ISSN:0141-1926    

DOI:10.1080/0141192830090101

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192830090102

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192830090103

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192830090104

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

AbstractCriticisms of the concept of educational priority indices and reasons for the continued use of a school‐based policy are outlined with reference to the educational priority indices employed by the ILEA over the last decade. During 1981 a major review of the methods and measures used to construct the ILEA indices was undertaken. Details of criticisms of the data and methodology used in the past are provided. A new method of constructing the indices to take into account the relationships between different measures and educational outcome at the individual level was devised. The results of analyses of these relationships and an outline of the new method of constructing indices are presented. Advantages of adopting a ‘risk index’ method of weighting the educational priority measures to take into account the cumulative effects of social factors are disc

ISSN:0141-1926    

DOI:10.1080/0141192830090105

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192830090106

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

AbstractThis paper describes the experiences of a sample of Scottish school leavers during their first year in the labour market in 1980 and 1981. The paper describes the absorption of summer term leavers into the labour market and their movements between employment, unemployment and the Youth Opportunities Programme (YOP). The summer months continued to be the main recruitment season for school leavers; after October few school leavers found employment without first going on YOP. Yet a majority of entrants to YOP did not find work at the end of their schemes, and YOP had become a major ingredient of a new pattern of instability in the youth labour market. School leavers' chances of employment varied with their school qualifications and with the area they lived in. The paper concludes with a discussion of the Youth Training Scheme, which comes into operation in September 1983.

ISSN:0141-1926    

DOI:10.1080/0141192830090107

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

AbstractStudies of teacher effectiveness based in British secondary schools can be divided into four main categories: studies based on teachers' opinions regarding effective teaching, studies based on the relationship between rated teaching ability and other variables, studies based on observations of teaching and studies based on pupils' opinions regarding effective teaching. As a result of considering studies falling within these four categories, it is concluded that future research could most usefully concentrate on using rating scales based on observations of lessons within a design which looked at a particular subject area and allowed for differences in pupil age and ability.

ISSN:0141-1926    

DOI:10.1080/0141192830090108

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192830090109

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

AbstractIt is assumed that knowledge of a teacher's ‘implicit model’ of how children learn is an invaluable aid to effective in‐service training, and that the process of developing such a model is, in itself, of value to the teacher. This study describes the framework within which the ‘implicit model’ of one particular teacher was articulated and made explicit. The framework draws on grid technique and the audio/video recording of lessons, and involves associated rules and theory for interpretation, relying especially on negotiated feedback and thematic analysis. It is concluded that the framework would allow for the development of a sophisticated understanding and articulation of any teacher's implicit model, whatever

ISSN:0141-1926    

DOI:10.1080/0141192830090110

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY