ISSN:0141-1926    

DOI:10.1080/0141192950210101

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractFor primary school children episodes of illness are almost inevitable and their occurrence is frequently unpredictable. To examine whether maternal employment is a factor which is associated with school sickness absence a study was carried out in Leeds of 139 families with children aged 6‐7 attending five study schools. Some 282 episodes of illness leading to school absence occurred over two school terms. Children of mothers working full‐time had less than half the time off school than children whose mothers were not in paid employment. A number of factors could explain these differences including the use of differing severity thresholds in the two groups and social class differences in the distribution of illness. Perceptions about school policies and school staff were both taken into account by mothers in the decision‐making process leading up to school absence and before the return to school. They also influenced the way the illness episode was ma

ISSN:0141-1926    

DOI:10.1080/0141192950210102

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper will describe the way mathematical knowledge is presented and how it is understood by teachers and children in reception classroom contexts. Particular reference will be made to an exemplar, data handling lesson provided by each of the four teachers involved. The main focus will be placed on gathering and coding data and the patterns of interaction which emerged. Teacher and pupil interactions were recorded in four reception classes across children's first year at school. The emerging structure was one of co‐ordinating segments and subsegments which provided the ‘warp’ of lessons. Segments usually consisted of small group tasks and each had its own goals and actions. Analysis of lesson segments and subsegments into components, which carried implications for teacher and pupil actions, allowed access to recurrent patterns of teacher moves, or the ‘weft’ of lessons. Components comprised: introduction, tutoring and guiding, helping in task execution, monitoring and assessing, reviewing or commenting on results or outcomes. Not all segments contained all elements and individual teachers had their own distinctive styles of working. The amount of time in which there was opportunity to engage in mathematical tasks varied as well as the number of children involved and the quality of experience provided. Teacher talk and support varied from the irrelevant and goal‐free beset by management problems, through modelling, ‘talk aloud’ strategies with coaching and monitoring, to the more formal exposition with structured initiation‐response‐evaluation sequences. Rich teacher knowledge appeared to be reflected in the context and structure of lessons, in explicit and well‐integrated instruction, varied representations with links or connections made to existing skills and understanding. Results based on so small a sample of lessons, however, can be only suggestive of what a more extensive study of classroom

ISSN:0141-1926    

DOI:10.1080/0141192950210103

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe purpose of this paper is to propose a methodology for the naturalistic investigation of classroom environments in primary schools. At its centre, this proposal is derived from a critique of the position of the classroom ecologist Walter Doyle. The paper has three distinct phases. The first strand is concerned with analysis of aspects of Doyle's work, especially in connection with his position on classroom ecology. This section will include an overview of his approach to naturalistic research, together with an outline of his view on the definitions of tasks and activities. Reference will also be made to the source of his work, ecological psychology. The second phase of the paper relates to Doyle's methodological position, including the use of classroom narratives as a research method together with an outline and critique of the role of dimensions of task ambiguity within naturalistic research. Finally the concept of dimensions of classroom activity ambiguity is proposed. This is used as a foundation for suggestions for empirical research methods for natural investigation.

ISSN:0141-1926    

DOI:10.1080/0141192950210104

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe aim of this study was to investigate the role of pupil age as a major cause of the birth date effect in scholastic performance. Sex differences in performance were also investigated. A sample of 4123 pupils in Grades III, IV and V was selected from 12 state primary schools in Malta. Since in this educational setting there is only one intake of pupils per scholastic year it ensured that all children within any given year group would have received the same length of formal schooling. Analyses based on a data set consisting of scores in Maltese, English and mathematics derived from the national end‐of‐year examinations showed a strong and consistent age effect in all three attainment measures at each of the three grade levels: the ‘oldest’ pupils performed better in Maltese, English and mathematics than the ‘youngest’ pupils. Results also showed that girls consistently outperformed boys in the three scho

ISSN:0141-1926    

DOI:10.1080/0141192950210105

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe National Curriculum for design and technology requires that the new subject be delivered in a cross‐curricular way, involving teachers from a number of previously‐existing subject areas. The negotiation by teachers of this new curriculum and its associated new subculture has taken place in a context in which struggles for power and control in the new departments form a significant factor. Associated with this struggle is the retreat by some teachers and departments into the subcultures of their originating subjects and thus further away from the integrated intentions of design and technology as developed in the Order and Non‐Statutory Guidance. The paper explores the concept of subcultural retreat as it applies in this situ

ISSN:0141-1926    

DOI:10.1080/0141192950210106

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractRecently, the author completed a paper which examined possible creative strategies in the overall activity of data analysis, some of which were suggested by readings in post‐structuralism (1994, British Educational Research Journal,20, pp. 175–185). The present paper focuses on the nature of support material in writing about and reporting qualitative research. The application of techniques of deconstruction to the use of such material are employed to see whether this might produce a useful discourse. To achieve this end, alternative or contradictory interpretations are elicited from the data used by researchers in Journal articles to illustrate their propositions. It is suggested that the examples researchers employ to illustrate the logic within their articles often undermine their basic propositions, owing to their ambiguous nature. The assumption underlying this paper is that by freeing ourselves from trying to achieve unitary and plausible accounts of social interactions, we may thus prevent certain underlying conservative forces from prejudicing the interpretations we made in our research writ

ISSN:0141-1926    

DOI:10.1080/0141192950210107

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe 1993 Education Act introduced a Common Funding Formula (CFF) for grant‐maintained schools. The Department for Education (DFE) proposes to use free school meals entitlement (FSME) as a proxy indicator to allocate money for non‐statemented special educational needs (NSSEN). This paper concentrates on the issue of NSSEN formula funding within the secondary sector. It examines the relative merits of using different proxy indicators and more direct measures of NSSEN. It also investigates the implications and impact on secondary school budgets of moving to a CFF which uses FSME as its NSSEN indicator, and contrasts that with a local education authority's (LEA) actual formula. FSME is shown to be sa poor predictor, at an individual pupil level, of later educational attainment. These proposed changes in funding arrangement will cause significant and arbitrary gains and losses in school budgets which are not related to the numbers of pupils with special educational needs as assessed by more direct measu

ISSN:0141-1926    

DOI:10.1080/0141192950210108

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Learning to Succeed. Report of the National Commission on Education, 1993BriefingsNationalCommissionon Education, 1993Challenging Lesbian and Gay Inequalities in EducationDebbieEpsteinExploring HypermediaPhilipBarkerClassroom Pedagogy and Primary PracticeDavidMcNamaraManaging Classroom BehaviourDavidFontanaDeveloping Teachers Professionally: reflections for initial and in‐service teachersDavidBridges&TrevorKer

ISSN:0141-1926    

DOI:10.1080/0141192950210109

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY