in this context, I discuss what constitutes ‘significant’ teaching and learning. In describing my own experience in a caring role, I evaluate what I gained from this as a teacher and researcher in higher education. As a female carer playing a role predominantly taken by women, I examine my own feelings in moving from a low‐status into a high‐status area of ed

ISSN:0141-1926    

DOI:10.1080/0141192920180302

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

The paper describes the evolution of a multilateral evaluation strategy within the PRAISE project. The account describes how the approach started with an initial commitment to ‘meta‐evaluation’ as a means of cross‐validating emerging data and its interpretation, but gradually evolved into a more explicit partnership where the overall research design now depends on the integration of both levels of evaluation. Having presented the case study, the paper uses it to help identify key issues in multilateral evaluation. These include: the need for a common set of ethical guidelines and the closely related issue of working practices and access to data; the issue of integrating the different purposes and audiences of different levels of evaluation; the role of funding agencies and, particularly, central government, in initiating such multilateral programmes. More generally the paper explores vertical versus horizontal models of collaboration and their implications for different episte‐mologies of educational research and evaluation. It concludes with an appraisal of the overall strengths and weaknesses of multilateral evaluation which may be identified at this relatively early stage of its de

ISSN:0141-1926    

DOI:10.1080/0141192920180303

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractRecent analyses of public examination results, particularly in the GCSE, have demonstrated significant gender differences in both entry patterns and outcomes. This generally involves better results for girls in subjects other than mathematics and some sciences. The article discusses whether examination boards should work for equal outcomes given that the assessment techniques used in examinations may differentially affect girls' and boys' performances, as evidenced by objective tests and coursework. We argue that the type of assessment is only one factor and that the different experiences and expectations of both pupils and teachers also play significant parts. Equal outcomes should not therefore be contrived simply by manipulation of assessment techniques. What may be required is more sensitivity to gender related differences in approach and experiences. How much the recent changes to national curriculum assessment will take account of these factors will need further monitoring.

ISSN:0141-1926    

DOI:10.1080/0141192920180304

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThe National Curriculum development programme has been a major area for research and development funding over the last 3 years. This paper argues that much of the money has been wasted and little has been learnt from the exercise. The paper outlines an agenda for research around the National Curriculum and its assessment focusing on the areas of criterion‐referenced assessment, performance assessment, organisation and pedagogy, learning hierarchies, the use of results and equal opportunities. It urges researchers to reverse the neglect of fundamental researc

ISSN:0141-1926    

DOI:10.1080/0141192920180305

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Current demands to increase the number of student places without a commensurate increase in resources have forced academics to seek ways of becoming more ‘efficient’. Increasingly, tutorless seminar groups are seen as a way of doing this. Group size has been shown, in other contexts, to affect individual participation. One hundred and nine male mature students in small seminar group sizes of 3 were compared to those in larger groups of approximately 6. Observational measures of behaviour were made and all students completed a questionnaire. It was found that large groups were more negative, felt less satisfied and were less involved and that they had less influence on the discussion than the small groups. It is suggested that the results imply being a member of a larger seminar group is a less satisfactory experience for a student than being a member of a small gr

ISSN:0141-1926    

DOI:10.1080/0141192920180306

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractTeachers' long‐term perceptions of the impact of two inservice degree courses were surveyed by distributing a questionnaire to those who had graduated between 2 and 11 years previously. The majority of responses indicated that the degree courses had been perceived to have had a significant effect on the thinking, confidence and promotion prospects of the teachers who had participated in them. The value of degree courses of a theoretical rather than an instrumental nature is discussed in the light of restricted funding for INSET. It is concluded that these types of inservice degree may not produce immediately quantifiable effects on the classroom practice of the teachers involved but that their long‐term consequences for the confidence and professionalism of teachers make them a worthwhile investment for the education serv

ISSN:0141-1926    

DOI:10.1080/0141192920180307

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractIn recent years there has been widespread advocacy for a greater variety of learning activities to be used in the teaching of mathematics in secondary schools, and in particular calls for greater use of active learning. In essence, active learning may be described as the use of learning activities where pupils are given a marked degree of ownership and control over the learning activities used, where the learning experience is open‐ended rather than tightly pre‐determined, and where the pupil is able to actively participate in and shape the learning experience. The term ‘active learning’ has commonly been applied to a diverse range of learning activities, such as practical work, computer‐assisted learning, role play exercises, work experience, individualised work schemes, small group discussion, collaborative problem‐solving and extended project work. In the first phase of the study, seven categories of learning activities used in mathematics lessons were identified. One activity was considered to describe traditional teaching, and the other six activities to describe types of active learning. In the second phase of the study, heads of mathematics departments completed a questionnaire in which they estimated the frequency of occurrence of these seven activities. The findings indicate that active learning is fairly commonplace now, but in most schools, only for a minority of lessons. In addition, the replies indicate a marked shift towards greater use of active learning in recent years, particularly in the use of investigational tasks, small group discussion, computer‐assisted learning and extended

ISSN:0141-1926    

DOI:10.1080/0141192920180308

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Book reviewed in this article:Changing the Future: redprint for educationSocialisation of School Children and Their Education for Democratic Values and Human Rights: HUGH STARKEY (Ed.)The Children's Music Book: performing musicians in schools: SAVILLE KUSHNERDiscipline in Schools: K. WHELDALL (Ed.)Contradiction and Conflict: the 1988 Education Act in action: DAVID COULBY&LESLIE BASHEscape from Disadvantage: DORIA PILLINGThe Assessment and Performance of Competence: L. WALKLIN

ISSN:0141-1926    

DOI:10.1080/0141192920180309

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY