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1.

The funding criteria for the Technical and Vocational Education Initiative included a high‐profile commitment to equal opportunities for boys and girls. By including such a commitment, the architects of TVEI implicitly assumed that it was possible for TVEI to act as an agent of change with respect to gender divisions within schooling (and, indeed, beyond). This paper firstly considers whether TVEI was actually setting itself a theoretically impossible task given that socialist feminist critiques of education are largely based on the premise that schools overwhelmingly serve as agents for the reproduction of sexual divisions of labour. It then briefly considers the emphasis which the policy developed once TVEI was in operation, and finally questions the origins of the policy, suggesting a number of alternative reasons for its inclusion, in contrast to the somewhat contradictory ‘official’ justifications. The paper concludes that “whilst TVEI undoubtedly had an important catalytic effect in putting gender issues on the educational agenda, it failed to deliver even in its own terms for success, not least because of a failure to engage in the theoretical issues which lay at the heart of the equal opportunities project.  相似文献   

2.
Abstract

TVEI in its pilot phase seeks to ‘test and explore’ new approaches to the education and training of 14‐18 year‐olds. Quantitative performance indicators can be used to assess its impact in two ways. ‘Whole‐school’ comparisons contrast the performance of TVEI schools with other schools nationally, and with their own performance in earlier years. ‘Within‐school’ comparisons contrast TVEI with non‐TVEI students from the same schools. Whole‐school comparisons, based on the year group which included the first Scottish pilot TVEI cohort, found no impact of TVEI on examination attainment, truancy, staying‐on at 16 or the employment of early leavers. Within‐school comparisons found a favourable (if problematic) effect on truancy, but found no significant average effect across the Scottish projects on the other outcomes. However the effects of TVEI on all outcomes varied across schools or projects. The true test of the success of the TVEI pilot is its ability to learn from this variation, and will be measured in respect of later cohorts.  相似文献   

3.
Abstract

The effects of mobility upon performance on standardized group tests of mental ability of disadvantaged children in 18 elementary schools in New York City were assessed.

Among nontransient pupils there was no significant difference between the mean Otis Alpha test score at the third grade and the mean Otis Beta score which was taken three years later at the sixth grade. However, the Otis Alpha scores of these nontransients were significantly higher than that of their third-grade transient classmates. Also, the Otis Beta scores of these same non transients were significantly better than that of their sixth-grade classmates.

This study emphasized differences in the test performance of transient and nontransient pupils in a school population of disadvantaged children and pointed up the need for separate longitudinal analyses of these two groups.  相似文献   

4.
Abstract

The schools‐industry movement advocates the development of greater industrial awareness in pupils through experiential learning methods. It follows that student teachers need to be prepared for this work in a similar way. Such experiential work, to be effective, needs to be reflective. The use of such ‘reflective practice’ is an important strategy in teacher education in its own right This paper explores these ideas in the context of an industrial simulation run in school, by students in Initial Teacher Training, involving local industrialists. Such an activity can play a valuable part in preparing such students for initiatives such as TVEI, and can enhance their personal and professional development. However, when several agencies are combining on a single project, they approach the activity with differing objectives. These need to be recognised in the planning, so that valid compromises can be achieved.  相似文献   

5.
Abstract

This study was designed to examine the relationship between selected measures of educational quality and expenditure in public secondary schools of Iowa with the influence of school district size held constant.

Criteria for characteristics of educational quality were: composite test scores of pupils grades 10-12 on Iowa Tests of Educational Development, the curricular offerings of schools for grades 10-12, qualifications of teachers grades 10-12, and the class size grades 10-12. Measures of educational expenditures were: mean instructional expenditures for grades 10-12 per resident pupil in ADA, estimated administration expenditures per resident pupil in ADA grades 10-12, and tuition charge for grades 10-12 per resident pupil in ADA. Using product-moment and partial correlations, it was found that in order to obtain equal quality, the expenditure per pupil in small school districts has to be substantially higher than in districts with larger enrollment.  相似文献   

6.
Abstract

Theories of self-concept usually maintain that the individual’s self-esteem is reflected in peer ratings. The purpose of this 6tudy is to isolate factore of self-esteem and of peer ratings and to determine significant relationships between the derived factors. Over two hundred elementary pupils were selected from two metropolitan areas.

Approximately half were black, disadvantaged pupils; the remainder were white with above average cultural advantages. The Coopersmith Self-Esteem Inventory (SEI) and a semantic differential (SD) were administered to all students. From a factor analysis of responses to the SEI, four factors of self-esteem and a lie scale emerged.

Three SD factors were obtained from a factor analysis of the peer ratings. One significant canonical correlation (.325 p = .01) resulted from the correlation of the three SD factor scores with scores on the five SEI factors. “Activity” dominated the relationship between peer feelings and self-concept dimensions.  相似文献   

7.
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8.

Government support for the Technical and Vocational Education Initiative (TVEI) is based largely on the belief that it will contribute to the improvement of the UK's economic performance. This paper reviews evidence on the relationship between education and training, workforce skills and economic performance, and concludes that it would be helpful if TVEI's objectives were to be expressed in more detail, so as to provide a better basis for evaluation.  相似文献   

9.
Abstract

The purpose of this study was to investigate the relationship between scholastic behavior and attitudinal variables and the interrelationship of scholastic behavior variables. Seventy-two students of general psychology answered a sentence completion attitude scale which measured attitudes toward two specific factors'-instructor and the course, and two general factors,-college and life. Scholastic behavior measures were absences, tardiness, and course grades. Attitudes toward life were identified as a suppressor and its variances statistically removed. Significant partial correlations were found between absences and both of the attitudes toward college and the composite of the four factors (p > .05). Significant relationships were also found for course grades with the attitudes toward the course and the composite scores. While tardiness scores were significantly negatively correlated with course grades, absence scores were not.  相似文献   

10.
ABSTRACT

The paper aims to analyse how pupils’ equal educational opportunities are warranted. We focus on how regulations of adapted education and the right to special needs education provide school leaders’ and teachers’ room for discretionary decision-making, how it is interpreted and how discretionary power is justified. The paper draws on findings from an interdisciplinary study (education and law) on the transformation of legal standards into professional actions in schools. This paper employs interview data from three compulsory schools (grades 1–10), legal documents, and public reports, and the analysis is guided by a conceptual distinction between structural and epistemic aspects of discretion. Based on our findings, we question whether the discretionary space regarding special needs education gives too many opportunities for action and, hence, weakens pupils’ legal rights. Under the guise of a common school, there is a risk that pupils’ special needs are made invisible.  相似文献   

11.

In most science courses at secondary level, the teaching methods used are not tailored to present different approaches to meet the individual differences in pupils’ learning styles or motivation. Much in the detailed objectives, and blow‐by‐blow worksheet approach, will appeal to the conscientious pupil but may turn off the more creative and curious pupil.

Mini‐projects (problem solving at the bench) were used as a vehicle to motivate the curious pupils. Correlations of factors such as convergence/divergence, field‐dependence/field‐independence and motivational traits with ‘success’ in mini‐projects are set out in this paper. The evidence indicates that those who do best in practical problem solving of the mini‐project type are the curious, field‐independent and divergent pupils. However, all categories of pupils were stimulated to varying degrees by the projects.  相似文献   

12.
Abstract

The exceptionally large ‘Tennessee experiment’ — involving 7000 pupils — to elucidate the effects of class‐size on primary school pupils’ rate of learning has been widely interpreted as showing convincingly that classes of 15 pupils learn more rapidly, in an important sense, than classes of 24 pupils. The present re‐analysis in terms of value‐added in learning — the annual increase in SAT scores (rather than the absolute levels of those scores) — indicates that the benefits to average children resulting simply from a lowering of class‐size, while positive, are negligible in magnitude and not justifiable in relation to the additional economic resources required. The paper suggests that benefits are more likely to result from targeting additional resources to improved teaching styles, improved teaching materials and providing small classes for pupils with recognised learning difficulties; further research on class‐size needs to concentrate on the correct proportion of low‐attaining pupils that would benefit from attending small classes, the optimal size of such classes, and the fractions of the day which pupils with varying difficulties should attend small and normal‐sized classes.  相似文献   

13.
ABSTRACT

Background: The international body of research on student voice concludes that active pupil participation has multiple positive effects on the work environment and learning for pupils. In a large study on gender equality and diversity work in Swedish schools, it became evident that pupils wanted to be active participants. However, pupils considered that their wishes were, to a large extent, ignored. Therefore, it is important to try to understand this further by investigating pupils’ perceptions of their experiences.

Purpose: The purpose of the study was to explore how discourses of participation and power are practised, not practised, and materialised, by focusing in-depth on pupils’ representations of gender equality and diversity work within a small sample of Swedish schools.

Methodology: The study is based on data from 10 focus group interviews with 43 pupils from 4 different schools, 2 compulsory schools (pupil ages 6–15) and 2 upper secondary schools (pupil ages 16–18), in Sweden. The thematic analysis utilised a gender perspective anchored in a critical policy analysis approach.

Analysis and Findings: The analysis of focus group data identified three pupil representations of gender equality and diversity work: a onetime occurrence, longing for participation and the (un)fair teacher. These representations were derived from and intertwined with discourses on pupil participation and power. Three sub-discourses were found within the discourse on participation and power: normative barriers to participation, structural barriers to participation and openings in the barriers to participation. The first two sub-discourses support the maintenance of unequal power relations between adults and pupils, while the third challenges these power relations.

Conclusions: Our study suggests that no substantial levels of participation or power among the pupils were represented at the schools. Instead, the analysis visualises pupils as expressing powerlessness and disengagement. However, the discourse Openings in the barriers to participation, together with pupils’ democratic abilities, has the potential to enable change and the development of pupil participation in schools.  相似文献   

14.
ABSTRACT

‘Support for learning’ can be conceptualized in many different ways. This paper examines the role of the learning support coordinator in relation to the breadth of factors which cause pupils to experience learning difficulties in primary classrooms. It is against this background that the professional development needs of learning support coordinators is considered. The paper focuses, in particular, upon the needs of learning support teachers who work in primary schools in Singapore. The shortcomings of traditional inservice courses which focus upon curriculum development and pedagogy are discussed in relation to the wide ranging roles which learning support coordinators are expected to fulfil. The assumption that pupil achievement can be enhanced when teachers are ‘trained’ to employ certain teaching methods is questioned and the relevance of an ecological or interpretive model of staff development is discussed. Finally, the particular professional development needs of learning support coordinators in Singapore are considered.  相似文献   

15.
Abstract

For that the name of Parents being a most sweet and loving name men might thereby be allured the rather to the duties they owe; whether they should be duties that are to be performed to them, or which they should perform to their Inferioures. For that at the first, in the beginning of the world, Parents were also Magistrates, Pastours and School masters.

Archbishop Ussher (1645)1 in explaining why all superiors were called parents called upon the idea of patriarchal authority. This paper considers the social implications of the same philosophy as it is represented by the practice of education authorities standing in loco parentis to their pupils.  相似文献   

16.
Abstract

The paper outlines some of the survey results of the ESRC, 16‐19 Initiative particularly as they relate to the Liverpool sample. These illustrate a number of ways in which the responses of the Liverpool sample are atypical when compared to those from Kirkcaldy, Sheffield and Swindon. Attitudes towards vocational training programmes show a growing level of cynicism with age. Against these findings, the results of two interventionist projects are presented. The first of these, the TVEI, 16‐18 Enrichment Project is aimed at students on the traditional sixth‐form academic track into higher education; the second is an attempt to use open learning in YTS. The findings are related to recent socio‐political and educational changes.  相似文献   

17.
Abstract

What kind of teacher personality is most conducive to the development of independence in pupils as one aspect of the pupil’s psychosocial maturity? The Thinking Introversion, Theoretical Orientation, and Complexity scales of the Omnibus Personality Inventory were given to 254 home economics education faculty, supervising teachers, and student teachers at two Midwestern universities measuring simplicity-complexity in thinking. An adaptation of the Flanders’ Scale of Dependence Proneness measured preference for dependence-independence in students. Statistically significant results were obtained using a one-way analysis of variance test. Mean scores showed that those persons characterized by complexity in thinking preferred independence in students, while those characterized by simplicity in thinking preferred dependence in students.  相似文献   

18.
Abstract

The article reviews research in four areas: impact of integration on children's self‐concept, attitudes toward physically disabled children, effects on their school achievement and teacher reactions to integration. Research evidence suggests that being together with non‐disabled peers makes the disabled child more aware of his physical impairment and restraints. But there are also signs indicating that psychological factors essential for a positive self‐evaluation are activated to a higher degree in the integrated environment. With respect to attitudes of peers there are some, although not conclusive, results suggesting positive influence of integration. Research on school achievement demonstrates the great variability among the physically disabled pupils, in comparison with which the impact of school placement is relatively minor. Teacher opinions about integration of physically disabled pupils are mainly positive, but if the handicap is severe integration is considered possible only with a rich supply of teaching material, reduced class size and support from specialists. The review concludes with glimpses from reports on practical experience with integration.  相似文献   

19.
Abstract

The funding criteria of the Technical and Vocational Education Initiative included a high profile commitment to equal opportunities for boys and girls, as well as a commitment to the provision of work experience. This paper presents data from a case study of work experience provided under the auspices of ‘Masonfield’ TVEI project, a project which had a strong commitment to tackling gender inequalities in education. It is argued that the nature of work experience ‐‐ by definition explicitly allied to the needs of the labour market ‐‐ made it virtually impossible for the project to meet its equal opportunities objectives in this area. Furthermore, work experience may have served to reinforce — if not exaggerate — existing sexual divisions within the local labour market. Whilst TVEI may now be consigned to educational history, work experience continues to thrive — yet increasingly within a policy framework which ignores equal opportunities considerations.  相似文献   

20.

Pupils’ perspectives are clearly a very significant element in seeking to understand and evaluate the educational process. In spite of this, research into ‘the way pupils see it’ has been limited. This paper focuses on a group whose views have so far suffered particular neglect. The writer sought the views of pupils with emotional and behavioural difficulties attending special schools. These pupils were asked what factors had influenced the way they had behaved in mainstream school. Their views on many aspects of their experience have implications which go beyond the education of this specific group. The paper concludes with a number of proposals for changes in mainstream education which might reduce the number of pupils currently educated outside the mainstream.  相似文献   

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