ISSN:0141-1926    

DOI:10.1080/0141192900160101

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

A technique is described for sensitising normative school‐focused research by enabling the practitioner's perspective to be uncovered and systematically incorporated into research design. The procedure is based upon small group discussions, but involves specific procedures, sampling, timing and methods of recording. It is claimed that the approach not only permits teachers to articulate their views and practice in a manner which is relatively undistorted by received rhetoric, but also results in data which readily inform the design of normative research aimed at investigating the process of schooling. Two examples are given of the technique in operation, one concerned with investigating the ways that infant teachers value and use pictures and the other an evaluation of the implementation of GRIDS (Guidelines for Review and Internal Development in Schools) in a group of schools. In each case, the results of the exploratory group are shown to have substantially influenced the extent to which the related studies were able to address issues from the school perspectiv

ISSN:0141-1926    

DOI:10.1080/0141192900160102

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

This article considers a growing movement in educational research which accepts the phenomenological arguments for collaborative approaches but wishes to press co‐operation further into a form of social and political critique. Drawing on a collaborative case study of school governors, the author shows how his decision to gather evidence which would lead to a similar critique was essentially political in character. The field of research into governorship was marked by intractable social conflict, in which local governor‐LEA disputes were directly fuelled by a national re‐alignment of governors' powers. Research methods, relationships and reports were necessarily conditioned by this political scenario, and researchers were unable to divorce deliberations on such matters from reflections on their own political stance. Their attempts to sustain research collaboration in this case were limited by disagreements among the participants. Because of this, it is claimed that the insights of phenomenological and critical paradigms may be difficult to reconcile in practice, perhaps providing an indication of theoretical paradoxes within this method

ISSN:0141-1926    

DOI:10.1080/0141192900160103

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

In this paper, the subject uptake of the pupils who took part in the 1984 Assessment of Performance Unit (APU) Age 15 Science Survey is described. More than 200 different subject names were listed by the pupils, but more than half were studied by just a handful of pupils. The most common subjects, in descending order of frequency, were English, mathematics, geography, history, art, French, physics, biology and chemistry. The sex‐related and ability‐related differences in uptake are described for the more common subjects and for some of the commonest combinations of subjects. Detailed accounts of the uptakes of science subjects and modern foreign languages are also gi

ISSN:0141-1926    

DOI:10.1080/0141192900160104

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

This article reports on a doctoral dissertation that examined the current state in the philosophy of mathematics, with a view to identifying possible connections with, and influences upon, mathematics education. Recent work in the sociology of knowledge, proposing a strong case for a fallibilist epistemology, can be seen as one perspective, counterposed against absolutist epistemologies. It is proposed that these two views are reflected in the practice of mathematics education, in teaching, research and attitudes to current issues. A field study was carried out, not to provide empirical support but to examine some of the consequences of the theoretical framework proposed, and part of this is described. Finally, some implications of the research are discussed.

ISSN:0141-1926    

DOI:10.1080/0141192900160105

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192900160106

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

This paper reports an investigation of students' experience of computers, and their feelings about computers, at the start of a one year secondary postgraduate teacher training course. The students' perceptions of their knowledge of computers and confidence when starting to learn how to use computers are also reported, along with their ratings of the importance of teachers knowing about computers. Gender differences in these areas are described, and some implications of the results of the research for teacher training are discussed.

ISSN:0141-1926    

DOI:10.1080/0141192900160107

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Book reviewed in this article:Whose Knowledge? P. W. MusgraveMathematics, Teachers and Children; D. PimmMathematics Coordination M. StowChristianity and Educational Provision; W. Tulasiewicz&C. BrockToward New Horizons For Women In Distance Education: international perspectives; KarleneFaithKnowing and Acting: inquiry, ideology and educational studies; LandonBeyerContradictions in Teacher Education and Society: a critical analysis; MarkGinsbergGraduated Tests in Mathematics; D. Foxman, G. Ruddock&J. ThorpeA Sound Start; S. Cleave&K. Dust

ISSN:0141-1926    

DOI:10.1080/0141192900160108

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192900160109

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY