摘要:

AbstractResearch reports of the involvement of parents in hearing children read show equivocal results in terms of improvement in reading scores or progress through school books. Analysing the practices of both parents and teachers as reported in the literature this paper demonstrates that the phenomenon is not a simple, fixed treatment meriting assessment on limited dependent variables. It shows that in current evaluations there is insufficient analysis of the social and intentional nature of the practice, and of associated educational and theoretical rationales, to do justice to possible effects and to help interpret various findings.

ISSN:0141-1926    

DOI:10.1080/0141192870130301

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192870130302

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractData from the Scottish Young Peoples Surveys are used to examine attitudes to YTS among two successive year groups of young people in Scotland. Many of those who had joined YTS said they did so to get jobs or because they did not have jobs. Those who had refused schemes or left them early offered a variety of reasons, although many said they had had jobs or other preferred alternatives to go to. In answer to general questions, young people expressed mixed views of YTS. Many could see benefits with respect to training, interest or employment, but a majority felt it was a source of cheap labour and was just to keep unemployment figures down. YTS trainees were as likely as other young people to express these negative attitudes but their views were more favourable in other respects. Attitudes were also associated with gender, a middle‐class background and the local unemployment rate; they deteriorated slightly between the two year groups. The concluding discussion highlights the instrumentalism of most young people's orientations to YTS, identifies four strands in the folk mythology’ of YTS as exploitative, and attempts to explain why young people do not accept the government's ‘human capital’ justification of a YTS allowance well below current wag

ISSN:0141-1926    

DOI:10.1080/0141192870130303

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractAn exploratory study of teaching styles in 40 social studies classrooms was described. Observational data were cluster‐analysed and three teaching styles were described. It was found that inexperienced teachers favoured an informational teaching style. The implications of the study for the possible empirical testing of prescriptive, instructional theories were discussed, and it was suggested that sufficient variance of teaching style could be found in natural, intact classrooms to justify optimism about the feasibility of using these classrooms in such empirical test

ISSN:0141-1926    

DOI:10.1080/0141192870130304

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192870130305

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192870130306

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192870130307

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192870130308

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Book reviewed in this article:The Changing Government of EducationStewartRanson&JohnTomlinson(Eds), 1986 London, Allen&Unwin £9.95 (paperback) 236 pp. ISBN 0‐04‐352217‐3Teacher WritingColinPeacock, 1986 Beckenham, Croom Helm £9 95 (paperback) 145 pp. ISBN 0‐7099‐4028‐9Comprehensive Schools: past, present and futureAlanWeeks, 1986 London, Methuen, £6.95, 228 pp. ISBN 0‐416‐40700‐5Schools on Trial: the trials of democratic comprehensivesColinFletcher, MaxineCaron&WynWilliams, 1985 Milton Keynes, Open University Press £5.95, 162 pp. ISBN 0‐335‐15022‐5From Birth to FiveN. R. Butler&JeanGolding(Eds), 1986 Oxford, Pergamon Press £24.95 (hardback), £14.95 (paperback) 440 pp. ISBN 0‐09‐0333729, 0‐09‐0326927.Validity in Survey ResearchWilliamA. Belson, 1986 Aldershot, Gower £27.50 (hardback), 565 pp. ISBN 0‐56‐600510‐7Disaffection from SchoolK. Reid, 1986 London, Methuen £18:00 (hardback), £7.95 (paperback), 264 pp. ISBN 0‐423‐51540‐3, 0‐423‐51550‐0Policy Making in Education: the breakdown of consensusIanMcnay&JennyOzga(Eds), 1985 Oxford, Pergamon Press £6.95 (paperback), £20.00 (hardback), 342 pp. ISBN 0‐08‐03670‐6, 0‐08‐032671‐4Education, Training and Employment: towards a new vocationalismRogerDale(Ed.), 1985 £2.

ISSN:0141-1926    

DOI:10.1080/0141192870130309

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY