摘要:

This paper reports findings from a survey of the perceptions of 686 secondary school teachers working in the north of England about aspects of their working lives. It looks at the teachers' involvement in their work and the factors to which it is related. General and specific measures of work attitude were derived from a questionnaire completed by teachers in 20 schools which were selected so that their teachers would proportionately represent the characteristics of teachers in all secondary schools in six large Local Education Authority areas. The 686 respondents comprised 60% of the target sample. A facet‐free measure of work centrality acted as the dependent variable for a series of multiple regressions which showed that (1) work centrality was, in general, ‘value driven’ so that the more a job dimension was valued as a source of job satisfaction, the greater was the teacher's involvement in work; (2) the greatest single net effect on work centrality was the perceived degree of workload support followed by involvement in the pastoral role, in professional development activities and in a pupil‐centred pedagogy, and (3) when seven demographic variables were added, these specific roles and activities appeared to be a function of seniority achieved relatively early in the teaching career. A cluster analysis of the data identified four stable, groups of teachers who differed in the shape and level of their profiles on 16 variables. A discussion of the findings elaborates the notion of the ‘spoiled’ career and focuses on the special position of the mature entrant in

ISSN:0141-1926    

DOI:10.1080/0141192900160201

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

This article provides a methodological assessment of some recent work on imbalances in classroom participation between girls and boys. It is premised on the belief that educational research, and particularly ethnographic work, is not subjected to the detailed public assessment that it deserves and needs. If there is to be any possibility of a cumulative development of ethnographic knowledge, such assessment is essential. Methodological assessment should enable us to identify weaknesses in our research strategies and to overcome them. This paper is offered in the spirit of encouraging such developments.1

ISSN:0141-1926    

DOI:10.1080/0141192900160202

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192900160203

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

A sample of beginning students (387) who had just entered Higher Education were asked why they had made their course choices, and what their views were of the situation where low numbers of females were entering computing and technological areas. Whilst males in general were more instrumental in their course choices than females, computing students of both sexes appeared attracted by extrinsic awards perceived to go along with computing, and tended to deny that they were especially suited to study in their area. Potential female students of computing appeared to be put off by the prospect of harassment in predominantly male groups, and by problems linked to images of unfemininity. Whilst it was generally thought that females had the ability to study computers, school teachers were widely criticised for putting schoolgirls off technological subjects.

ISSN:0141-1926    

DOI:10.1080/0141192900160204

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192900160205

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192900160206

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

This paper reports the perceptions of 543 pupils about the strategies used by their teachers which get the class to work well. The pupils were in four secondary schools and aged between 12 and 16. Twenty‐one categories of effective strategies were derived from pupil comments. However, no single category dominated the data. Examining what we have called ‘pupils’ constructs of effective strategies’ revealed that a wide range of strategies were perceived as effective. Not only was a variety of strategies seen as effective, pupils in each school identified over 75% of the staff as being best at getting the class to wo

ISSN:0141-1926    

DOI:10.1080/0141192900160207

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

In order to compare different types of readers' perceptions of both their own classroom teacher, and their ‘ideal’ classroom teacher, eight dyslexic, eight retarded and eight normal readers were asked to rank order nine teacher qualities, firstly as they pertained to their actual class teacher and secondly as they would pertain to an ‘ideal’ class teacher. The results can be briefly summarised thus: (i) ‘Within‐group’ comparisons of the results indicated that each group had a similar view of their actual class teacher and also of the sort of attributes that constitute an ‘ideal’ teacher, (ii) ‘Between group’ comparisons revealed that while normal and retarded readers perceived their actual class teacher similarly, the views of dyslexics did not accord with them. Notions of ‘ideal’ teacher qualities were similar between dyslexics and normals, with retarded readers showing no agreement. (iii) Lastly, comparisons of ‘ideal’ and actual teacher ratings within each group demonstrated significant concordance for the normal and retarded groups but not for the dyslexic group. The implications o

ISSN:0141-1926    

DOI:10.1080/0141192900160208

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Book reviewed in this article:Sixteen and Then What? A. McCORMACKRace and the Primary School; B. Carrington&G. ShortEducational and Cultural Diversity; E. HulmesInitial Teacher Training and the Role of the School; V. Furlong, P. Hirst, K. Pocklington,&S. MilesEquity in Education; W. SecadaFederal Aid to the Disadvantageed; D. Doyle&B. CooperKey Resources on Teaching, Learning, Curriculum and Faculty Development; R. J. Menges&B. C. MathisHigher Education in a Learning Society J. W. AppsLinking Auditing and Metaevaluation: enhancing validity in applied research. Applied Social Research Methods Series, Volume 11. ThomasA. Schwandt&EdwardS. HalpernGRIDS: Primary School Handbook; R. Abbott, S. Steadman&M. BirchenoughGRIDS: Secondary School Handbook R. Abbott, S. Steadman&M. Birchenough

ISSN:0141-1926    

DOI:10.1080/0141192900160209

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY