摘要:

The Graded Assessment in Mathematics (GAIM) project has sought legitimation, at least in part, by appealing to notions of child‐centred learning. At the same time, in order to gain acceptance, it has attached itself to a certification procedure, namely the General Certificate of Secondary Education (GCSE). This paper argues that the demands imposed by the needs of certification are irreconcilable with a requirement for child‐focused ‘diagnostic’ style assessment, and have led to serious internal contradictions. The paper also offers a critique of some of the research concerned with establishing hierarchies of mathematics l

ISSN:0141-1926    

DOI:10.1080/0141192890150201

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Noss, Goldstein&Hoyles raise questions relating to the validity of the Graded Assessment in Mathematics (GAIM) project, on psychological, educational and technical grounds. This paper argues, with reference to relevant research, that even those concerns expressed which are theoretically justifiable are not serious in practice and are thus unlikely to outweigh the positive benefits of the scheme. In particular there would seem to be no necessary contradiction between the use of levels as part of a definition of a descriptive framework for mathematical achievement and the results of existing research on developmental hierarchies of mathematics learning. The importance of linking summative and formative assessment is also urged.

ISSN:0141-1926    

DOI:10.1080/0141192890150202

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

This paper updates and extends an earlier analysis of young people's attitudes to the Youth Training Scheme (YTS) (Raffe&Smith, 1987). Among members of the second year group to be eligible for YTS, attitudes ‘improved’ slightly over a 12‐month period. They improved most among those who entered YTS for the first time during the period, but deteriorated among those who left YTS for unemployment. A comparison of the second and fourth year groups eligible for YTS, at comparable points in their careers, also shows a slight improvement, principally among YTS tra

ISSN:0141-1926    

DOI:10.1080/0141192890150203

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

A purposive sampling strategy was used to select 10 primary, 10 secondary and 10 special schools that were recommended for their work in developing curricula for children experiencing learning difficulty. The process of curriculum development in these schools was examined through interviews and curriculum documentation. A systematic method of qualitative data analysis was developed, based on a category framework which incorporated the teachers’ conceptualisations. A model of the process of curriculum development, built up from the consideration of the inter‐relationships of these categories, is presented and discus

ISSN:0141-1926    

DOI:10.1080/0141192890150204

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

The increased use of interviewing in social and educational research has been accompanied and influenced by wide acceptance of a constructivist view of persons in recent social science. The present paper notes major sources of this viewpoint and highlights, amongst its implications for research interviewing, a validity dilemma concerning the relative roles of interviewer and interviewee. Aspects of this issue are illustrated by reference to two contrasting approaches in the recent study of social values. The strategy of hierarchical focusing is proposed as a systematic approach to the resolution of the dilemma. This approach to the design, conduct and analysis of interviews is illustrated in some detail by reference to a recent research application.

ISSN:0141-1926    

DOI:10.1080/0141192890150205

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Active Tutorial Work (ATW) is one of a number of secondary school curriculum initiatives which encourages pupils to become more personally and independently involved in their own learning. This paper reports upon quantitative research, which examines the nature of the interaction between teachers and pupils within the ATW strategy. It concludes that, although there is a greater use of cooperative groupwork, the teacher still remains at the centre of the interaction, whenever present in the group. Comparison is made with a similar analysis of transcripts from the Humanities Curriculum Project (1970).

ISSN:0141-1926    

DOI:10.1080/0141192890150206

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

The reactions of schoolchildren between 9 and 17 years to the facial expressions and postures/gestures of teachers were compared. The children were tested with still pictures of prosocial and hostile nonverbal behaviours, similar except for their facial expressions. Smiling and frowning facial expressions had strong effects on children's reactions; the effects of posture and gesture were weaker, touch and explaining gestures being seen positively and controlling gestures negatively. Leaning forward, a posture indicating involvement, was seen positively, but its effects were weak.

ISSN:0141-1926    

DOI:10.1080/0141192890150207

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Following preliminary pilot studies, an observational study was carried out on the amount of time infant school children spend waiting for teacher attention during seatwork. This involved teachers and children in 20 infant classes. Each class was observed on four occasions and the number of children signalling and waiting for help was noted at the end of each successive minute. In addition, the length of time individual children spent waiting was sampled. The results showed that on average 2.66 children were waiting for assistance at any time and that this number increased as the lesson progressed. The average time spent waiting was 84 seconds. There were no appreciable differences between the numbers of boys and girls waiting. It appears, however, that children in classes whose teachers operate a queue system wait for shorter periods than in classes where hands‐up signalling is employe

ISSN:0141-1926    

DOI:10.1080/0141192890150208

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Book reviewed in this article:Deputy Headship; PeterLawleyYoung Readers Responding to Poems; MichaelBentonThe Social Construction of Lesbianism; CeliaKitzingerAchievement, Assessment and Reporting; BryanDockrellThe Changing Face of Educational Assessment; RogerMurphy&HarryTorranceSymbolising Society: stories, rites and structure in a Catholic High School; NancyLeskoTVEI and Secondary Education; DennisGleesonFeminism and Methodology; SandraHarding

ISSN:0141-1926    

DOI:10.1080/0141192890150209

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY