摘要:

AbstractThis article examines the voluntary, non‐profit‐making playgroup as a ‘self‐help’ alternative to nursery education. It is an alternative increasingly favoured by governments as an initiative to accompany cuts in state‐funded services. The article presents data from a small‐scale, longitudinal and qualitative study of self‐help playgroups in inner city areas on council estates. It shows that the form and character which these groups take means that they cannot be regarded as an alternative to nursery schools in the provision of preschool education, which is what parents wish them to be. Working‐class women cannot produce self‐help nursery education when they lack the material and cultural resources, nor should they b

ISSN:0141-1926    

DOI:10.1080/0141192840100101

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

AbstractThe investigation explored some aspects of attitudes held by teachers towards the 9‐13 Middle School. The data were obtained from teachers working in 9‐13 Middle Schools within one northern Metropolitan District. The sample consisted of 708 Middle School teachers, from a total Middle School teaching population of 1063 teachers. The data were collected during the period November 1980 to March 1981. Findings indicated that a majority of these practising teachers held positive attitudes towards the 9‐13 Middle School. Separate ratings were obtained for a variety of subgroups within the total population based on age, sex, status in school and previous training and experience.A questionnaire, in addition to the attitude questionnaire, produced data indicating almost a 2:1 preference for the 9‐13 as opposed to the 8‐12 Middle School. Even accepting the fact that some teachers may prefer the status quo when asked to state a preference in an unstable educational climate such as we have now, it is still felt to be revealing that such a large majority indicated favour for the 9‐13 Middle School. It was also found that over 70% of all the sample teachers found working in a 9‐13 Middle School a satisfyi

ISSN:0141-1926    

DOI:10.1080/0141192840100102

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192840100103

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

AbstractTwo experiments were carried out to investigate how remedial instruction may be given to students who have difficulties in understanding the three‐dimensional spatial relationships portrayed in diagrams of three‐dimensional structures. Both experiments are based on a model which describes this kind of understanding in terms of the ability to respond correctly to each of four depth cues in the diagrams, and the ability to combine these depth cues correctly.Experiment I shows that remedial instruction in responding to only one of the cues, brings about a significant increase in overall understanding. Experiment II shows that overall understanding is significantly enhanced by giving remedial instruction on two cues as opposed to one cue, and that teaching students to combine the cues improves on the effects of teaching students to respond correctly to just one depth cue. It is concluded that all the results are consistent with predictions made from the underlying theoretical mo

ISSN:0141-1926    

DOI:10.1080/0141192840100104

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192840100105

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

AbstractThe paper describes the context and work of a recently completed study of school‐based examining—'School‐based Examining and the Professional Development of Teachers'. The paper reports on the contribution which school‐based examining can make to professional development and curriculum development, and outlines the conditions which sustain school‐based examining in the long term. It is argued that school‐based examining is a significant mechanism used by teachers engaged in curriculum development and that the experience so gained might be useful when considering accountability in terms of self

ISSN:0141-1926    

DOI:10.1080/0141192840100106

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192840100107

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

AbstractOver the last decade inter‐board grade comparability investigation has relied exclusively on the cross‐moderation method, but the results have continued to prove disappointing. Pronouncements about differences in the grading standards of the participating boards have usually been heavily qualified and of uncertain validity. It has not been clear, however, to what extent the cross‐moderation method can be held accountable for this general failure to produce interpretable results, since many of the studies suffered design flaws which have undoubtedly been contributory factors.In response to this situation the Schools Council agreed to fund and to administer a series of pilot studies designed to evaluate the cross‐moderation technique itself. This paper summarises and discusses the results of these preliminary investi

ISSN:0141-1926    

DOI:10.1080/0141192840100108

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Book reviewed in this article:Comprehension and the Competent Reader: Inter— Speciality PerspectivesDennisF. Fisher&CharlesW. PetersExtending Beginning ReadingVeraSouthgate, HelenArnold&SandraJohnsonSchools, Teachers and TeachingLenBarton&StephenWalker(Eds)Ethnography and Language in Educational SettingsJudithL. Green&CynthiaWallat(Eds)Invisible Women. The Schooling ScandalDaleSpenderMixed Ability TeachingMargaretSands&TrevorKerry(Eds)Evaluating the Quality of LearningThe SoloTaxonomy (Structure of the Observed Learning Outcome) JohnB. Biggs&KevinF. CollisRace, Migration and SchoolingJohntierney(Ed.)Self‐Concept, Achievement and Multicultural EducationGajendraVerma&ChristopherBagley, (Eds)Discipline and Moral Education: a Survey of Public Opinion and UnderstandingWilson, JohnThe Aims of Education RestatedWhite, JohnYouth Unemployment and State InterventionTeresaL. Rees&PaulAtkinson(Eds)Successful Schools and Competent StudentsJamesGarbarino&C. Elliot

ISSN:0141-1926    

DOI:10.1080/0141192840100109

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY