ISSN:0958-5176    

DOI:10.1080/0958517950060301

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThe issue of value added measures of school effectiveness is reviewed in relation to the British government's requirements for schools to publish raw examination results. In the light of this there is an important need to investigate factors outside the control of the school (such as pupils’ achievement on entry to the school and socio‐economic status) that may have an impact on pupil attainment (at the primary level as well as secondary level) and, where appropriate, to take account of these factors in the analysis of schools’ assessment and examination results. The study reports a series of multilevel analyses of the 1992 National Curriculum assessment results for 7‐year‐olds in one large county local education authority (LEA) employing a wide variety of pupil intake factors (such as gender, first language and low family income) and school/classroom context variables (such as class size, number of class teachers, percentage disadvantage). The methodology involves evaluating an interim procedure for measuring primary school effectiveness (in the absence of prior attainment data) that controls for different pupil and school background factors. The findings indicate that a substantial percentage of school level variation in pupil outcomes can be explained by the pupil intake factors and that the rank ordering of some schools can change dramatically between the raw results and the value added measures. Within individual primary schools there is also evidence of a lack of consistency in effects according to curriculum area (e.g. English and mathematics). The implications and limitations of the findings are discussed in relation to (i) the usefulness of KS1 assessments in measuring primary school effectiveness, (ii) the need to widen the scope of school measures to reflect more fully the complex nature of school effectiveness, and (iii) how the methodology may be employed to stimulate approaches to school self‐evaluation and school improvement.

ISSN:0958-5176    

DOI:10.1080/0958517950060302

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThis paper investigates the linkages between management processes and the curriculum using an academically effective secondary school as a case study. The aims of the study are twofold. First, in view of the acknowledged importance governments and others place on the quality of school leadership and management on the one hand and curriculum, teaching and learning reforms on the other, there is a need for empirical data as to how school leaders and managers work to secure improvements in curriculum, teaching and learning. This study purports to provide such data. The second aim acknowledges the need to develop conceptual frameworks and data collection instruments as aids to better understanding of complex relationships within school organizations.In order to achieve these aims, the investigation was structured around two guiding questions. The initial question centred on the roles and functions of school staff at each of three levels senior management, middle management and teacher ‐ in providing instructional leadership and curriculum management. The second guiding question concerned the ways in which school managers, particularly at the senior and middle management levels, influence and affect the processes and outcomes of teaching and learning. These questions lead to the postulate that a school experiencing high levels of academic effectiveness will be characterized by proactive school‐site management linking with, and supporting, teaching and learning. The objective was to clarify the perceptions, thoughts, understandings and behaviours of principals, middle managers and teachers by using a range of data collection methods which would yield thick descriptions of practice. One school was selected as a case‐study to allow for in‐depth analysis and the development of a research framework suitable for possible wider application in future.There are four main findings that can be drawn from the analysis. First, none of the senior managers is directly involved in curriculum management. Second, the principal and two deputy principals do play an indirect and important part in promoting academic performance by reinforcing school values in a wide variety of ways. Third, curriculum management is the responsibility of senior teachers and there is tight linkage between both senior teachers and teachers and high quality teaching and learning. Finally, the loose linkage between departments, and also between departments and senior management, provides little opportunity for a school‐wide approach to curriculum matters. It is evident that a whole‐school curriculum management perspective is absent in this school.

ISSN:0958-5176    

DOI:10.1080/0958517950060303

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThis paper draws from a multi‐site qualitative case‐study research project entitled From Policy to Practice funded by the University of Exeter. The research sought to identify the impact that the Key Stage 3 tests would have on the working practices of eight heads of English departments and their staff in mixed maintained comprehensive schools in different regions of England.The paper begins by presenting the way that the national assessment system has undergone change since its inception, highlighting that the function of assessment is to act as the most significant indicator of a school's performance through government policy that promotes and prioritizes the measurement of pupils’ achievements through each key stage.The English teachers’ responses to the revisions of the English National Curriculum Programmes of Study are described and the paper documents the thoughts and feelings of these teachers as they had to try to make sense of the changes in their classroom working practices. They are articulate in categorizing those aspects of their pedagogical practice that the assessment process has stifled and those that the assessment process has encouraged. The paper then offers an interpretative analysis of the impact that the externally imposed curriculum and assessment changes have had on the teachers’ sense of being professionals.

ISSN:0958-5176    

DOI:10.1080/0958517950060304

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThis research focuses upon a very particular instance of teacher‐pupil discourse in primary school classrooms,viz.one‐to‐one ‘child conferences’ between individual primary school pupils and their teachers, carried out as part of thePrimary Language Record(Barrset al.,1988). Child conferences were developed to enable teachers to discuss with individual pupils aspects of their background, experience, interests and learning in the language and literacy area. The rationale for the research relates to the significance of the child conference as a type of informal assessment, and as an example of a particular kind of spoken language in the classroom.This article reports on the first stage of the research, which comprised an analysis of one teacher's conferences with six of her Year 3 (7‐8‐year‐old) pupils. The purpose of this analysis was to develop a range of possible conceptual perspectives for analysing teacher‐pupil talk within the child conference, as a basis for a larger‐scale project involving a larger number of teachers and schools and a wider age range of children. The article sets out these analytical perspectives, illustrated with examples from transcripts of the six tape‐recorded conferences. The discussion evaluates the usefulness of ‘formative assessment’, ‘classroom discourse’, ‘teaching and learning’ and ‘speech and writing’ as perspectives for gaining a greater understanding of the talk within these examples of child conferences. Issues emerging from this analysis which will be examined in the larger study include: the extent to which the conferences inform future teaching; the ‘ground rules’ governing teacher‐pupil talk within the conferences; the function of the conference as a setting for teaching and learning; the negotiation of pupil identities within the conference; and the relationship between the spoken language within the conference and the written language of the resulting record.

ISSN:0958-5176    

DOI:10.1080/0958517950060305

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTDesign and technology is a relatively new subject in the National Curriculum for England and Wales. This paper presents a theoretical consideration of design and technology and argues that it has the potential to provide a classroom context which encourages critical thinking and analytical competence in pupils. This claim is based on the view that design and technology requires a type of classroom interaction that is different from that most commonly practised in our schools, both primary and secondary. Learning in design and technology depends upon collaboration between teacher and pupils, and between the pupils themselves, and as such is ideally suited to the development of collaborative learning, a method of learning which encourages decision making after a period of critical enquiry and experimentation. We further argue that the successful implementation of the design and technology curriculum hinges upon the development of classroom talk, because talk plays the central role in the development of critical thinking, reflection and evaluation, all important features of design and technology.

ISSN:0958-5176    

DOI:10.1080/0958517950060306

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThe ‘Environment and School Initiatives’ (ENSI) project is an OECD curriculum development project based on a ‘process model’. Eleven OECD countries, excluding the UK, participated in Phase 1 (1986‐8). The author carried out a comparative analysis of case‐studies of this phase, then sought to gain government support for the participation of UK schools in the second phase of ENSI. This article tells the story of his efforts and the responses they met with. The narrative describes and analyses the complex roles and positions taken by government departments, charitable foundations and multinational companies. The negative outcome for the future of the project in England and Wales indicated that the British government were more interested in the construction of politically symbolic acts which publicly signify concern for the environment than with the promotion of effective and educationally worthwhile pedagogies for environmental education.

ISSN:0958-5176    

DOI:10.1080/0958517950060307

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThis paper considers the current context and looks ahead to the opportunities that may now exist to develop education for citizenship. The place of citizenship in Key Stages 1 and 2 is discussed in the light of the National Commission's recommendations, the Dearing review of the curriculum and OFSTED's inspection framework. Questions about what is happening in schools are then raised. Answers to these questions were pursued through case‐studies of ten schools. An account of the findings under nine headings is presented and key issues summarized.

ISSN:0958-5176    

DOI:10.1080/0958517950060308

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517950060309

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY