ISSN:0141-1926    

DOI:10.1080/0141192910170401

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractPolicy discussions about the future of initial teacher training tend to focus on organisational scenarios. This paper in contrast attempts to outline a curriculum theory for initial teacher education. In its light the author argues for a partnership between higher education and schools, and critiques the trend towards locating initial training entirely in the school system.

ISSN:0141-1926    

DOI:10.1080/0141192910170402

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractThe recruitment crises which have buffeted the world of teacher education over the last few years have provided an opportunity for central policy‐makers to launch alternative structures and consider different patterns of responsibility. Within such a climate it is important that policy‐makers and others understand the distinctive contribution that higher education and schools make to both pre‐service and in‐service teacher education. The paper briefly reviews the situation and argues that teacher educators in universities and colleges do, and should, offer student teachers something different from what teachers alone can offer: a perspective that shapes consciousness in schools and classrooms and provides students with a variety of frameworks for making sense of what is happening. The development of a capacity for critical reflection should be supported by the development of competent and confident practice: these are complementary concerns which, in the present climate, are set in tension in a way that threatens the quality of experience that student teachers should expect in their period of preparation for a career in t

ISSN:0141-1926    

DOI:10.1080/0141192910170403

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractThis paper describes a study which examined recent research on classroom management and translated the research findings into a skills‐based programme on the theme of Effective Classroom Management. The programme was evaluated both formatively and summatively when piloted in both a rural and an urban setting during an in‐service course organised for primary teachers. The evaluation results show that research‐based concepts and principles lent themselves to translation in a way that was both meaningful and of practical value to teachers. Programme goals of developing a richer conceptualisation of what classroom management entailed and of extending management skills were largely achieved. The study indicates the importance of a conceptual and skills‐based approach to classroom management. It also suggests that the theme carries with it the potential to contribute to teachers' sense of professi

ISSN:0141-1926    

DOI:10.1080/0141192910170404

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractWhile numerous studies have shown that prior knowledge and topic familiarity affect comprehension and usability of a text, few researchers account for readers' topic familiarity in studies that investigate other reading comprehension variables. This research note briefly reviews the literature on the effect of prior knowledge and text familiarity on document comprehension and usability and discusses current methods for assessing subjects' topic familiarity. An empirically based method for effectively assessing subjects' topic familiarity is presented.

ISSN:0141-1926    

DOI:10.1080/0141192910170405

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractResearch into the thorny issue of the educational ‘over/underachieve‐ment’ of white and ethnic minority pupils has assumed greater sophistication and insight in the last few years. However, attention continues to focus on educational outcomes or who gets what. As a corollary, analysis of who goes where in the allocation of pupils to high/low status credentialling courses and who, therefore, takes what, is almost routinely ignored. In this article I explore the allocative and selective procedures of a multiracial comprehensive school in England and argue that such considerations should be fully integrated into future studies on this

ISSN:0141-1926    

DOI:10.1080/0141192910170406

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractAlthough the word underachievement is frequently encountered in educational writing, it is not a well‐defined concept. This paper presents alternative operationalisations of underachievement, one based on a discrepancy between attainment and IQ and generally used by psychologists, the other based on relative position and used more by sociologists. Particular attention is paid to technical aspects of the psychologists' definition, and it is shown that an apparently straightforward approach based on a regression model has many drawbacks. The paper ends by suggesting that educational researchers consider dropping underachievement from their vocabular

ISSN:0141-1926    

DOI:10.1080/0141192910170407

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractAn introductory account is given of developments in multilevel modelling of educational and other social data. The technique is introduced with some simple examples and its importance is explained. Examples of applications in a number of areas are given, including repeated measures designs, school effectiveness studies, area‐based studies and political opinion sample surveys. Almost all data collected in the social sciences have some form of inherent hierarchical structure, and this structure should be reflected in the statistical models that are used to analyse them. It is suggested that multilevel techniques and associated software packages have reached the stage when they can and should be applied routinely in the analysis of social data, and that failure to do so can result in potentially serious misinterpretation

ISSN:0141-1926    

DOI:10.1080/0141192910170408

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Book reviewed in this article:Education Reform in JapanL. J. SchoppaBritain's Educational Reform: a comparison with JapanM. HowarthAdult EducationM. StephensAdult Education, Community Development and Older PeopleC. PilleyWindows into Science ClassroomsK. Tobin, J. ButlerKahle&B. Fraser(Eds)Doing Educational Research in Developing CountriesG. Vulliamy, K. Lewin&D. StephensManaging Higher EducationDavidE. BlandThe Management of Special Needs in the Ordinary SchoolN. Jones&T. Southgate(Eds)Children Learning at HomeJ. Webb

ISSN:0141-1926    

DOI:10.1080/0141192910170409

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY