摘要:

Educational researchers have not been involved in the establishment of the National Curriculum and their views have not been attended to by policy makers. It is argued that this is understandable because, unfortunately, researchers have failed to address the subject matter, i.e. content, of lessons as a substantial theme for research. Recent developments in American educational research are referred to so as to demonstrate the ways in which the subject matter of lessons is being investigated by researchers and future possibilities are illustrated by reference to the National Curriculum consultation document for mathematics.

ISSN:0141-1926    

DOI:10.1080/0141192900160301

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192900160302

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Action research enjoys an established position in educational thinking and practice. Feminist theory and praxis has inspired and guided anti‐sexist educational policy and practice. However, ‘anti‐sexist’ and ‘mainstream’ action research in education draw on divergent methodological and political discourses. This is revealed in the sense of distance/difference the two traditions can experience when they encounter each other in the educational community. We might alternatively approach the issues raised in such encounters by considering the contradictory elements built into action research itself. These oppositions mirror the dualism of our accustomed ways of thinking. Some characteristic shortcomings of action research projects result from avoiding rather than confronting these contradictory elements. The problems they entail may be ultimately irresolvable, but they cannot be circumvented if action research is not to become increasingly vulnerable to political

ISSN:0141-1926    

DOI:10.1080/0141192900160303

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Parents of 40 three to four year‐olds attending nursery classes in schools in one English local education authority and their children's teachers were interviewed about the teaching of reading and writing. Parents were interviewed at home, and teachers were interviewed in school, about the children's literacy experiences in both settings. A very high level of parental interest in literacy was found, centred on books and print‐related activities. Teachers, however, placed more emphasis on developing what they saw as pre‐reading and pre‐writing skills. Teachers felt that parental involvement in preschool literacy could lead to children being put under too much pressure and being taught by the wrong methods. Parents saw their involvement as productive, would have welcomed help from teachers, and were unsure about the place of literacy in the nursery cur

ISSN:0141-1926    

DOI:10.1080/0141192900160304

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192900160305

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

The physical science paradigm, particularly the use of mathematical models and the formulation of general principles, is defended as a method of enquiry in education. Examples of algebraic and topological models are described, and a particular model relating learning to the pace of instruction is discussed in some detail. Two broad generalisations—the Quantitative and Qualitative Principles of Teaching (‘more teaching leads to more learning’ and ‘learning is largely unaffected by differences in teaching style’)—are als

ISSN:0141-1926    

DOI:10.1080/0141192900160306

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

The investigation is intended to determine whether non‐verbal effects such as appearance and body language can result in a difference in the scores given to students' oral answers to oral questions. A sample of 14‐15‐year‐old students answered a set of typical science questions orally and was assessed by two pairs of experienced teachers. One pair put the questions and assessed the students in a face‐to‐face situation. The other assessed the same answers out‐of‐sight using a radio link. A comparison of the scores from these two different conditions of assessment indicated that the scores were enhanced as a result of non

ISSN:0141-1926    

DOI:10.1080/0141192900160307

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Book reviewed in this article:Providing for Adults; C. Macdonald, K. Lowden&P. MunnPositive Teaching in the Secondary School; K. Wheldall&F. MerrettThe Stragglers; TonyMartinGoverning the Young; B. FlnkelcthnEducation in Transition: what role for research?; S. Brown&R. WakeThe Ethics of Educational Research; R. BurgessCurriculum Planning and the Primary School; KeithMorrison&KenRidleyRelationships in the Primary School Classroom; PeterJ. Kutnick

ISSN:0141-1926    

DOI:10.1080/0141192900160308

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY