ISSN:0141-1926    

DOI:10.1080/0141192910170101

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192910170102

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractThis paper focuses on the need for educational researchers to recognise the dialectic between theory and method. A methodology described as quasi‐historical and based on a theory of social action is discussed in the first section. The second section proposes a means whereby the meaning of actions can be understood. A schema for the interpretation of text evidence is then outlined. This schema or methodology draws upon the theoretical work of Giddens, Thompson and Habermas and the interpretation theory of Ricoeur. The proposed schema avoids a theory‐method dichotomy and offers researchers a form of disciplined enqu

ISSN:0141-1926    

DOI:10.1080/0141192910170103

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractThe school experiences of black children in Britain are well documented. Concern has recently been shown by the Department of Education and Science and the Commission for Racial Equality about the supply and recruitment of black teachers in our education system. This paper provides an account of black students' perceptions of racism in initial teacher education and reflects on the implications to teacher educators and their institutions. My research suggests that factors as diverse as accommodation, courses and school placements influence the perceptions of students. In conclusion I argue that black students' experiences need to be as positive as those of their white peers and that the institutions and departments within which they are educated have a direct responsibility to set up adequate procedures to deal with racism at all levels.

ISSN:0141-1926    

DOI:10.1080/0141192910170104

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractThe use of classroom discussion healthily remains on the agenda of concerns of teachers and of educational researchers. What is not often considered is the relationship between the kind of dialogue which researchers engage in with teachers, and the kind of dialogue teachers engage in with their pupils. This paper explores the relationships between different kinds of research and their implications for the practice of discussion. In this exploration the nature of discussion itself is examined; a Gadamarian account of it is provided; and the way in which this can contribute to the improvement of discursive practice is illustrated.

ISSN:0141-1926    

DOI:10.1080/0141192910170105

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192910170106

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractThis paper analyses the effects of gender and attendance period on children's adjustment to nursery classes as measured by the teachers using the Child at School Schedule. The sample consisted of 778 children in 16 nursery classes attached to primary schools in one Local Education Authority. The results of a two‐way analysis of variance showed that boys were perceived to be less well‐adjusted to school than girls (at F 1% level) and the afternoon attenders less well‐adjusted to school than the morning attenders (at F 1% level). The results are discussed in the light of other studies which indicate that boys settle with greater difficulty into school than girls and the effect that parental choice of session has on the composition of the two groups. Strategies to help the less well‐adjusted children to settle into school are discussed in terms of closer home/school liaison to help promote co‐operation between home and school for the benefit of

ISSN:0141-1926    

DOI:10.1080/0141192910170107

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Book reviewed in this article:The Quality of Assessments: H. BLACK et al.Free Children and Democratic Schools: ROSEMARY CHAMBERLINFlunking the Grades: research and policies on retention: L. SHEPARD&M. SMITH (Eds)Black Students: G. LAVERN BERRY&J. ASAMENBeing a Teacher: a positive approach to change and stress: G. CLAXTONFrom Special to Ordinary Schools: N. BENNETT&A. CASSComputers in the Curriculum of Secondary Schools: A. MORRISONBringing English to Order: I. GOODSON&P. MEDWAY (Eds)

ISSN:0141-1926    

DOI:10.1080/0141192910170108

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY