ISSN:0141-1926    

DOI:10.1080/0141192920180101

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

This paper focuses on the long‐term effects of the Danish primary school (folkeskole, age 7‐16) on its pupils. It is a summary of the concluding report from a research project comprising interviews with 141 former pupils of experimental schools and 103 former pupils of ordinary schools, chosen for comparison, about their experiences in the Danish primary school and the subsequent course of their li

ISSN:0141-1926    

DOI:10.1080/0141192920180102

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThis article reports on the structure and the methodology of a national overarching project funded by the Training Agency and the Further Education Unit. The project sought to investigate the impact and implications of competence‐led curricula in the further education sector in England and Wales. The article outlines how the project evolved through a two‐phase process, the research methodology adopted and the management approach applied. Finally, the paper outlines the alternative dissemination strategies that have been utilised in phase two of the project in an attempt to satisfy the needs of a range of audiences. In conclusion, the paper identifies that the ‘teacher‐as‐researcher’ approach, which has been advanced so successfully in schools, needs now to be applied more explicitly within the context of furthe

ISSN:0141-1926    

DOI:10.1080/0141192920180103

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

This study examined the hypothesis that children who use cognitive strategies in solving simple addition questions develop greater proficiency in addition than children who fail to employ such strategies. Forty non‐strategy users were provided with instructional experiences to facilitate the development of cognitive strategies. At post‐test 20 children demonstrated cognitive strategy use, while 20 did not utilise these strategies. Strategy users demonstrated greater retrieval at post‐test. However, no other indicators of greater proficiency in addition were det

ISSN:0141-1926    

DOI:10.1080/0141192920180104

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThis article aims to bring together understandings about how children learn and to apply them to their reading of information books, particularly those organised on a non‐narrative principle. First, the nature of the challenge non‐narrative writing poses is considered. There follows an attempt to draw, from what is known in theory about how children learn, some factors which may help teachers nurture this kind of reading. Features of the texts which link with children's ability to learn from them are also examined. An analysis of a case study, project work on ‘Squirrels’, suggests how factors which appear to be important in making progress in this kind of reading might be built into everyday practice. It is argued throughout that it is spoken language which can reinforce a sense of purpose and audience in the context of children's collaborative effort to make sense of ideas i

ISSN:0141-1926    

DOI:10.1080/0141192920180105

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractA group of first‐year psychology students and a group of 9 year‐old children of comparable intelligence completed self‐report inventories measuring computer anxiety (CA), mathematics anxiety (MA), trait anxiety (TA) and computer experience (CE). The contributions of age, sex, TA and CE to scores on CA and MA were investigated in multivariate and univariate analyses of covariance. The children were less anxious about computers than the students. The children had higher CE scores than the students, but this difference did not account for the students' higher levels of CA. MA was related to TA and, for students only, MA was higher for females. The results were interpreted as encouraging indications of the absence of a strong link between CA and MA, with the former showing signs of reduction as early experience with computers becomes the

ISSN:0141-1926    

DOI:10.1080/0141192920180106

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThe ability to formulate testable hypotheses' is now one of the assessment criteria for the recently established National Science Curriculum in England and Wales. This paper looks at this scientific process skill from two perspectives. Firstly, from a broad theoretical viewpoint, the nature and status of hypotheses in scientific reasoning are explored. Secondly, the responses of 11 year‐old schoolchildren to an instrument designed to assess this ability are discussed, with particular reference to the children's use of language. The final section of the paper draws out the most important implications for science education in this and other ‘process’ areas. The difficulties in judging, on the strength of written evidence alone, whether or not a child has demonstrated this skill are highlighted. In terms of pedagogy, the findings described in the paper strongly support the view that the formative aspects of assessment which can be fed back into teaching are most important, and that such evidence from teachers about the performance of individuals should exert a powerful moderating influence on the performance data generated by any external summative assessment s

ISSN:0141-1926    

DOI:10.1080/0141192920180107

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Book reviewed in this article:Fundamentals of Educational Research: G. ANDERSONTeacher Skills and Strategies: PETER WOODSThe Happiest Days?: PETER WOODSSeries: Science Processes and Concept Exploration: the ‘space’ research reportsSound: D. WATT&T. RUSSELLGrowth: T. RUSSELL&D. WATTEvaporation and Condensation: T. RUSSELL&D. WATTLight: J. OSBORNE, P. BLACK, M. SMITH&J. MEADOWSMaterials: T. RUSSELL, K. LONGDEN&L. MCGUIGANElectricity: J. OSBORNE, P. BLACK, M. SMITH&J. MEADOWSUneasy Transitions: J. CORBETT (Ed.)Teaching in Further Education: L. CURZONEducation Limited: schooling and training and the New RightClassroom Ethnography: MARTYN HAMMERSLEYQualitative Research: analysis types and software tools: RENATA TESCHHearts and Minds: self‐esteem and the schooling of girls: J. KENWAY&S. WILLIS

ISSN:0141-1926    

DOI:10.1080/0141192920180108

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY