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1.
Peter A. J. Stevens 《British Educational Research Journal》2009,35(3):413-430
While British educational researchers have given considerable attention to issues of racism, little attention has been given to how pupils themselves perceive differential teacher treatment and how such views relate to pupils' claims of teacher racism and racial discrimination. This article employs ethnographic data gathered from one English and two Flemish (Belgian) secondary schools to investigate pupils' perceptions of teachers' differential treatment of pupils. All schools were multi‐ethnic in character and located in inner‐city areas. The analysis of the data suggests that three ideal types of pupils were perceived as legitimate recipients of a less or more favourable teacher treatment: the ill, stragglers and deviants. This study illustrates how pupils' claims about teacher racism and racial discrimination relate to conflicts between particular pupils and their teachers over the appropriateness of their status as ill, stragglers or deviants and related role expectations. The final section discusses implications of this study for future research on processes of racism and racial discrimination in educational settings. 相似文献
2.
This paper documents teachers’ assessment practices and pupils’ learning to read and write in large classes. To gain insights into the assessment practices and pupils’ learning, the principles of Vygotsky’s zone of proximal development and participatory action research (PAR) design were adopted. Collaboratively, teachers reflected on their assessment practices, developed, implemented and monitored the assessment practices. Through observation, in-depth interview and review of exercise books, data were obtained. We argue that teachers’ involvement in PAR has contributed to changing assessment practices in large classes and in improving pupils’ competencies in reading and writing. On the other hand to promote better assessment practices, we advocate for reduced number of pupils in a class and teachers’ workload to enable them offer more support to the pupils during assessment of reading and writing. 相似文献
3.
This article argues that digital games and school‐based literacy practices have much more in common than is reported in the research literature. We describe the role digital game paratexts – ancillary print and multimodal texts about digital games – can play in connecting pupils’ gaming literacy practices to ‘traditional’ school‐based literacies still needed for academic success. By including the reading, writing and design of digital game paratexts in the literacy curriculum, teachers can actively and legitimately include digital games in their literacy instruction. To help teachers understand pupils’ gaming literacy practices in relation to other forms of literacy practices, we present a heuristic for understanding gaming (HUG) literacy. We argue our heuristic can be used for effective teacher professional development because it assists teachers in identifying the elements of gameplay that would be appropriate for the demands of the literacy curriculum. The heuristic traces gaming literacy across the quadrants of actions, designs, situations and systems to provide teachers and practitioners with a knowledge of gameplay and a metalanguage for talking about digital games. We argue this knowledge will assist them in capitalising on pupils’ existing gaming literacy by connecting their out‐of‐school gaming literacy practices to the literacy and English curriculum. 相似文献
4.
Kalwant Bhopal 《British Educational Research Journal》2011,37(3):465-483
This article examines teachers' attitudes towards Gypsy and Traveller pupils in one primary and one secondary school in an inner‐London borough in England, UK. The research is based on in‐depth interviews with 20 teachers, heads, deputies and classroom assistants. The main aims of the study were to examine examples of ‘good practice’ in schools and to explore strategies that would improve the educational outcomes for Gypsy and Traveller groups. This article will argue that despite schools implementing inclusive measures for Gypsy and Traveller pupils, this alone does not encourage positive attitudes or change attitudes towards them. In some cases, such practices work to emphasise the difference and outsider status of these groups. 相似文献
5.
The hidden human rights curriculum of surveillance cameras in schools: due process,privacy and trust
This article explores how school principals integrate Closed Circuit TV systems (CCTVs) in educational practices and analyses the pedagogical implications of these practices through the lens of human rights. Drawing on interviews with school principals and municipality officials, we found that schools use CCTVs for three main purposes: (1) Discipline: gathering evidence by semi-legal procedures, which replace educational processes and are inattentive to pupils’ voices; (2) Monitoring: real-time surveillance of pupils, which includes both caring and policing practices; and (3) Producing trust, by refraining from accessing the footage. This usage attempts to invert the concern that CCTVs undermine trust, but it may prove a double-edged sword if the pupils do not believe the principal. We argue that each of these approaches shapes the schools’ hidden human rights curriculum, by which pupils learn about due process, privacy, and autonomy, and about the power relations that determine the scope of these rights. 相似文献
6.
Chris Wilkins 《International Journal of Inclusive Education》2015,19(11):1143-1160
This article argues that contradictory forces affect teachers' work in the neo-liberal school system in England, with a diversity of governance models alongside increasingly dominant orthodoxies of what constitutes ‘effective practice and leadership’. School reforms in England have focused on increasing overall attainment and on closing the achievement gap for pupils from ‘disadvantaged communities’; whilst there is evidence that reforms have delivered on the former, evidence is inconclusive on the latter, with some critics arguing that some reforms have increased social inequality. The future for teachers’ professional identity and practices in this landscape is uncertain. Whilst this article broadly concurs with many studies of teacher identity which argue that the ever-extending reach of performative mechanisms has restricted teachers’ opportunities to develop as activist professionals with ‘a moral purpose’, it also argues that the diversified landscape may provide the opportunity for new autonomous spaces. It goes on to suggest that further research is needed into the forms of locally determined values and practices emerging in ‘quasi-privatised’ academies and free schools in England, to explore whether these professional communities will be entirely managerialist/entrepreneurial in character, or whether models of practice underpinned by a concern with social equity and social justice issues may emerge. 相似文献
7.
Elizabeth McIntyre 《Educational Psychology in Practice》2009,25(4):301-314
This paper reports on a study which surveyed and interviewed teachers on their perceptions of the barriers and facilitators to the inclusion of lesbian, gay and bisexual (LGB) pupils in school. The outcomes indicated that there was a silencing of diverse sexualities in schools. In theory, teachers had adopted an individual liberal humanitarian stance of “we treat all pupils alike”. In practice this had resulted in confusion regarding how to respond to the needs of LGB pupils and a silence on (homo) sexuality. This paper further discusses the implications of the outcomes of this study for the implementation of the government equality agenda in schools in relation to sexual orientation. 相似文献
8.
Kerry Assemakis 《Literacy》2023,57(1):40-50
Teaching creative writing in primary schools requires an understanding of creative pedagogies that value autonomy and for educators to draw on their own experiences of the creative writing process to support the development of their pupils. This article draws on evidence from 58 undergraduate primary student teachers to further understand how their appreciation of creative pedagogies, combined with their experiences of creative writing, impacts on their approach to the teaching of writing in primary schools. Evidence from questionnaires and interviews reveals that factors such as freedom, choice and focusing on the personal aspects of writing are valued but often because they make writing fun for children, rather than because they develop children's creative behaviours and creative writing. Student teachers' own personal experiences of these factors affect whether they are likely to integrate them into their future practice in school. It is argued that if students experience creative writing that is underpinned by a creative pedagogy within their initial teacher education, they will be better equipped to teach creative writing and prepare children for being writers. 相似文献
9.
Words on the screen: broadening analyses of interactions among fanfiction writers and reviewers 
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下载免费PDF全文 Young fanfiction writers use the Internet to build networks of reading, writing and editing – literacy practices that are highly valued in schools, universities and workplaces. While prior research shows that online spaces frame multiple kinds of participation as legitimate, much of this work focuses on the extensive contributions of exceptional young authors. In this paper, we foreground the contributions of fanfiction reviewers and focus on their interactions with writers, exploring their communicative literacy practices and hypothesising about how we can make their reading and writing more visible and more effectively consider their learning practices. To do so, we conducted a linguistic analysis of fanfiction review comments on two sites, FanFiction.net and Figment.com. While fanfiction readers provide writers with an authentic audience for their creative work, our findings indicate that the review comments that they leave generally do not offer specific feedback regarding the craft of writing. For this reason, we argue that teachers' expertise is still needed in the difficult task of developing young adults' composition, peer review and critique skills. 相似文献
10.
Don Weenink 《教育政策杂志》2013,28(4):495-511
The past decades saw a rise in internationalised education in Europe. Based on case studies at Dutch schools, I argue that the introduction of this type of education can be understood by the increased need for schools to adapt to the social reproduction strategies of privileged social classes. School managers regard internationalised streams as a way to counter a decline of pupils or as a strategy to improve an already secure position. In both cases, they resisted protesting staff in their efforts to establish an exclusive image of their internationalised stream. I argue that school managers’ inclination to emphasise the exclusive and ‘high‐quality’ profile of their internationalised streams and their propensity to celebrate the abilities of their pupils stem from their competitive engagement with local education markets. 相似文献
11.
The paper reports on a participatory action research study conducted in six rural primary schools in Uganda in 2013 to establish why children taught in the local language had difficulties in reading and writing. Findings through interviews, focus group discussions, reviews of exercise books and lesson observations indicated that though it was easier for pupils to learn the concepts in the local language; challenges ranging from poor translation, inadequate teachers’ language proficiency, lack of instructional materials, high pupils’ enrolment, lack of administrative support and teacher-centred approach of teaching, affected pupils’ learning to read and write. Participants recommended adopting the child-centred pedagogy, incorporating instructional materials, conducting continuous assessment and recording pupils’ competencies attained in reading and writing. Teachers need to engage more in Participatory action research in order to reflect on their practices and pupils’ learning, and collaboratively decide what works best and what needs improvement in their classrooms. 相似文献
12.
JENNIFER SPRATT JANET SHUCKSMITH KATE PHILIP CATE WATSON 《Pastoral Care in Education》2006,24(3):14-21
Drawing from a Scottish study, this article examines ways in which the school environment can impact upon the well-being of pupils and their associated behaviour. It identifies tensions between existing school structures and cultures and the promotion of positive mental health, particularly in relation to the curriculum, pastoral care, discipline and teacher/pupil relationships. In many cases, schools attempt to address mental well-being by bolting fragmented initiatives onto existing systems, and we argue that a more fundamental review of values, policies and practices throughout the school is needed. This paper also looks at the roles of interagency workers in schools, and reports that, in most cases, these workers are seen as offering a parallel service to the mainstream school, targeted at the most troubled or troublesome pupils. We suggest that schools should draw on the skills and understandings of these workers to help build new cultures throughout the school for the benefit of all children and young people. 相似文献
13.
Constantinos Xenofontos 《Cambridge Journal of Education》2015,45(4):475-488
Research in diverse mathematics classrooms suggests that pupils’ learning is influenced by both linguistic and cultural factors. In recent years, the demographics of Cypriot (mathematics) classrooms have become very diverse. In 2003, the Ministry of Education and Culture introduced the Zones of Educational Priorities, a UNESCO strategy for positive discrimination, to support schools with high proportions of immigrant pupils. This paper examines how elementary teachers in such schools see their immigrant pupils as learners of mathematics. The findings confirm two main factors identified in the literature (language and culture), yet the Cypriot teachers in this study share some particular views on how these features impact mathematics learning. Some recommendations for policy-making and future research are discussed at the end of this paper. 相似文献
14.
Jo Pearce 《British Journal of Religious Education》2019,41(3):299-314
It has been suggested common schools might have something to learn from spiritual education in Steiner schools. This arguably assumes practice in Steiner schools to be compatible with the aims of spiritual education in common schools. I question this by considering whether the former is confessional, as the latter should not be. I begin by highlighting how my concern about the potentially confessional nature of Steiner spiritual education arose. I argue for a nuanced understanding of confessional education, which distinguishes between ‘weak’ and ‘strong’ confessional education, as well as between confessional education as intentional and as defined by outcome. I then argue that spiritual education in common schools should prepare pupils for spirituality, without being confessional. I consider whether Steiner schools are confessional by drawing upon findings from research conducted at six Steiner schools. I conclude that spiritual education in Steiner schools is weakly confessional in an intentional sense. I further conclude that practices which might contribute to preparation for spirituality and which can be implemented in a non-confessional manner are worthy of consideration for transfer to common schools. Common schools committed to preparation for spirituality as an educational aim could learn from spiritual education in Steiner schools. 相似文献
15.
《British Educational Research Journal》2005,31(4):481-508
The aim of this research article is to investigate how pupils from Black Caribbean backgrounds are helped to achieve high standards in British schools and to identify a number of significant common themes for success in raising the achievement. It draws evidence of good practice from 13 case study schools in the local education authority (LEA). The main findings of the research carried out show that Key Stage 2 (KS2) and General Certificate of Secondary Education (GCSE) results have improved significantly in the case study schools in the last seven years and all schools are performing above national average with Black Caribbean pupils. The study has also identified a number of good practices in successful schools. Among the key features that contribute to the success in the case study schools for raising the achievement of Black Caribbean are: strong leadership with emphasis on raising expectations for all pupils and teachers; the use of performance data for school self‐evaluation and tracking pupils' performance; a commitment to creating a mesmerising curriculum where teachers use their creative intuition to deepen the quality of pupils' learning; a highly inclusive curriculum that meets the needs of Black Caribbean pupils; a strong link with the community and a clear commitment to parents' involvement; good and well coordinated support to Black Caribbean pupils through extensive use of learning mentors and role models; an inclusive curriculum and a strong commitment to equal opportunities with a clear stand on racism. This article discusses in detail these good practices and pattern of KS2 and GCSE performance by ethnicity to illustrate difference in attainment. Overall, the finding of this case study LEA confirms that in good schools Black Caribbean pupils do well and buck the national trend against all odds. The reasons for this success story are all to do with education provided in the LEA and schools. The implications of the research for all concerned with school improvement receive much attention. 相似文献
16.
Abstract As LEAs and schools develop their inclusive policies and practices, arguments about how to provide the most effective education for pupils with EBD continue. Is it possible to provide high quality education for this group in mainstream schools whilst not adversely affecting the education of the other pupils? What are the consequences of placing the most disturbed pupils in special schools? What do the pupils themselves think? This article draws on findings from 26 interviews with former pupils of an EBD residential school. We were interested in their opinions about the quality of education and care they received at the school and the impact of the placement on their experiences as young adults. Overall, despite some concerns, the former pupils have very positive memories of the school and felt that it had helped them to overcome their learning and behavioural difficulties. The findings have key implications for the development of policy and practice. 相似文献
17.
Alison Kirton Susan Hallam Jack Peffers Pamela Robertson Gordon Stobart 《British Educational Research Journal》2007,33(4):605-627
This article analyses some of the findings of an evaluation of Project One of the ‘Assessment is for Learning’ Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and parents, the use of such strategies is examined. The study provides some evidence that the use of formative assessment led to pupils taking more responsibility for their learning, contributing to improved motivation, confidence and classroom achievement, especially for lower attainers. Employing such strategies also developed teachers' conceptual understanding of formative assessment, moving some from a teacher‐centred pedagogy to one which placed pupils and their learning needs at the heart of teaching. The article concludes by discussing the implications of the project for teachers' professional development and the constraints faced by teachers in sustaining and embedding such practices. 相似文献
18.
Issues of combating social exclusion are often held to be synonymous with a reduction of truancy and exclusion from schools. In the UK, for example, the Labour Party has expressed a commitment to reducing the number of pupils truanting or excluded from our schools Social Exclusion Unit (SEU) (1998). As this paper will illustrate however, the social exclusion of pupils goes way beyond simple measures of school attendance. Equally important are issues of affect, the external, observable manifestation of emotion and feeling, which are related to the engagement and active participation of pupils in schools. Drawing on years of teaching and research in Australia and the UK, this paper examines the role of affect in learning and teaching. We begin by examining the ways in which pupils' participation and inclusion is related to their perceptions of themselves, the quality of their relationships in school and their feelings about the culture of the classrooms in which they work. We then examine the ways in which teachers' perceptions of themselves and their feelings about the culture of the school in which they work influences how they teach and indeed how they learn. We argue that constructivist approaches to learning provide an opportunity for pupils, and teachers, to feel more included, rather than excluded, from the education process. 相似文献
19.
In this article, we discuss principals’ perspectives on the priority given to the place in the curriculum of and the supporting practices related to health and sustainability education in schools in Denmark (for pupils aged 6–16). The study is situated within the discourses about critical health and sustainability education and treats the two issues as societal challenges that are important to address in schools as educational examples. We draw on the literature on school leadership challenges linked to global neoliberal trends in educational reform. The context of the study is the ongoing school reform in Denmark. The data were generated through an online survey of principals in Denmark (n = 118). The findings show that although the principals view school as an important arena for health and sustainability education, their actual support for such education lags behind. Health education is prioritized somewhat more than sustainability education; however, both are characterized by insufficient attention to teachers’ professional development and the low prioritization of collaboration within the school and between the school and community actors. Acknowledging the contradicting demands that principals face in the context of the reform, we argue for reconnecting the concept of leadership with the wider purposes of schooling and for providing space for an emergent, whole-school curriculum that addresses health and sustainability. 相似文献
20.
By far the most challenging task faced by schools in post-apartheid South Africa, has been the distance educational leaders were mandated to put between the educational institutions and the apartheid legacy of racial discrimination and exclusion. It is therefore not surprising that there are two dominant approaches to educational leadership, namely the transactional and transformational leadership paradigms that were considered as apposite to ensure the implementation of new educational policy and curriculum developments. Indeed, the theoretical debates about educational leadership have extended expositions of the concepts of transactional and transformative leadership that are often perceived as forms of educational leadership that can enhance the democratisation of educational institutions, such as schools. However, after the demise of apartheid all attempts to move beyond authoritative practices have been shown to be undesirable; and the transactional and transformative forms of educational leadership might have too hastily and prematurely abandoned authoritative forms of leadership. Therefore, in this article the authors argue in defence of authority as constitutive of transformative leadership in schools by reflecting on current leadership practices in schools. 相似文献