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1.
Analía Inés Meo 《British Journal of Sociology of Education》2011,32(3):349-367
This article examines how students from the ‘loser’ sections of the middle class dealt with the game of secondary schooling in a ‘good’ state school in the city of Buenos Aires (Argentina). It engages with Bourdieu’s theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle‐class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students’ dispositions, practices and strategies towards social and educational demands of teachers and their school. Zafar propels middle‐class students to be just ‘good enough’ students, and promote an instrumental approach to schooling and learning. Although this paper offers an account within which the reproduction of relative educational advantage of a group of middle‐class students takes place, it also poses questions about their future educational and occupational opportunities. 相似文献
2.
Joyce Martin 《Asia-Pacific Journal of Teacher Education》1992,20(2):95-104
Fifty primary and 52 secondary teachers were interviewed about their concerns and fears as first‐year teachers in Catholic schools. Teacher variables of gender and maturity, as well as school variables such as socio‐economic status (SES), non‐English speaking background (NESB), school size and primary/secondary level were examined as sources of difference in expressed concerns and needs. Ranked concerns associated with meeting individual differences were ranked highest followed by ‘Content’, ‘Control’ and ‘Motivation’, ‘Teaching Migrants’, ‘Record Keeping’ and ‘Communication’. Open‐ended responses differed from ranked responses with ‘Efficacy’, ‘Control’ and ‘Content’ the most frequently mentioned fears. In general, no significant differences were found between rankings of concerns for primary/secondary levels or for teacher gender. However SES, NESB and teacher tender were significantly related to concerns for certain subsets of data. 相似文献
3.
It is an irony that, as the educational world has come to recognise the value of school or district‐based teacher leaders, many teachers have become wary of involvement in activities which take them beyond their own classrooms or schools. The problem becomes particularly apparent in centrally organised curriculum reform efforts that call for a cadre of teachers to be co‐opted to act as ‘link’ or ‘lighthouse’ teachers. This paper examines these issues in the context of an Australian state‐wide physics curriculum project in which a ‘pyramid’ implementation model required a group of school‐based ‘link’ or ‘lighthouse’ teachers to work as change agents in district school clusters. The study focused on the motivations of those teachers who chose, and those who chose not, to become involved. It reports a number of critical distinctions, in both experience and motivation, between these two groups of teachers. These differences are analysed as a set of interlocking themes: personal meaning, professional history, ownership, rewards, professional autonomy and gender. 相似文献
4.
ANTHONY FEILER JANE ANDREWS PAMELA GREENHOUGH MARTIN HUGHES DAVID JOHNSON MARY SCANLAN WAN CHING YEE 《Support for Learning》2008,23(1):12-18
The Government is urging teachers to engage more closely with families and is promoting the concept of the ‘extended’ school. This article reports on the literacy strand of the Home School Knowledge Exchange (HSKE) project, directed by Professor Martin Hughes at the University of Bristol. A selection of literacy activities developed during this project is discussed – activities that enabled teachers and parents to share their knowledge about children in order to enhance their learning. These included ‘school‐to‐home’ activities where the direction of knowledge was primarily from teachers to families and ‘home‐to‐school’ activities where families' knowledge of children impacted on school learning. Practical aspects of planning and conducting home–school knowledge exchange activities are discussed, and challenges are explored. The approaches presented in this article provide examples that could be considered and adapted by schools interested in extending their provision for families. This article draws on the recently published Improving Primary Literacy: Linking Home and School ( Feiler et al., 2007 ). 相似文献
5.
‘I – from dreams to reality’: A Case Study of Developing Youngsters’ Self‐Efficacy and Social Skills through an Arts Educational Project in Schools 
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下载免费PDF全文 Inkeri Ruokonen 《The International Journal of Art & Design Education》2018,37(3):480-492
This is a case study of a one‐year arts educational project ‘I – from dreams to reality’ in which artists worked at school with teachers and learning at the school was planned through arts‐based, co‐operative teamwork during one extra school year of 10th grade students in Finnish basic education. The theme of the year was ‘I’, and so the project was designed to highlight everyone's own way of thinking and expressing art. The research task was to determine whether long‐term holistic arts pedagogy and artist co‐operation at school have any significant connection to students’ self‐efficacy and social skills. Data has been collected through students’ self‐evaluations before and after the school year. Altogether 40 students from 10th grade participated in this case study. Half of the pupils participated in an arts educational project called ‘I – from dreams to reality’ and half formed the control group. Artists worked with the test group weekly during a period of one school year (altogether nine months). Students’ self‐evaluations concerning their self‐efficacy and social behaviour were collected by e‐questionnaire. The measures used were Likert‐based evaluation scores of pupils’ self‐assessment of their self‐efficacy and social behaviour in everyday situations at school. According to the results, artist–teacher co‐operation and learning through the arts can be worthwhile experiences to develop students’ self‐efficacy and social skills. 相似文献
6.
A sample of 52 children across two schools was tracked for the first four years of their school life. Adopting a naturalistic research strategy, relying on classroom observation of children and depth interviews with teachers, the emergence of each child's identity was monitored as it became revealed to their teacher. This investigation into early school careers suggests that children quickly acquire one of two distinct identities: either normal or deviant. The vast majority of children fall into the ‘normal’ category. Within the ‘normal’ category there seems to be a particular type of pupil who is to be found at the core of this socially constructed world of normality: the ‘average’ child. Acquiring an identity as an ‘average’ child seems to have important consequences for the child's experience of schooling. Whereas deviant pupils are conspicuous and continually noticeable, ‘average ‘pupils represent a conformity in classroom life which makes them apparently less visible to teachers. ‘Average’ pupils appear to conform to such an extreme degree that for much of their time in school they become ‘invisible’. This is an apparent anomaly for teachers in the early years when, in spite of a commitment to individualism, and often a tradition of child‐centredness, it seems teachers may be ‘blind’ to certain individuals in their class, especially those for whom teachers have recognised an identity as an ‘average’ child.
Research in early years education has understandably given prominence to issues of pedagogical practice, policy formation and curriculum development (Richards, 1982; Blenkin and Kelly, 1988). As in all sectors of education the concerns of educationists as practitioners or policy‐makers have often driven the quest for understanding and provided the dominant ethos of inquiry. In the field of early years education, the issues for debate, and consequently the questions generated for research, have rarely been prompted by the concerns of social scientists in their pursuit of more esoteric domains of theory construction. 相似文献
7.
Paul Stephens 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):56-66
The article highlights the concerns and accomplishments of secondary school student teachers during their main attachment to schools. It also reports on the things school mentors do that student teachers find helpful and unhelpful. While the author does not make any ‘grand’ claims, he does offer a number of grounded good practice pointers that school mentors might want to engage. 相似文献
8.
In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article. 相似文献
9.
This paper provides insights into non-Indigenous teachers’ efforts to engage proactively and productively with students to enhance their learning in a predominantly Indigenous community in northern Queensland, Australia. Drawing upon notions of ‘funds of knowledge’, forms of capital as part of community cultural wealth, Critical Race Theory, and ‘whiteness’ studies, the research explores and challenges how white teachers draw upon community as a form of ‘capital’ to enable them to foster their students’ learning. These efforts to ‘capitalise’ on community reveal the school as a site of struggle for genuinely inclusive educational practices. These struggles were evident in: teachers' and school administrators’ ostensive care about their students but struggles to translate this into robust expectations as part of a genuinely inclusive curriculum; the cultivation of social and cultural capital to learn about the nature of the communities in which teachers worked but a tendency to deploy such knowledges for more instrumentalist reasons as part of their engagement with both the ‘official’ curriculum and Indigenous students; and, a desire and capacity to develop connections between community cultural capital and more dominant forms of capital but in ways which do not adequately foreground Indigenous epistemologies as curriculum. The research reveals teachers’ efforts to develop understandings of community cultural wealth and the funds of knowledge within communities, but also how their understandings were partial and proximal, and how subsequent social and teaching practices tended to instrumentalise Indigenous perspectives and insights. 相似文献
10.
John Elliott 《Cambridge Journal of Education》1999,29(3):325-340
This paper provides an overview of the OECD (CERI) programme on ‘Environment and School Initatives’ (ENSI). It describes the emergence and development of an ecologically‐driven agenda for school change, and its rationale, within a shifting policy‐context in which the environmental concerns of the public are being increasingly acknowledged. The programme can be interpreted as a policy response to public concerns. However, ENSI's agenda, the author argues, radically differs from a school improvement agenda based on economistic assumptions. The idea of ‘sustainable development’ as an education policy goal is examined in the light of these two agendas and found to carry ambiguous meanings. ENSI's agenda is concerned with transforming existing structures and processes of schooling to enable students to play an active role in shaping an ecologically sustainable social and economic order. The school improvement agenda is dominated by concerns about the economic performativity of individuals in society. It only appears to imply a ‘fine‐tuning’ of the traditional structures and processes of schooling rather than any radical transformation. The paper identifies conflicting trends within contemporary education policy contexts that carry very different conceptions of envimomental education for ‘sustainable development’. The author argues that in this situation there is a danger that the ENSI network will lose sight of its radical agenda and fail to sustain its previous momentum. 相似文献
11.
The use of the ’outdoors’ in pre-school and school settings is becoming an increasingly important field of education and researchers have emphasised the positive influence of the ‘outdoors’ on various social aspects. However, the facilitative conditions for such positive influences are not studied exhaustively. Therefore, we explored the conditions in ‘udeskole’ influencing pupils’ social relations based on an extreme case called the ‘Nature Class’. In the ‘Nature Class’ the pupils (third to fifth grades) were taught outside the classroom one day a week. Five pupils and two teachers were interviewed seven years after the period of udeskole to explore the conditions influencing social relations during the third to ninth grades. We applied a conventional qualitative content analysis and identified six conditions important for the improvement of the social relations. Four of them—‘play’, ‘interaction’, ‘participation’ and ‘pupil-centered tasks’—were important conditions for the positive social relations during the ‘Nature Class’ project. Two conditions—‘cooperation’ and ‘engagement’—seem to be consequences of the improved social relations during the ‘Nature Class’ project which positively influenced the pupils’ abilities to cooperate and the pupils’ strong engagement in the subsequent school years. 相似文献
12.
Geoff Troman 《British Journal of Sociology of Education》1996,17(4):473-487
This article explores teachers’ reactions to changing management cultures and argues for a complex reading of their responses. Data from an ethnographic study of a primary school are used to illustrate the restructuring of the teachers’ work since the mid‐1980s. Different teacher strategies were developed in response to changes in the managerial control of their work and dominant management constructions of professionalism. Whereas teachers in an occupational culture, the ‘old professionals’, largely resisted the changes but subsequently left the school or left teaching, the ‘new professionals’ complied with some of management's changed expectations of them, but resisted others. In the new managerialist culture the teachers experienced new forms of control and their roles increasingly included managerial tasks. The article concludes by suggesting that measures for policing teachers’ work, such as inspection and school self‐management may limit the spaces in which teachers can use strategies of resistance within accommodation. 相似文献
13.
This paper discusses the findings of an enquiry into teachers’ perceptions of troublesome behaviour. A questionnaire was distributed to 54 first and middle school teachers on the island of St Helena, in the South Atlantic. The enquiry forms one part of a broader study which is monitoring the effects of the introduction of broadcast television upon preschool and school‐aged children's social and academic behaviour and leisure habits, in St Helena. A total of 50 teachers returned completed questionnaires, resulting in a return rate of 93%. Only 28% of teachers considered that they were spending more time than they ought on problems of order and control. Out of the total sample, 42% of teachers considered ‘talking out of turn’ to be the most disruptive behaviour. ‘Facing away from work’ was the next most disruptive behaviour (identified by 25% of teachers). ‘Talking out of turn’ and facing away from work’ were also identified as the most commonly occurring behaviours (by 43% and 16% of respondents, respectively). ‘Talking out of turn’ was also identified as the most disruptive and most frequently occurring behaviour of particularly troublesome children. The survey also examined the perceived frequency of occurrence of particular behaviours ‘around the school’, the most commonly occurring of which was ‘unruliness whilst waiting’. The paper concludes with discussion of the kinds of proactive and reactive responses which teachers can make to the above mentioned misbehaviours. 相似文献
14.
The interaction between school pupils’ schematic representations of ‘social’ and ‘technical’ roles and the impact that the ‘sex‐typing’ of careers has on occupational choice were investigated using stimulus vignettes. Questionnaire data pertaining to occupational choice were collected from first‐year university students enrolled on courses designated as either ‘social’ or ‘technical’. The prototypical in‐group positions for the two occupational areas were calculated and used as the basis of vignettes depicting either a male or female school pupil experiencing difficulty in deciding whether to pursue a technical or socially oriented career. The vignettes were presented to 107 school pupils aged 16‐18 who were asked which career area they thought the target pupil was likely to choose. Results indicate that subjects were able to identify correctly the prototypical characteristics utilised in the vignettes and that these were of greater importance in their expectation of course choice than the ‘sex’ of the target pupil. 相似文献
15.
Bronwyn E. Wood 《British Journal of Sociology of Education》2014,35(4):578-597
A priority toward creating ‘active’ citizens has been a feature of curricula reforms in many income-rich nations in recent years. However, the normative, one-size-fits-all conceptions of citizenship often presented within such curricula obscure the significant differences in how some young people experience and express citizenship. This paper reports on research that explored the citizenship perceptions and practices of New Zealand social studies teachers and students from four diverse geographic and socio-economic school communities. Attention was drawn to the scale of their citizenship orientations and participation (local/global). Drawing on Bourdieu’s conceptual triad and his species of capital in particular, the author posits that the differences observed between school communities can be usefully explained by a concept of participatory capital. The paper concludes with some reflections on the implications for young people who fail to access the ‘symbolic’ global participatory capital associated with much contemporary citizenship education. 相似文献
16.
Amanda Keddie 《British Educational Research Journal》2014,40(3):539-554
This paper is set against a backdrop of contemporary concerns about Britishness. It explores the dominant view that unprecedented levels of cultural diversity within western contexts such as the UK are undermining social cohesion and are attributable to minority groups’ failure to connect or assimilate with mainstream ‘British’ (read White Anglo) culture. The paper focuses on how these issues play out for several of the key teachers at ‘Hamilton Court’, a large English comprehensive multicultural school. Despite the school being a socially cohesive space, these teachers were concerned with students’ lack of affiliation with ‘British’ culture. The paper examines these concerns through critical lenses that problematise reductionist and racialised understandings of Britishness and assumptions that associate an affiliation with Britishness with generating social cohesion. Against this backdrop, the paper provides further warrant for continued critical discussion about issues of Britishness, multiculturalism and schooling. 相似文献
17.
Carolyn Jackson 《Gender and education》2010,22(5):505-519
Concerns about schoolboy ‘laddish’ anti‐learning and/or anti‐school cultures are pervasive in current education discourses. Mandates to tackle laddishness frequently assume that there is a common understanding of what laddishness means, and also that teachers will know how to tackle it. This article explores these assumptions, drawing upon data generated during interviews with 30 secondary school teachers working in England. First, it maps out the key features of laddishness identified by the secondary school teachers. Second, it explores and critically evaluates the strategies that these teachers use, or advocate, for tackling laddishness, focusing particularly on the ways in which these are gendered. The paper closes with a discussion of the different agendas that may underpin attempts to tackle laddishness, and the pitfalls to avoid if teachers are to enhance learning and promote social justice. 相似文献
18.
Naomi Lightman 《Critical Studies in Education》2018,59(2):131-148
This article situates secondary schooling within the evolving transnational social field. Drawing on 43 interviews with teachers and former students with transnational connections in the Greater Toronto Area (GTA), Canada, I examine how transnational practices and dispositions fit within existing curricular and pedagogical frameworks in secondary schools. It is suggested that the ‘ways of being’ and ‘ways of belonging’ for transnational students are in conflict with the teachers’ views on how students ought to act and feel within classroom settings. When transnational secondary students travel to their sending societies for ongoing periods, the data reveal disconnections at school that threaten the dominant classroom norms. When there is sustained direct contact with multiple countries, including both travel and new modes of communication, this may create knowledge and vivid experiences for transnational youth who are ‘betwixt and between’, but also leads to concerns by teachers about a ‘strategic’ use of Toronto-area schools and fears about ‘dual loyalties’. Finally, many of the transnational youth find their teachers’ assumptions of schooling superiority in the Global North to be sorely misdirected, and perhaps even harmful. These discordances highlight the existence of competing systems of capital within GTA classrooms. 相似文献
19.
Low application rates of state school students to elite universities have been identified as a factor in their limited participation in elite universities. This article explores the role of teachers in state schools and colleges in guiding higher education (HE) choice. Drawing on qualitative research with teachers and students in six institutions, we identify differential practices that corroborate explanations of an ‘institutional habitus’ shaping students’ likely pathways to HE. However, we suggest that attention is paid to teacher habitus, demonstrating how teachers’ political and ethical dispositions as well as their social capital are potential factors shaping students’ decision‐making about HE, and elite university applications in particular. 相似文献
20.
Changing emphases in science education during the past decade have placed teaching/learning approaches informed by constructivism on the ascendancy. However, implementing these approaches, which are not the usual classroom practices for many teachers, is likely to create difficulties. In this study, these difficulties were examined in terms of concerns expressed by a group of eight science teachers in one school prior to, and upon completion of, an 18‐month inservice programme specifically aimed at promoting teaching/learning approaches informed by constructivism. Teachers’ initial concerns were related to how the new approaches would affect their own teaching and how they could fulfil their responsibilities for completing the required syllabus. Post‐inservice concerns changed to a focus on how to maximise student involvement in science learning and to the consequences of their teaching. This paper concludes with implications for teacher educators who wish to use teachers’ concerns as indicators of difficulties encountered by teachers implementing new teaching/learning approaches. 相似文献