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1.
In a field experiment among second, fourth and sixth grade pupils from 27 primary schools, two instruction methods were compared. At 13 schools (control condition) pupils did spelling exercises as usual, i.e. individually. At 14 schools pupils worked in pairs; each pupil was asked to check a partners’ work and discuss mistakes. At grade 2 cooperation led to less off-task behaviour when pupils did spelling assignments of a more complex type. Nevertheless we found a negative effect on achievement. At grade 4 cooperation led to less off-task behaviour for complex assignments and an increase in pupil’s effort as rated by their teachers as well. These findings were accompanied by a weak effect on achievement. Cooperation did not affect effort nor achievement of pupils from grade 6. At none of three grade levels we found indications of better reasoning strategies as a consequence of pair learning. The differential effect of cooperation at the three age levels may be explained in terms of complexity of learning subject and of lesson type.  相似文献   

2.
This paper reports an experimental study involving the use of cooperative learning in a social studies classroom. The outcome variables discussed in the paper are pupil self-esteem and classroom climate. Over the period of the study, cooperative learning did not significantly improve the self-esteem of the pupils. However, pupils in the experimental group who were taught through the cooperative learning approach perceived classwork to be less difficult than the control pupils who worked individually. The control pupils also reported a decline in satisfaction with classwork and perceived more friction in their class. Interviews with the teacher and pupils showed favourable attitudes toward cooperative learning.  相似文献   

3.
This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils’ problems, and their school careers were studied. Around 25% of the pupils were considered by their teachers to have SEN. Results show that a substantial percentage of pupils who had been identified with SEN at the first measurement occasion were not identified with SEN three years later, whereas the same percentage had not been identified with SEN at the first occasion but was at the second occasion. Significant predictors of being identified with SEN include results from skills tests, and the teacher’s views on the pupil performing below expectations, having a less favourable attitude to work, being less popular with classmates, and being more dependent on the teacher. In addition, boys are more likely to be identified with SEN in comparison to girls. Cognitive impairment and/or delayed cognitive development proved to be the most influential predictor of referral to special education. In addition, chances of a pupil being referred to special education are influenced by several other pupil characteristics. Implications of these outcomes are discussed.  相似文献   

4.
Since August 2003, pupils with auditory, communicative, motor, mental or multiple disabilities, as well as severe behavioural/emotional problems, in The Netherlands have been entitled to receive a pupil‐bound budget when attending a mainstream school. The first experiences with this budget in regular Dutch primary schools are described in this paper. The focus is on the social position and development of 20 special educational needs (SEN) pupils who were placed in mainstream primary schools. The class teacher, parent(s) and peripatetic teacher of each of the pupils were interviewed; interviews focused on the cognitive, social and social‐emotional development of the SEN pupils. In addition, the class teacher, parent(s), peripatetic teacher and classmates assessed the social position of the SEN pupil via interviews and a sociometric questionnaire. The results showed that teachers and parents and, to a lesser extent, peripatetic teachers, had a more positive view of the social position of the SEN pupils than did classmates. The results of the sociometric questionnaire indicated that the social position of the SEN pupils and that of their non‐SEN classmates did not differ significantly, however. In addition, a panel of five independent assessors assessed the cognitive, social and social‐emotional development of the 20 SEN pupils by examining anonymous pupil dossiers, which comprised information derived from interviews with class teachers, parents and peripatetic teachers, together with results of the sociometric questionnaire and a copy of the individual education programme (IEP) of the SEN pupils. The assessments showed that the panel had concerns about the development of 35% of these pupils; it was (very) positive about a further 35% of the SEN pupils. An expected relation between the social position of the SEN pupils and satisfaction of the panel concerning the development of the SEN pupils, however, was not found.  相似文献   

5.
Much of the research investigating pupils’ attitudes towards school has been qualitatively‐oriented. This analysis explores the extent to which some of the differences between pupils can be rendered in quantitative terms. Drawing upon a survey of 1310 pupils in 21 primary schools, its main concern is to explore the extent to which there is a ‘gender gap’ in attitudes and responses to school. The question of whether schools participating in the research faced common or distinct challenges in terms of pupils’ attitudes was also of interest. Analysis confirms that, in line with previous research, primary girls were more favourably disposed towards school than primary boys. Factor analysis of pupil responses to an attitude questionnaire showed that girls were more positive in terms of engagement with school and pupil behaviour but that boys had higher academic self‐esteem. There were no differences between the two sexes in terms of relationships with peers. A cluster analysis identified the existence of five groups of pupils, some of whom have been highlighted in previous research using different approaches. These groups were: (1) the enthusiastic and confident; (2) the moderately interested but easily bored; (3) the committed but lacking self‐esteem; (4) the socially engaged but disaffected; and (5) the alienated. The gendered nature of some of these groupings was apparent: the first group was dominated by girls while the fourth and fifth were dominated by boys. However, analysis indicated that such gender‐based differences were, to some extent, matters of degree. Some 14% of primary boys, for example, were judged to be alienated, but so were 9% of primary girls. An analysis of the prevalence of each group within each of the participating schools showed that while many primary schools had similar overall pupil profiles, some faced specific challenges associated with having larger proportions of particular groups of children (for example the alienated, the socially engaged but disaffected or the committed but lacking self‐esteem). The implications of the findings for those concerned with interventions in relation to gender issues are briefly discussed.  相似文献   

6.
Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, self-efficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers’ verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils’ social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed.  相似文献   

7.
Mainstream sociology of education has seemingly moved away from the micro‐world of schools and classrooms before we have fully understood them. This is an attempt to reassess some of the prevailing assumptions about the social processes in classrooms, particularly in early schooling. It emerges from an investigation into the formulation of pupils by teachers in primary schools using a four year longitudinal study of a cohort of pupils in two schools. It suggests that Becker's model of ‘ideal‐matching’ may not always be appropriate for understanding interpersonal processes in primary classrooms. Rather than the ‘ideal’ pupil it is apparently the ‘normal’ or ‘average’ pupil that is the significant yardstick in teacher‐pupil dealings.  相似文献   

8.
Following the Swann Report of 1985 and its recommendation of ‘Education for All’, the need for multicultural education in all areas was generally recognized. School‐based attempts to respond have been little researched, as has minority ethnic pupil development from the pupil's point of view. Eighteen months’ ethnographic work in six main primary schools revealed a number of predominant themes, including that reported here of ‘integration and disintegration’. Their nature, the implications for pupil learning, and the conditions attending them are explored in relation to adapting to school in the early years; transfer between schools at ages seven and nine; relationships among pupils; and pupils’ experience of the curriculum. Integration and disintegration were found to be associated with certain factors at general societal and governmental, community, institutional and individual levels. Integrational features appear to promote pupil learning and development, disintegrational to obstruct and disrupt. The analysis appears to support, amongst other things, democratic, participatory procedures in schools and collaborative learning in its widest sense involving teachers, pupils and parents.  相似文献   

9.
The present paper examines whether there is significant variation in schooling outcomes between Scottish secondary schools, and if so, how much is associated with pupil intake, and how much is associated with the schools they attend. It also examines whether schools vary in their effectiveness for different types of pupils, and whether schools tend to be superior, or inferior, across three different outcome measures. The study employed a subsample of data from the 1977 Scottish School Leavers Survey on over 700 pupils from 15 schools in one administrative division. These data were linked to data on the verbal reasoning quotients of the pupils, derived from a test administered to them before they entered secondary school. For each of the 15 schools we estimated the expected scores on measures of English, arithmetic and overall attainment for pupils with below average, average, and above average ability, controlling for pupils’ verbal ability, gender, prestige of father's occupation, mother's education, and number of siblings. The study shows there was wide variation in schooling outcomes between secondary schools in the division, even after controlling for family background characteristics and pupil ability prior to entering secondary school. There were few schools that were particularly effective for low ability pupils, but not high ability pupils and vice versa. Schools tended to be effective, or ineffective, across all three outcome measures.  相似文献   

10.
Health education programmes need to address local understandings of HIV/AIDS within the broader context of sexual behaviour. We report on a locally derived and community orientated questionnaire survey of HIV/AIDS and sexually related behaviour among 756 pupils from two government secondary schools in Malawi. On average, pupils gave the correct answers to more than 70% of the items on the survey. Seventy-two pupils from one of the schools subsequently participated in playing an educational board game about AIDS, once a week, over four weeks. The percentage of correct responses given while playing the board game significantly increased each time the board game was played, and a one-month follow-up questionnaire showed that a significant improvement had been maintained in comparison with the initial questionnaire survey. Pupils who attended the school where the board game was trialed, but who did not participate in the board game, scored slightly, but significantly, higher than pupils from the other ‘no-board game’ control school. This result was tentatively interpreted as a ‘trickle down’ effect. The benefits of introducing active learning methods into schools, of focusing on local understandings of health problems, and of establishing an accurate knowledge base for health promotion are discussed.  相似文献   

11.
Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

12.
This article critically examines pupil councils as a means of developing pupils’ citizenship participation. It draws on findings across two research projects. The first study is a mixed method study commissioned by Learning and Teaching Scotland (LTS) that reviews the range of participatory activities in Scottish schools and their contribution to Scotland’s major curriculum revision, the Curriculum for Excellence (CFE). The second is a longer ethnographic study examining young people’s experience of participation projects in more detail. The findings lend strength to the argument that pupil councils as a stand-alone approach are not an effective means of citizenship participation. When pupil councils are complemented by other participation activity across spheres of school interaction, young people’s understanding of and interest in participation can be greatly enhanced. The article examines the cross curricular linkages schools are making, the barriers that impede such linkages and the benefits derived from successful coordinated approaches in light of criteria for ‘graduated participation’ developed through decades of work internationally on children’s participation.  相似文献   

13.
Pupil mobility,attainment and progress in primary school   总被引：1，自引：0，他引：1  
This article presents an analysis of the association between pupil mobility and educational attainment in the 2002 national end of Key Stage 2 (KS2) tests for 11‐year‐old pupils in an inner London education authority. The results show that pupil mobility is strongly associated with low attainment in the end of key stage tests. However, the negative association with pupil mobility is reduced by half when account is taken of other pupil background factors known to be related to educational attainment (such as special educational need and socio‐economic disadvantage), and is eliminated entirely when account is also taken of pupils' prior attainment as indicated by end of KS1 test scores at age 7. Thus there is no indication that changing school has a negative impact on educational progress during primary school. Pupils who join their school during KS2 from other schools in England are more likely to be ‘at risk’ of low attainment due to higher levels of socio‐economic disadvantage, a greater need for support in relation to English as an additional language, a higher incidence and greater severity of special educational needs and pre‐existing low attainment at the end of KS1. A key factor in understanding the relationship between mobility and attainment is the reason for mobility. One‐third of mobile pupils had arrived from schools outside of England, often as refugees, asylum seekers or economic migrants, and these pupils accounted for the major part of the effect ascribed to ‘pupil mobility’. The low attainment of these pupils is the result not of ‘changing school’ but of a broad range of factors including substantial cultural, educational and social adjustment.  相似文献   

14.
This paper initially notes the role of scientific education in a developing country and the need to enhance scientific education among the school population. Enhancement of science education for all pupils is dependent on the distribution of schools, quality of schools and pupil participation in any country. To understand how science education is advanced in a developing country it is also important to know who is currently succeeding in science education in schools and to understand how this success is distributed amongst the school population. Thus, this paper questions whether school-based science achievement may be predetermined by antecedent factors or whether there is an equal opportunity of success amongst all pupil participants. A review of the literature has found that many antecedent factors affect school and science achievement, and these factors may be more important than within-school processes thought to enhance science education. The antecedent factors refer to: social/home background; age, religion and sex of the pupil; school class level and size; type of school attended and its locality.This study assesses how antecedent factors affect science performance in a representative sample of pupils in primary and secondary schools throughout Trinidad and Tobago. The representative sample totalled 1998 children, aged 6–10 years. Pupils were selected from a geographic transect of Trinidad and Tobago, which fulfilled demographic criteria. Once pupils were selected, biographic data were obtained for each child. Science achievement was measured by an end-of-term science examination designed for each class by the class teacher and graded on a 100% scale (within each class). Within class pupil scores were ‘standardized’ for comparisons between classes, schools, etc. Results from the analyses are summarized as: science achievement scores decrease as pupils increase in age. Girls perform consistently better than boys, with a slight variation in the sex by religion by school level interaction. Pupils in private schools score higher than pupils in similar levels of state schools. Pupils from a middle class background perform better than pupils from a working class background. Differences in performance relate to the religion of the child, with Muslim pupils scoring higher than Hindu or Christian pupils. Pupils in single-sex schools perform at higher levels than pupils in co-educational schools, and this is true for girls-only and boys-only schools. At the secondary school level the type of school attended is related to science achievement performance with pupils in prestige (usually church controlled) schools performing better than pupils in the comprehensive (state controlled) schools.The results support, develop and refine the previous literature on school and science achievement. Unusually, girls are at the forefront of science achievement in both primary and secondary schools. Also, traditional prejudices of social class, school status and location are confirmed within the school system in Trinidad and Tobago. A number of directions for future research and classroom action studies are indicated which focus on the existence of these inequalities.  相似文献   

15.
This longitudinal research tests the effectiveness of the SPRinG programme, which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in ‘authentic’ classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pupils (8–10 years) in the experimental and control groups respectively. ‘Macro’ attainment data were collected at the start of the year. ‘Micro’ attainment data were collected in the spring and summer before and after science lessons involving either group work (intervention) or the control teachers' usual approach. SPRinG pupils made greater academic progress than control pupils. Findings are discussed relative to enhancing the quantity and quality of group work in schools and a social pedagogic approach to classroom learning.  相似文献   

16.
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   

17.
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18.
The Finnish system of religious education offers instruction in the pupil’s own religion or in ethics throughout comprehensive school. By taking the pupil’s background as a basis for instruction, this system aims at promoting equality and integration with respect to religion and one’s worldview. However, there has been little knowledge about how the system of instruction is experienced by pupils themselves and how it affects pupil’s identities at school. This study illuminates through a participant observation study in grades 1–6 how pupils in five minority instruction groups experience their classes and perceive themselves in relation to other pupils in school. The study shows how working in small groups represents an important element in pupils’ experiences. Pupils generally experienced participation in instruction as positive and fun, but age integration, organisation of schedules and classrooms were also important concerns. Even if pupils were content about having their own instruction group, feelings of otherness and a negative sense of difference in relation to the majority of pupils were found particularly among pupils of religion.  相似文献   

19.
This study examined the influence of two widely used instructional programs on first-grade-level pupil achievement in economics. A total student population of 116 was studied. Six intact groups from four elementary schools in West Springfield, Massachusetts, were divided into three groups of two each. One group was assigned the Science Research Associates (SRA) materials for a full year, one group was assigned the use of the Follett materials for a full year, and the third group spent a semester using each of these programs. Data were gathered through the administration of the Spear’s Test For Achievement In Economics in a pretest-posttest fashion. The data collected were submitted to both analysis of variance and covariance techniques. The results of this study indicate that pupils taught with a full year of SRA materials achieved significantly higher than pupils taught with a full year of Follett. When intelligence and pretest scores were held constant the combination SRA and Follett group scored significantly higher in pupil achievement than the Follett group alone. When teacher understanding of economics concepts was held constant, the combination group did not score significantly higher than the Follett group on pupil achievement.  相似文献   

20.
The Technology Assessment Study was aimed at describing the achievement of 14/15‐year‐old pupils who either did or did not take technology, with reference to the objectives for the subject technology, as stated in the (revised) Curriculum Guideline for Technology of the Foundation for Curriculum Development (SLO). The pupils’ achievement has been, among other things, assessed by means of a written test (the Technology Achievement Test) developed by the project team. This test was administered to 1805 pupils in 86 schools covering various types of secondary education. For the condition ‘technology’ the highest mean total score belongs to pupils of schools for junior technical training, immediately followed by pupils of schools for junior agricultural training and middle schools. This study shows that the boys’ mean total score is significantly higher than that of the girls. Furthermore, it becomes evident that no relationship exists between either father's level of education or profession and the children's test scores.  相似文献   

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