ISSN:0141-1926    

DOI:10.1080/0141192890150101

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Previous research has demonstrated the cognitive and affective benefits to be accrued from co‐operative group work. However this body of research has largely been limited to consideration of group products rather than group processes and as such has failed to provide explanations of how, or why, improved outcomes occur.This study focused on group processes in order to throw light on the relationship between group composition, interactive processes and pupil understanding on a cooperative decision‐making task. More specifically it reports on the nature and type of talk in homogeneous, heterogeneous and mixed attaining groups, and their relationships to pupil retention and understand

ISSN:0141-1926    

DOI:10.1080/0141192890150102

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

The various forms of PITR (parental involvement in the teaching of reading) which have recently emerged have generally been evaluated in terms of effects on children's reading test performance. Three problems are identified. First, few such evaluations have overcome a basic difficulty of research design in this field, viz. given a set of test scores for children in a PITR programme, to what should they be compared? Second, the validity of the psychometric approach depends upon how performance on particular reading tests relates to the form of PITR being investigated and to reading activity in general. Third, experimental and quasi‐experimental approaches may not be the most appropriate method of evaluation at this stage in the development of practice. Alternative approaches to evaluation have not been much tried but it is argued that they be taken more seriously. Quantitative and qualitative techniques are both possible. Particular attention should be paid to the issues of take‐up of PITR programmes, analysing implementation processes, and studying teachers' and parents' views. Finally, the question of what should be done next is conside

ISSN:0141-1926    

DOI:10.1080/0141192890150103

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

This paper has two parts. First it explores the development of teacher research on gender ‐ from the Schools Council Sex Differentiation Project which ended in 1983 to recent initiatives in INSET. It argues that teacher research on gender has made important contributions both to exploration of gender inequalities in schooling and to the development of equal opportunities strategies, particularly within INSET. The second part of the paper suggests that there have been important differences in the approaches taken by ‘gender’ and ‘mainstream’ teacher‐researchers. It shows that important concepts within the teacher‐researcher literature, for example ‘emancipation’, ‘neutrality’, ‘positivism’, have had different implications for the two teacher‐researcher groups. Moreover the process of networking of the two groups has resulted in gendered structures and hierarchies (e.g. the membership of the Classroom Action Research Network has been largely male, compared to that of the Sex Differentiation Project which was largely female). One consequence of this is that teacher research on gender has developed independently of the ‘mainstream’ movement and gender as a substantive issue has been largely ignored by teacher researchers. Finally, it is claimed that teacher research is important for feminists because it offers a means of challenging educational inequalities from the inside'. The hope in the future is that all teacher research should embrace the dual aims of enhanced professional self‐knowl

ISSN:0141-1926    

DOI:10.1080/0141192890150104

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

The investigation set out to determine whether there were significant changes in marking standard and reliability when eight experienced teachers carried out two successive assessments of the performance on a practical exercise using different random samples of 20 fourth‐year secondary school students on each occasion. The practical exercise required the students to prepare a salt by the reaction of an oxide with an acid, and the points of assessment concerned the production of the salt, and the performance of a filtration at an intermediate stage. The results showed a significant change in both the marking standard and the reliability for two of the four points assessed. However, the significant differences were observed only for the assessment of girls. More detailed analysis indicated that this sex bias occurred with both the men and women judge

ISSN:0141-1926    

DOI:10.1080/0141192890150105

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Curriculum continuity is a key concept within current discussions about school curricula. This paper focuses on continuity in the geography curricula of a single secondary school and its feeder primary schools, with particular reference to pupils aged eight to 13. Data were collected from documentary sources, from formal interviews and from classroom observation. Continuity in curricular aims, content, teaching, methods and modes of assessment is examined in detail. It was clear that geography had not received priority attention in inter‐school liaison activities and there were marked differences in geography curricula between the schools. We pinpoint the difficulties likely to be encountered in attempting to establish agreement across the primary‐secondary div

ISSN:0141-1926    

DOI:10.1080/0141192890150106

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

This paper looks at the strategies that can be used by a low‐status member of an organisation to create temporary coalitions amongst other members so allowing the low‐status member to implement change according to his/her own agenda. It is argued that the coalitions are maintained by exchanges of differentiated tokens of support. It is observed that the process of change goes through some clearly demarcated phases and gateways which serve to legitimate the project being implemented. It is suggested that such a formally powerless implementer of change performs a role fundamentally distinct from that of the conventional change ag

ISSN:0141-1926    

DOI:10.1080/0141192890150107

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Arrangements for mid‐morning breaks on wet days, snow in the playground, windy days, etc., and their connections with pupil behaviour are part of teacher folklore. But is there any statistical relationship between the incidence of disruptive behaviour and weather conditions? This paper looks at correlations between the number of disruptive incidents on any one day, as indicated by referrals to a school quiet room, and weather variables such as maximum temperature, minimum temperature and wind speed. Support is found for previous research indicating that it is not so much the particular stable weather conditions on any one day, but rather the sudden changes in weather that may be predictive of pupil disturbance. A multi‐variable regression technique is used to identify the strength and order of weather variables predictive of the number of disruptive pupil referr

ISSN:0141-1926    

DOI:10.1080/0141192890150108

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Book reviewed in this article:School Matters: the junior years; PeterMortimore, PamelaSammons, LouiseStoll, DavidLewis&RussellEcohParents and Teachers 1: perspectives on home‐school relations JohnBastianiInvestigation Classroom Talk A. D. Edwards&D. P. G. WestgateThe Peer Tutoring Handbook KeithToppingWomen and Poverty in Britain; CarolineGlendinning&JaneMillarThe Collegiate Function of Community Colleges A. Cohen&F. BrawerA Liberal Vocationalism HaroldSilver&JohnBrennanHow to get a PhD E. M. Phillips&D. E. Pu

ISSN:0141-1926    

DOI:10.1080/0141192890150109

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY