ISSN:0141-1926    

DOI:10.1080/0141192820080101

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

AbstractMuch research on reading comprehension has used an inappropriate methodology and the interpretation of results has often been based on the erroneous use of statistics. Two major approaches to the study of reading comprehension are distinguished, the psychometric and the cognitive, and representative studies are briefly described. It is argued that these two approaches suffer from fundamental methodological weaknesses, principally in the areas of measurement, theory and generalisation, which limit the scientific worth of their findings. Research on reading comprehension needs to develop alternative methodologies which have a more qualitative orientation. This would involve a reconceptualisation of reading comprehension and what counts as valid data. Such a methodology would be based on fieldwork in naturalistic settings, using naturalistic texts and tasks and would make use of observational techniques. Thus researchers could attempt to answer both the traditional questions and those not previously asked.

ISSN:0141-1926    

DOI:10.1080/0141192820080102

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

AbstractIt is common experience that a very large amount of science teaching for 11‐13‐year‐olds in the schools of England and Wales is practically based, but little work seems to have been done to investigate it more fully — to analyse the amount, the type and the aims of practical work which science teachers have. This article describes the findings of some research done in 1978 and 79 to study the amount and type of science being taught to the 11‐13‐year‐olds and the aims that their teachers had for doing practical work in it. The results are discussed, and the changes of science teachers aims to practical work since 1962 a

ISSN:0141-1926    

DOI:10.1080/0141192820080103

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

AbstractFactor analysis of a number of Certificate of Secondary Education (CSE) examinations showed that tests of practical biology loaded significantly on the same factor as biology theory papers. When a fictitious correlation matrix was factored it was necessary for the correlation between tests of practical and theoretical biology to fall to about 0.17 before the two separate tests of biological ability appeared as distinct constructs. It is concluded that the examinations studied were not adequately distinguishing practical biology from theoretical biology. All assessments appeared to be testing a general factor which might be related either to general ability, or to a specific biological ability.

ISSN:0141-1926    

DOI:10.1080/0141192820080104

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

AbstractKelly repertory grids (Kelly, 1955), and associated computer programs (Shaw, 1980) were used to evaluate the effectiveness of the Post Experience Diploma in Literacy Development taught at Middlesex Polytechnic. Thirteen teachers participated in the study and they reported two major causes of change directly attributable to the Diploma. These were: (a) a greater knowledge, and (b) increased self‐awareness. The two causes of change were closely related to the stated aims and objectives of the Diploma and they instigated many positive outcomes related to: (i) the organisation and planning of the teaching of reading, (ii) the nature of communication and interaction with colleagues, and (iii) specific child centred benefits. Fewer negative outcomes were reported but they should provide the course tutors with a feedback to re‐direct their energies more profitably to overcome these problems when next teaching the Diploma. It is suggested that senior personnel in the schools provide conditions for the returning teacher which enable the potential benefits of gaining a Diploma to be maximised within the sch

ISSN:0141-1926    

DOI:10.1080/0141192820080105

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

AbstractThe purpose of the study was to discover the extent to which Catholic (N=125) and Protestant (N=77) post‐primary school teachers participating in a social studies curriculum development project in Northern Ireland were constrained from teaching controversial issues of a social, religious or political nature. A method for ranking teacher, school and community constraints is presented, and the results of a survey of 202 teachers are reported. The results suggest that there is widespread support for handling controversial issues in the curriculum, although Catholic teachers are more favourable to such teaching than Protestant teachers. A high degree of concordance (rho=0.94) was found in ranking constraints when communal groups of teachers are compared. The most important constraints are ‘teacher factors' such as ‘lack of knowledge or skills', and ‘teacher's own prejudices'. Teachers regarded communal constraints such as ‘fear of paramilitary groups' and ‘disapproval of the church’ as having least importance. Controlling for religion, teachers differed significantly in the ranking of three constraints. Catholics believed their ‘own personal identity’ more important than Protestants (P<0.05); as well as ‘disapproval of the church’ (P<0.001). Protestants felt that ‘disapproval of fellow teachers' was more important as a barrier to success in dealing with controversial issues than Catholics (P<0.001). The implications for curriculum development, particularly in political and social

ISSN:0141-1926    

DOI:10.1080/0141192820080106

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192820080107

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192820080108

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Book reviewed in this article:A Second ChanceDuggan, HaydenA.Psychopedagogy: Psychological Theory and the Practice of TeachingStones, EdgarTreatment of the Violent Incorrigible AdolescentAgee, VickiL.Building Family Strengths: Blueprints for ActionStinnett, Nick; Chesser, Barbara&DeFrain, John(Eds.)Open Plan SchoolsBennett, Neville; Andrene, Jenny; Hegarty, Philip&Wade, BarbaraPreliminary Evaluation of the In‐Service B.Ed DegreeEvans, NormanComing to KnowSalmon, PhillidaAccountability in the English Educational SystemSocket, Hugh(Ed.)Education for Childbirth and ParenthoodPerkins, ElizabethR.The Tertiary Sector. Education 16‐19 in Schools and CollegesHolt, Maurice, with contributions by Pring, R.&Whitfield, R.English 8 to 13Haigh, GeraldThe Nature of AdolescenceColeman, JohnC.Higher Education for the FutureCarter, CharlesThe Practice of Teaching: a positive startBennett, Bill&Martin, KennethOn Your Marks: Beginning Secondary School TeachingMills, RichardEducation and the Social ConditionSilver, HaroldEducation and EqualityRubenstein, DavidTraining in Curriculum Development and Educational Technology in Higher EducationEraut, Michael; Connors, Brendan,&Hewton, EricThe West Indian Language Issue in British SchoolsEdw

ISSN:0141-1926    

DOI:10.1080/0141192820080109

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY