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1.
Lola Hill 《Teachers and Teaching》2013,19(1):23-39
This paper describes a case study investigating the impact of a primary mathematics method programme on pre-service primary teachers' capacity, and willingness to learn and teach mathematics for relational understanding. The programme, a collaborative endeavour between primary schools and university tutors, enables student teachers to practice in an on-going, integrated and consistent manner what they are learning in theory, and to reflect on their experiences. The findings from test, questionnaire and interview data indicate that the weekly cycle of theory, practice and reflection in which student teachers engage enhances their capacity, and provides an incentive for them to learn and teach mathematics for relational understanding. 相似文献
2.
Sandra Schuck 《Asia-Pacific Journal of Teacher Education》1996,24(1):75-82
The paper outlines the dilemmas and paradoxes faced by lecturers and student teachers as they interact in a mathematics education subject that deals with both mathematics as a discipline and as a language, and with appropriate pedagogies for the teaching and learning of mathematics in primary schools. For the lecturer there is a tension between comforting and challenging the students. Are they to be wooed into a more positive attitude to mathematics, at the cost of avoiding the complexity of the discipline; or are they to be challenged by the unique character of mathematics, at the risk of alienation and exclusion? The latter often returns students to their original perception of maths as a harsh and unforgiving subject which is beyond their capabilities as they struggle with unfamiliar concepts and the discomfort of ‘not knowing’. For student teachers there is, paradoxically, a desire to ‘instil understanding’ when they themselves may not fully understand. They often idealise what is good practice but deny it in their own learning. 相似文献
3.
Linda Hammersley-Fletcher 《School Leadership & Management》2013,33(4):407-420
This article considers what primary Subject Leaders are doing as a part of their role in schools, what their perceptions of the role are and how this relates to the TTA standards for Subject Leadership. The information presented is based on research conducted in 10 primary schools with 20 Subject Leaders. The argument is made that there is close agreement between Subject Leaders and Government agencies about the role a Subject Leader should perform. However, there is a need for greater clarity about what leadership means in this context and a need to support Subject Leaders' in their monitoring role. 相似文献
4.
Sivanes Phillipson 《教育心理学》2009,29(4):447-468
Vygotsky speculated that parents play an important role in the intellectual development of their children, and that this role includes the transfer of expectations related to their children's academic achievement. Consequently, different parents can produce different contexts of academic achievement for their children. The participants were 215 Primary 5 and 6 students from four primary schools in Hong Kong, and their parents. Students were administered a test of working memory and their academic achievement was indicated by their school‐assessed mathematics and language achievement scores. Parents reported their expectations of their children's academic achievement, the extent of their home and school involvement, and their educational and income levels. Correlational and sequential regression analyses showed that different schools yielded different contexts of academic achievement. The results support the hypothesis that parents, and especially parental expectations, play an important role in children's academic achievement, and that within Hong Kong different schools can be characterised by different contexts of achievement. 相似文献
5.
Chris Wilkins 《牛津教育评论》2013,39(1-2):217-230
This article arises from a research project examining the understanding of 'citizenship' amongst trainee teachers in UK primary and secondary schools. The study covers attitudes to a broad range of social, political and moral issues and examines how these affect the students' perception of the socio-political dimension of their future professional role. Tracking a group of students through their postgraduate training year highlights the relationship between the individual's political world-view and their response to the school experience. One of the key findings is the high degree of political disengagement and cynicism about the operation of democracy in the UK; this is particularly strong amongst the youngest students, those coming to adulthood during the 1990s. Although the majority of students are positively inclined to fostering 'good citizenship values' in schools, there was much confusion over what it means to be 'a good citizen'. The concept of 'citizenship' was felt to be tainted with negative imagery, although a sense of 'being part of a community' was thought to be vital for social cohesion. In addition to this, a small minority of students displayed social attitudes and values incompatible with a pluralist, tolerant society. The teacher education experience did not appear to have given students a clear picture of what to teach or how to teach it, and both the pressures of the National Curriculum and the changing climate of schooling, favouring a more 'traditionalist' approach, may result in a greater unwillingness to tackle challenging issues. 相似文献
6.
Melanie Ehren Jane Perryman Nichola Shackleton 《School Effectiveness & School Improvement》2013,24(2):296-327
With decentralisation becoming increasingly widespread across Europe, evaluation and accountability are becoming key issues in ensuring quality provision for all (Altrichter & Maag Merki, 2010; Eurydice, 2004). In Europe, the dominant arrangement for educational accountability is school inspections. The purpose of this research is to identify and analyse the ways in which school inspections in The Netherlands impact on the work of schools. The results of 2 years of survey data of principals and teachers in primary and secondary schools show that inspection primarily drives change indirectly, through encouraging certain developmental processes, rather than through more direct and coercive methods, such as schools reacting to inspection feedback. Specifically, results indicate that school inspections which set clear expectations on what constitutes “good education” for schools and their stakeholders are strong determinants of improvement actions; principals and schools feel pressure to respond to these prompts and improve their education. 相似文献
7.
Why should computers be used in primary schools and what roles have they come to play in the classroom? This paper describes an investigation into UK primary teachers' perceptions and use of computers in the classroom. The responses collected illustrate the existence of two broad groups of teachers. Those who adopt a computer awareness perspective and those who believe that the computer should be used as a means to facilitate and enhance teaching and learning. Furthermore, the responses suggest an association between teachers' beliefs about computer use and teachers' patterns of actual computer use and thus demonstrate that educational innovations are primarily and intrinsically realized in our way of thinking before they become practice. Yet, this way of thinking may be formed not only by teachers' interpretations of official orders and requirements but also by their knowledge of information technology (IT) and their comprehension of what teaching and learning is about. 相似文献
8.
For more than a decade, LEAs have been under pressure to close schools. During this period the scale of contraction in school provision has been substantial but has nevertheless lagged behind DES expectations. This paper is concerned with the selection of schools for closure or amalgamation and examines in detail the procedures adopted and the proposals advanced in one LEA. While existing evidence suggests that the selection of schools for closure has generally been less than rational, the case selected is an example of what has been officially described as ‘strategic planning’ and ‘good practice’. Policy statements, criteria for selecting schools, and the characteristics of schools earmarked for closure are compared to assess the relationship between theory and practice. In practice, the criteria cited by the LEA were generally not capable of strict application. In addition, unstated criteria, notably school size, appear to have been significant. Thus, the LEA's proposals did not correspond directly to its own stated policy. Further, the extent to which the procedure adopted by the LEA conformed to notions of rational planning was limited. Current legislation is likely to reduce still further the ability of LEAs to produce rational schemes of contraction. 相似文献
9.
Pauline S.K. Ho 《International Journal of Educational Development》2012,32(1):111-119
The aim of this study is to explore the ways in which lower tracked, normal technical students unpack academic requirements and expectations to achieve academic success. Set in Singapore, the study documents the lived experiences of four individuals from the normal technical course who have succeeded academically. The results show the emergence of three main forms of unpacking academic expectations that these participants employed throughout their lives. It will be argued that these individuals appear to be active and capable of drawing on valued knowledge and resources to participate in the institutionalised academic community. The participants’ experiences also indicate that there may be a mismatch between the participants’ interpretations of what was required of them and the institutionalised academic expectations. Their collective narratives challenge the exclusion of educationally disadvantaged students and confront traditional narratives of these youth as high potential dropouts. 相似文献
10.
Simon Catling 《Education 3-13》2017,45(3):354-364
ABSTRACTThe school inspectorates of the four jurisdictions of the UK are sources of evidence about the quality of humanities teaching, learning and curriculum in primary schools. The term ‘humanities’ usually refers to the subjects of geography, history and Religious Education, but here they are considered holistically, not separately. Discrete subject and inter-subject humanities inspection reports are used to identify what inspectors report to be high-quality practices in this curriculum area. Six themes are presented, which reveal that: the best humanities curricula are based on subject and cross-subject ideas and connections, with subject learning clearly visible; flexible but rigorous approaches to planning enable progression in children’s learning; strong teacher–child and teacher–humanities relationships reflect teachers’ evident enthusiasm, commitment and expectations; teachers use a diverse range of approaches and resources; active and enquiry-based learning approaches engage children in developing their studies; and strong humanities leadership and explicit emphasis in school development priorities underpin high-quality primary humanities. These features reflect the skills and qualities of expert primary teachers. 相似文献
11.
Helen Trevethan 《师资教育杂志》2017,43(2):219-231
Classroom experience is an important part of initial teacher education (ITE) and the teachers who work with student teachers in schools have a significant impact on learning in this context. While many studies have documented what the role of these teachers should be, it is also important to consider how the role is conceptualised by the teachers themselves. This qualitative study compares the views of New Zealand primary school teachers with that of an ITE provider. The findings show some differences among the teachers and significant differences between classroom teachers’ interpretations of their role and the expectations of the ITE provider. Teacher interpretations are firmly held and there is more work to be done to explore understandings of educative mentoring and so develop a coherent shared vision of roles in the practicum community. 相似文献
12.
E. Choat 《Learning, Media and Technology》1983,9(1):47-55
Educational Television language series are used extensively by infants' schools teachers, but there is insufficient evidence to suggest that they are incorporated into the curriculum or that their use abides by a school's language policy. A survey of over 400 teachers indicates that the teachers' criterion for usefulness seems to be the scope which a programme offers for follow‐up, particularly for discussion and phonic training in the teaching of reading. Similarly, there is little evidence of effective use of mathematics series; follow‐up and children's enjoyment of broadcasts seem to be the emphasis. Many teachers feel that it is difficult to present aspects of mathematics on television when children vary widely in their levels of mathematical development. Others teachers follow a mathematics scheme, in which television is irrelevant. The habit of whole classes of infants' school children watching language and mathematics broadcasts is not in keeping with primary school principles. Most infants' schoolteachers appear to use the programmes as a means of direct teaching to the class at the expense of children's real life experiences. Neither do the series in their present forms appear to be flexible enough to cater for the individuality of young children. Although these factors relate to educational television, they reveal a lack of flexibility in much infants' school practice, a charge which is not often levelled at infants' schools in this country. 相似文献
13.
A lay inspector is an essential part of the team conducting an Office for Standards in Education (OFSTED) inspection in England. Evidence from a small research project focusing on interpretations of policy for primary mathematics at different levels of the OFSTED system revealed some tensions and lack of clarity about the role of the lay inspector. While expressing positive feelings about many aspects of lay inspection, primary inspectors interviewed felt, on the whole, that limitations in lay inspectors’ experience of teaching and learning meant that the responsibilities allocated to them relating to subject inspection (in this case mathematics) should also be limited. But boundaries were blurred and extensive experience of lay inspection itself could bring its own, perhaps worrying, form of ‘expertise’. Concerns about variations in the quality of lay inspectors were raised by both inspectors and key personnel in schools, variations which might impact on both the process of the inspection itself and the resulting inspection report 相似文献
14.
Mainland China has a highly centralised curriculum development system. A study of two schools in northeast China, one in a rural area and the other in an urban area, indicates that the primary mathematics curriculum has been widely adopted by teachers at the classroom level. Feeling the intense pressure generated by the national mathematics Olympiad,1 teachers in the urban school tended to give more difficult mathematics problems to their students in the hope that above‐average students would perform well in the competition. In the rural school, the ability of students was more varied and generally lower. Teachers there worked very hard to push their students to meet the national requirements. The driving force behind this was the county‐wide public examination in which students' performance was taken as an indicator of teachers' competence. Teachers in both schools also have not taken effective steps to adapt the curriculum for students' individual differences. A comparison of the practices between the teachers in the two schools suggests that teachers' beliefs, their professional knowledge and skills shape their inclination and ability in curriculum adaptation and differentiation. 相似文献
15.
Geoffrey Walford 《牛津教育评论》2013,39(2):145-158
During the 18 years of Conservative government in Britain, only two attempts were made to stimulate the 'supply side' of the quasi-market of schools. These were the introduction of City Technology Colleges and sponsored grant-maintained schools. This paper draws comparisons between the two initiatives. It is shown that, while the CTCs were largely a 'top down' policy, and the sponsored grant-maintained schools might be seen as the result of 'grass roots' pressure group activity, there were many similarities between the two programmes. In practice, both initiatives stalled at just 15 schools, but it is argued that their significance is far greater than their numerical strength would indicate. Both can be seen as examples of increased privatisation and selection, and it is shown that what may develop from them is a greatly changed education system. 相似文献
16.
17.
《British Journal of Educational Studies》2012,60(4):423-438
ABSTRACTMany of the often complex debates central to the topics of belonging and social cohesion have their origins in contrasting interpretations of the ideal relationship between citizens. Governments across much of the western world continue to struggle to reconceptualise what it is to ‘belong together’ at a time of growing diversity and migration.This article considers three conceptual difficulties involved in the directive for schools to actively promote Fundamental British Values to address this issue. First, the directive fails to refer to any relevant theories around the concept of belonging, one of the major strands of research in social cohesion. The concept of ‘perceived belonging’ is thus introduced to further explore what the bond between citizens ‘looks like’. Secondly, the lack of theory leads to a restriction of the values needed to support the bond. Thirdly, there is then a lack of sufficient clarity of action for how this might be translated into school practice. Finally, I suggest that the directive needs further theoretical engagement to be successful. 相似文献
18.
David Coates 《International Journal of Science Education》2013,35(5):625-639
This research examines whether UK primary teachers are aware of the potential of highly able young 'scientists' and whether they differentiate their teaching accordingly. The support that the National Curriculum gives to highly able children is also examined. A questionnaire was chosen for initial data collection, followed by a semi-structured interview with teachers who sent children to master classes. Analysis would indicate that teachers recognize that children who are scientifically highly able have the capacity to use higher order thinking to perform all aspects of science investigations. There does, however, seem to be a mismatch between theory and practice. The data from the questionnaires suggest that teachers do use a variety of methods to differentiate their science teaching. There was, however, no correlation between teachers' opinions related to scientifically able children's investigative skills and the associated methods of differentiating their teaching. The interview data reinforced this further as many able children had been given limited experience of science investigations in mixed ability groups. 相似文献
19.
Carol Taylor Fitz-Gibbon 《School Effectiveness & School Improvement》2013,24(2):217-232
If what is taught is important but how well it is taught has only a trivial impact, then much of the work on 'school effectiveness' may be studying short term effects which quickly disappear from the system and have no long term consequences. If such were the case, then school effectiveness researchers would need to give greater consideration to what is studied, rather than simply how well it is studied. The influence of schools on curriculum choices may be more important than their influence on relative performance or "value added". In the UK 'A' levels represent a useful point at which to look at the impact of curriculum choice since students typically have to choose to study only two or three subjects for the final 2 years of secondary school. The choices are made at the age of 16 with little evidence available regarding the long term consequences. This article presents an exploration of the consequences of taking or not taking 'A' level mathematics. Evidence was available from a 5 year follow-up study of students who took 'A' levels in 1988. There were substantial differences between institutions in the extent to which students were attracted into mathematics, that is in the "Pulling Power" of mathematics departments. Focusing on students who appeared sufficiently able to have taken mathematics at A-level it was found that those who did and who were in high "Pulling Power" institutions, reported, 5 years later, a higher quality of life and a higher expectation for salaries than similarly able students who had been in institutions with low "Pulling Power" for mathematics and who had taken English at A-level. 相似文献
20.
Carys Evans CJ O’Connor Thomas Graves Florence Kemp Alex Kennedy Phoebe Allen 《Changing English: An International Journal of English Teaching》2020,27(3):244-254
ABSTRACT In response to the Covid-19 pandemic, on 18 March 2020, Prime Minister Boris Johnson announced the immediate closure of schools in England. (The closure was not absolute: schools would remain open for vulnerable children and the children of key workers. In practice, though, very few children have continued to attend.) In what follows, nine English teachers reflect on their experience of teaching under lockdown. 相似文献