共查询到20条相似文献，搜索用时 15 毫秒
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Jannette Elwood 《Cambridge Journal of Education》2012,42(4):497-512
This paper brings to the forefront students’ views on one of the most significant aspects of educational reform in the 14–19 phase in England, specifically qualifications, examinations and assessment reform. In this respect, the paper foregrounds students as ‘policy actors’, they are significant players in the mediation of national qualification systems rather than just subjects in their implementation. Data from a national dataset of focus groups with 243 students are presented. Key themes are highlighted relating to young people’s experiences of qualifications, examinations and assessment at this stage of education in a context of continuous initiatives and change as well as the impact on students of qualifications reform in situ which can be confusing, unsettling and ultimately detrimental to future success. 相似文献
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Benjamin Alcott 《Educational Assessment, Evaluation and Accountability》2017,29(3):269-296
Prior research has highlighted the importance of educational achievement throughout school in predicting subsequent progression to higher education in England. However, progress assessments may not only demonstrate students’ prior academic achievement but also influence their future achievement. I compare students who have received different grades on one such assessment, despite performing almost identically, to see whether grade labels influence their progress to post-compulsory education. Further, I investigate whether any impact differs according to socio-economic status. Results indicate that grade labels received in eighth grade influence students’ performance in school-leaving exams and enrollment in post-compulsory schooling. For lower socio-economic students, this impact is higher than for other students and extends to university enrollment. 相似文献
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The transition to mass participation in post-16 education, which had occurred considerably earlier in other European countries, has finally taken place in England. However, high drop-out and failure rates persist, particularly on vocational qualification routes. Our hypothesis is that an important factor is the lack of basic competence of lower-achieving English students in the key skills - English language and mathematics - required for success in further study. Our research addresses the validity of the argument by investigating whether any significant difference can be detected between the skills of English students entering post-compulsory education and those of students in countries where drop-out and failure rates are low. The country investigated in this study was Sweden where participation of 16 year olds in post-compulsory upper-secondary education is currently over 90%; and where some 90% of those enrolling normally obtain an academic or vocational qualification. Some General Certificate of Secondary Education (GCSE) mathematics questions were incorporated into the national test taken by Swedish 16 year olds at the end of compulsory schooling; and significant differences were found in the scores of the lower 40% of the cohort in the two countries. The results are consistent with the hypothesis; and also go beyond previous Swedish-English comparisons, which reflect the general emphasis in international studies on younger age groups (typically 9 and 13 year olds). 相似文献
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One argument for early intervention for reading difficulties is that it can sustainably improve children’s reading competence trajectory (the ‘inoculation model’), but there are virtually no studies on sustained effects at the end of compulsory schooling. This study reports on a 10-year follow-up of a widely used early literacy intervention, Reading Recovery. UK schools adopting Reading Recovery enrol selected teachers for a year’s training, after which they provide one-to-one tutoring and typically act as literacy advisors. In a quasi-experimental, intention to treat, design, 293 6-year-olds with reading difficulties in 42 London schools were assigned to Reading Recovery (RR), standard provision in Reading Recovery schools (RRS) or standard provision in comparison schools (CS). Children were traced at ages 14 (204) and 16 (271) and data collected from the National Pupil Database. At age 14 and 16, significantly fewer RR than CS pupils were officially identified as having special educational needs, a potential consequence of reading difficulties. Using multi-level modelling and controlling for baseline reading and Free School Meal status (an indicator of poverty), at age 16 the RR group significantly outperformed the CS group on academic qualifications (GCSEs) (d = 0.52). However, the RRS group also performed significantly better than the CS group (d = 0.37), consistent with the fact that standard provision for weaker readers in RR schools differed from that provided in CS. Thus, these results support the long-term effects of early intervention but raise questions about the importance of whole-school effects and systemic intervention. 相似文献
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Robin Millar 《International Journal of Science Education》2013,35(13):1499-1521
Although the term “scientific literacy” has been increasingly used in recent years to characterise the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum. A major national project in England, Twenty First Century Science, is evaluating the feasibility of a more flexible science curriculum structure for 15‐year‐old and 16‐year‐old students, centring around a core course for all students with a scientific literacy emphasis. Over 12,000 students in 78 schools have followed this course since September 2003. The development of a detailed teaching programme is an important means of clarifying the meanings and implications of a “scientific literacy” approach. Questionnaire data from teachers at the end of the first and second years of the project (N = 40 and N = 51) show a strongly positive evaluation of the central features of the course design. Teachers perceive the scientific literacy emphasis as markedly increasing student interest and engagement. Key challenges identified are the language and reasoning demands in looking critically at public accounts of science, and the classroom management of more open discussion about science‐related issues. 相似文献
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Years of experience, education level, and subject matter expertise are three measures of teacher qualification that are employed widely in contemporary educational policies including tenure, salary, and hiring, despite significant questions about their effectiveness at predicting student performance. These questions reveal a critical gap in the literature, concerning, in particular, the enduring impact of teachers' qualifications on students' educational experiences, and they ways in which related research has traditionally been framed and conducted. Specifically, studies examining these predictors have focused almost exclusively on investigating the role that an individual teacher's qualifications have on students' performance. In schools, however, students are exposed to different teachers every year, and those teachers often have differing qualifications. This study explores the impact of teacher qualification from a cumulative perspective by examining the relationship between cumulative science teachers' qualifications (measured by years of experience, education level, and subject matter expertise) and students' educational success (academic achievement, college enrollment, and decision to major in a Science, Technology, Engineering, or Mathematics field). The study found that students taught by science teachers who—as a group—were cumulatively more highly qualified, tended to have higher achievement, as well as better educational pathways and outcomes in STEM. Given that students are taught by teachers from across a broad spectrum of qualification throughout their schooling, findings from this study could have important implications, not only for research and practice, but also for education policy. 相似文献
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Helen Morris 《International Journal of Science Education》2013,35(7):1137-1158
The inclusion of socioscientific issues (SSIs) in the science curriculum is a well-established trend internationally. Apart from claims about its innate value, one of the rationales for this approach is its potential for helping to counter declining interest and participation. SSIs involve the use of science and are of interest to society, also raising ethical and moral dilemmas. Introducing such problems presents a significant and usually cross-disciplinary challenge to curriculum developers and teachers. The aim of this paper is to examine how this challenge has been met when judged against contemporary views of the issues concerned. It first explores how SSIs have been interpreted in an important and innovative science course for students aged 14–16 in England, entitled Twenty First Century Science. This paper analyses the Twenty First Century Science textbooks, focusing in detail on two SSIs, reproductive genetic technology and climate change. For each of these issues, the key ideas present in the social science literature surrounding the problems are outlined. This review is then used as an analytical framework to examine how the issues are presented in the textbooks. It is argued in this paper that the perspectives the textbooks take on these issues largely do not include perspectives from social science disciplines. It goes on to suggest that the development of future SSI-based curricula needs to take account of these wider, often interdisciplinary, perspectives. 相似文献
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Amanda Woods-McConney Mary C. Oliver Andrew McConney Dorit Maor Renato Schibeci 《Research in Science Education》2013,43(1):233-252
Previous research has underlined the importance of school students’ engagement in science (including students’ attitudes, interests and self beliefs). Engagement in science is important as a correlate of scientific literacy and attainment, and as an educational outcome in its own right. Students positively engaged with science are more likely to pursue science related careers, and to support science related policies and initiatives. This retrospective, secondary analysis of PISA 2006 national data for Aotearoa New Zealand and Australia examines and compares the factors associated with science literacy and with science engagement for indigenous and non-indigenous 15 year old students. Using a four step hierarchical regression model, our secondary analyses showed consistent patterns of influence on engagement in science for both indigenous and non-indigenous students in Aotearoa and Australia. Variations in students’ interest, enjoyment, personal and general valuing, self-efficacy, and self concept in science were most strongly associated with the extent to which students engaged in science activities outside of school. In contrast, socioeconomic status, time spent on science lessons and study, and the character of science teaching experienced by students in their schools were the factors most explanatory of variations in science literacy. Yet, the factors that explained variation in science literacy had only quite weak associations with the suite of variables comprising engagement in science. We discuss the implications of these findings for science educators and researchers interested in enhancing students’ engagement with science, and committed to contributing positively to closing the persistent gap in educational outcomes between indigenous and non-indigenous peoples. 相似文献
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Jennifer DeWitt Jonathan Osborne Louise Archer Justin Dillon Beatrice Willis Billy Wong 《International Journal of Science Education》2013,35(6):1037-1063
Students' lack of interest in studying science and in science-related careers is a concern in the UK and worldwide. Yet there is limited data, particularly longitudinal, on the sources and development of science-related aspirations. In response, the ASPIRES (Science Aspirations and Career Choice: Age 10–14) longitudinal study is investigating the development of students' educational and occupational aspirations over time. In the first phase of the project, a questionnaire exploring science-related aspirations and interests was completed by over 9,000 primary school students across England. This survey allowed us to explore possible associations between attitudes and aspirations, links which have not been investigated in previous attitudinal studies of this scope. Overall, students expressed positive attitudes to science, reported positive parental attitudes to science and held very positive images of scientists. Multilevel modelling analyses revealed that aspirations in science were most strongly related to parental attitudes to science, attitudes to school science and self-concept in science, and are also associated with students' gender, ethnicity and cultural capital. However, the images students held of scientists were not as closely related to aspirations. These factors are discussed in more detail within the paper, alongside a consideration of possible school-related effects. 相似文献
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This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender–immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students’ abilities to transfer knowledge to new situations that have not been learned in the classroom. 相似文献
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英格兰KS4学段科学课程改革及其启示 总被引：1，自引：0，他引：1
2006年9月,KS4学段的科学课程新方案开始在英格兰正式实施.与以往相比,新课程减少了要求所有学生共同必修的核心内容,增加了用于评价新课程学习的资格证书种类,从而为学生创造了更大的选择空间,提供了更多的自我实现机会.本文分析英格兰这次科学课程改革的背景及特点,阐释这次科学课程改革对我国新课程改革的有益启示. 相似文献
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The purpose of this article is to report findings from an ethnographic study that focused on the co‐development of science literacy and academic identity formulation within a third‐grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co‐development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004 相似文献
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By 2010 the UK government intends to widen access and provide experience of higher education to half of those aged up to 30.
Unlike many institutions, University of Paisley (UP) has exceeded its individual target on access. It has done this by providing
entry routes for students with ‘non-traditional’ qualifications. It is feared that low entry qualifications will adversely
influence performance and progression statistics as wider access is pursued. Drawing on a student-attrition theory, performance
and progression are investigated using data for students enrolling at UP for the first time in 2000. At UP non-traditional
entry coincided with the enrolment of many students over 21. The relationships between age and performance and between age
and progression are nonlinear and involve interactions with gender. Also, there are interactions between entry qualification
and field of study. These relationships and interactions could complicate the important task of translating wider access into
academic success. 相似文献
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STEM教育理念融入小学科学教学既有可行性也有必要性。教师在将STEM教育理念融入小学科学教学实践过程中,可采取以下四环节教学策略:第一,引入生活,创设情境,提出科学探究问题;第二,设定方案,选择材料,制作解决问题工具;第三,小组合作,科学验证,技术检测解决问题;第四,归纳分析,得出结论,联系实际归纳提升。这个过程中,可培养学生的科学素养、工程素养、技术素养和数学素养,进而在综合性的科学课堂教学中提升学生的动手能力和创新思维。 相似文献
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Mary McAlinden 《Assessment in Education: Principles, Policy & Practice》2019,26(3):340-355
Following sustained discussion regarding the relationship between advanced mathematics and science learning in England, the government has pursued a reform agenda in which mathematics is embedded in national, high stakes A-level science qualifications and their assessments for 18-year-olds. For example, A-level Chemistry must incorporate the assessment of relevant mathematics for at least 20% of the qualification. Other sciences have different mandated percentages. This embedding policy is running in parallel with an adding policy that is encouraging all young people to include the study of mathematics to 18. In this paper, we present a detailed scrutiny of the published sample assessment materials in the new A-level Physics, Chemistry and Biology qualifications in order to consider what the impact of this policy move might be for the teaching and learning of mathematics, its applications in upper secondary school advanced science studies and the implications in the transition to mathematically-demanding undergraduate studies. 相似文献
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AbstractSelf-regulated learning (SRL) – autonomously planning, self-monitoring and self-reflecting on learning – is a strong predictor of academic success. Mastery of the strategies needed to become a self-regulated learner does not develop automatically in all students; thus, the classroom environment, including pedagogy and modes of assessment, plays a vital role in stimulating SRL. Indeed, the post-16 curriculum in England is often criticised for failing to promote SRL. The Extended Project Qualification (EPQ), however, is a post-16 project-based qualification that has drawn from SRL theories. Research indicates that the EPQ can bolster A-level and degree attainment, yet, the mechanisms underlying this effect remain unknown. This article reports on a qualitative investigation using focus groups and interviews to explore students’ and teachers’ experiences of the EPQ and its effects on general academic performance. The qualification was seen to promote SRL by building learner agency and self-awareness, and improving engagement. We argue that the EPQ offers solutions for many of the perceived deficits of the English post-16 curriculum and that the decline of the AS-level in England represents an opportunity for learners to fill the ‘fourth space’ with qualifications like the EPQ, which could empower them to pursue a broad and diverse education. 相似文献
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Andrew Noyes Geoff Wake Pat Drake 《International Journal of Science and Mathematics Education》2011,9(2):483-501
This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation
in advanced mathematical study through the creation of a new qualification for 16- to 18-year-olds. This proposed qualification
pathway—Use of Mathematics—sits in parallel with long-established, traditional advanced level qualifications, what we call ‘traditional Mathematics’ herein. Traditional Mathematics is typically required for entry to mathematically demanding undergraduate programmes. The structure, pedagogy and assessment
of Use of Mathematics is designed to better prepare students in the application of mathematics, and its development has surfaced some of the tensions
between academic/pure and vocational/applied mathematics. Here, we explore what Use of Mathematics offers, but we also consider some of the objections to its introduction in order to explore aspects of the knowledge politics
of mathematics education. Our evaluation of this curriculum innovation raises important issues for the mathematics education
community as countries seek to increase the numbers of people that are well prepared to apply mathematics in science and technology-based
higher education courses and work places. 相似文献
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科学素养被认为是21世纪公民生活和工作所必须具备的关键能力的核心,而培养学生的科学素养就成了教育的重要使命之一,如何测评学生的科学素养也因此成了研究的重点。本文试图通过介绍欧洲经济合作与发展组织的“国际学生评价项目”对科学素养的界定和评估框架,为评价学生的综合能力提供借鉴。 相似文献