摘要:

AbstractThis paper reviews the literature on the provision of in‐service education of teachers (INSET) in the area of education for multicultural society. It traces the changing emphasis from a concern with the amount and take‐up of INSET to a more qualitative analysis of the process and impact of INSET. The paper begins by updating an earlier contribution on the period immediately before and after the publication of the Swann Report. Developments in school‐focused work, especially those with an action research dimension, are noted. Specific reference is then made to racism awareness training and also the particular needs of ‘all white’ areas. Finally the training needs of teacher trainers and ethnic minority teachers are c

ISSN:0141-1926    

DOI:10.1080/0141192900160401

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

AbstractIn recent years a number of studies conducted in schools have claimed to provide evidence of the existence of racism amongst teachers, and practices within schools which significantly disadvantage many ethnic minority students. Unfortunately, there has been a tendency to accept such studies rather uncritically, without questioning the nature of the evidence they present to support their conclusions. In this paper I examine two such studies from a more critical point of view. I argue that both suffer from a number of serious weaknesses and that their claims should not have been accepted in the way that they have been.

ISSN:0141-1926    

DOI:10.1080/0141192900160402

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192900160403

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

AbstractWith demographic changes predicted in the student population during the next few years the effects of different teaching styles on mature students merit attention. In the present study three different styles of seminar presentation were used with mature management students. These each took the form of a written presentation which was the basis for the subsequent seminar. In the first presentation no ideas as to the solution of a problem were offered. In the second brief presentation, a small number of ideas were offered, and in the third comprehensive presentation, more ideas were offered. It was found that a presentation increased the number of communication units—participants were basically more active in their discussion than when no ideas were given. However, brief presentations which left scope for students to incorporate their own ideas competitively were found to encourage negative expressive behaviour more than either of the other two styles of presentation. It is suggested that seminar styles which encourage competitive contributions may (by arousing more negative expressive behaviour) not be a suitable means of beginning a seminar series because group processes may, in the long run, be adversely influence

ISSN:0141-1926    

DOI:10.1080/0141192900160404

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

AbstractAmong 574 Western Australian secondary teachers the level of psychological distress was found to be twice that expected in the general population. Eight school‐related factors were found to be statistically related to stress as measured by the General Health Questionnaire, with relationships being stronger for female than for male teachers. Factors correlated with psychological distress were: perceived lack of efficacy/achievement, inadequate access to facilities, lack of collegial support, excessive societal expectations, lack of influence/autonomy, student misbehaviour and lack of praise/recognition. Differences between male and female teachers in both the pattern and the strength of the relationships suggest that teachers' responses to their working environment are sex‐rela

ISSN:0141-1926    

DOI:10.1080/0141192900160405

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

AbstractIn light of an increased role for conceptual understanding of science in English primary schools, the research reported here investigated the views of force and gravity held by 20 primary teachers, using the ‘interview about instances’ technique. Results are reported in sections dealing with definitions of force; gravity and weight; views of friction; combinations of forces and the concept of a resultant force; reaction forces; force and motion; and finally, the teachers' use of scientific language. Nearly all of the teachers had views of these concepts that were not in accord with generally accepted scientific interpretations—most held views similar to those of children reported by other researchers. Some implications of the findings are disc

ISSN:0141-1926    

DOI:10.1080/0141192900160406

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

AbstractFields of cognitive development and science education have been linked over the past two decades. Within science education, developmental stages in scientific reasoning have informed the construction of curricula. Tests of science reasoning have informed us as to the match between pupil levels and curriculum expectations. Alternatively, collaborative and co‐operative groupings (in the field of cognitive development) have been shown to provide a necessary means to promote the transition from one stage to the next, and a dynamic underlying the development of scientific understanding. In applying the collaborative approach to education, this study questions whether the pupil's understanding of scientific concepts will be enhanced by the use of collaborative pairings and whether type of pairing affects performance (noting that the collaborative approach can easily be applied to other curriculum areas). Results found pupils working in pairs performed significantly better than their counterparts working individually and dyads improved upon initial performance no matter whether they are placed in equal and unequal matched pairings. Improvement by individual members within the pairings is explored. Educational implications may be drawn from this collaborative approach which will have application in curriculum plannin

ISSN:0141-1926    

DOI:10.1080/0141192900160407

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

AbstractThis article examines the possibility of motivating unemployed young people for training schemes whose instrumental pay‐off is—at least in the Netherlands—mostly small or very uncertain. Using data from three research projects, it is argued that it is very difficult to motivate youngsters to join training schemes because these schemes do not provide ‘normal’ work. Thus they do not allow young people to realise the life plan they have in mind. Precisely because these life plans are an integral part of a cultural habitus, they are self‐evident and for that reason difficult to change. The only way to make training schemes attractive is to make them offer the participants a training for a ‘real’ profession and, after that training, guarantee them work in

ISSN:0141-1926    

DOI:10.1080/0141192900160408

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

AbstractThis paper extends, to the end of junior school, associations between preschool reading skills and later reading attainment reported earlier. It also presents, from a second study, associations between letter naming and letter sounding at the end of reception, considered separately, and reading attainment one year later. The earlier findings on the correlations between letter identification and reading attainment at the end of infant school still hold at the end of junior school. The results from the second study give no support to the hypothesis that it is letter sounding rather than letter naming which predicts later reading attainment. Implications of the results for practice in the reception year are discussed briefly.

ISSN:0141-1926    

DOI:10.1080/0141192900160409

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Book reviewed in this article:Home Advantage: social class and parental intervention in elementary educationAnnetteLareauDisciplined InquiryR. T. EichelbergerCoping with CrisisI. McnayThe Reality of College ManagementI. McnayManaging the Primary SchoolTimHillChanging Problem Behavior in SchoolsA. Molnar&B. LindquistManaging Behaviour ProblemsD. MontgomeryIndustry, Children and the NationJ. AhierEducation and the Youth Labour MarketD. Raffe (ed.)Teacher Evaluation: educative alternativesA. Gitlin&J. Smyth

ISSN:0141-1926    

DOI:10.1080/0141192900160410

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY