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Pamela Fisher 《Educational studies》2011,37(1):49-58
A range of initiatives to promote well‐being and empowerment have been introduced into English schools. These ostensibly support the citizenship curriculum that seeks to foster a more active and engaged populace. Whilst children are being encouraged to view their own well‐being as a personal project (and as a badge of successful citizenship), this process is being undermined by an informal curriculum of citizenship, embedded within the culture of performativity, that is promoting a climate of misrecognition within schools. This form of “symbolic violence” (that affects working‐class families disproportionately) is encroaching into the private sphere, traditionally a potential refuge providing opportunities for the development of forms of well‐being that were not dependent on institutional endorsement. It is suggested that some of the counter‐hegemonic values developed in the face of marginalisation might usefully inform issues of citizenship and well‐being in schools in ways that would encourage genuinely empowered forms of citizenship. 相似文献
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Vitor Teixeira Ana Correia Elisa Monteiro Angus C.H. Kuok Chris Forlin 《International Journal of Inclusive Education》2018,22(9):1014-1032
In Macao, the government has initiated a debate regarding revisions in the Decree Law in order to promote a more inclusive schooling system. In this Special Administrative Region of China, inclusive education is one of three possible types of special education that are likely be legislated in the future. The way the teachers perceive the different aspects related to inclusive education, namely the principles, concepts and law, is essential for its full implementation. The aim of this study is to understand teachers’ perceptions about the proposed amendments in the consultation document for changes in the special education regime. In particular, we focus on teachers’ acceptance of the recommended role of parents, the proposed placement models and expectations for teacher training. A mixed-methods approach with a survey of a sample of 500 teachers in private schools and interviews to a sub-sample of 20 provide the data. While agreeing in principle with the majority of the proposed changes in the Decree Law, there were several reservations made by the teachers, especially regarding the extent of parental choice, placement decisions and teacher training. Recommendations to continue the pathway for a more inclusive education system in Macao and for further research are made. 相似文献
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Teachers’ role in curriculum design is a broad question that inspires political educational reforms among European countries, a trend that even extends to higher education politics. The perspective on teachers’ role in curriculum, both at the level of the policies and of the practices, shapes recent educational reforms in Portugal. These are the concerns underlying our research that intends to substantiate school teachers’ involvement in curriculum development as it is experienced by them, and while comparing their views to the roles they are attributed in the political and academic dominant discourses. To reach teachers’ perceptions, we distributed questionnaires which were completed by 214 teachers in primary and secondary schools. We could conclude that the enactment of a professional identity on the basis of teacher assumption of their role as real curriculum designers is still far from being achieved. 相似文献
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This article considers how developments in technologies have transformed the kind of social interaction possible over the Internet, making it feasible to undertake discourse and dialogue without having to rely solely on text-based mediation. This represents a fundamental change to learning, shifting from passive acquisition of someone else’s ideas to active learning experiences that empower people to inquire, critique, create, collaborate, problem-solve and create understanding. Such technologies are also about the portability of mobile digital devices which now have the potential to allow any-time access for users either through Wi-Fi or mobile broadband providers and for those devices to become personal. The implications for education are enormous and the anticipated change probably ranks alongside the introduction of the printing press in terms of historical importance. This article considers those implications and draws on research recently conducted in schools and other educational settings in the United Kingdom. The authors conclude that the need to allow use of personal digital devices in schools seems inexorable, the further we go into the new millennium. This simple premise is fraught with many difficulties and challenges, however, which suggest that for many students the current situation is ‘Access denied’. 相似文献
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《International Journal of Educational Research》2001,35(2):181-191
In Sri Lanka, English is taught in the primary school, by language specialists, starting in Grade 3. During 1995, staff at the National Institute of Education investigated the impact of a “Book Flood” of 100 good quality English reading books per school, in 20 small disadvantaged schools, at Grades 4 and 5. Half the schools were urban and half were rural. The books were donated for the project by Wendy Pye, a New Zealand publisher. In preparation for the project, teachers were trained, in short workshops, to use the Shared Reading method, and to read stories to children. The books were used for 15–20 min daily during normal English periods. The achievement levels of the pupils were tested before and after the program, which continued from March 1995 until January 1996. In comparison with matched control groups, the project groups showed highly significant gains in reading achievement, approximately three times that of control groups, and substantial improvements in writing and listening skills. Apparently, the daily practice at reading and related activities contributed to a marked improvement in English literacy acquisition. The Ministry of Education recommended extension of the program to all schools, in English, Tamil and Sinhalese. Teachers in over 400 schools have now been trained in the approach. 相似文献
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Susan Graves 《School Leadership & Management》2014,34(3):255-268
In this paper, the author explores the development of school staff who are employed to support pupils in the classroom, specifically the teaching assistant/higher level teaching assistant role. These roles have undergone considerable change following the introduction of Workforce Reform and Remodelling in English schools and the National Agreement. In practice, the introduction of this agreement into schools appears to have a powerful gendered aspect which limits choice and agency for individuals and prevents the development of a coherent workforce. I argue that the discourse of maternality within which the school support role has evolved supposes a level of self-sacrifice and conscientiousness which is gendered and conceals the exploitative nature of the role in terms of poor pay and career prospects. Furthermore, the growth of support staff in English schools to undertake roles previously assigned to teachers has had the effect of disaggregating and de-professionalising the teacher role and weakening the traditional job boundaries which defined the work of support staff. 相似文献
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Florence Kyaruzi Jan-Willem Strijbos Stefan Ufer Gavin T. L. Brown 《Assessment in Education: Principles, Policy & Practice》2019,26(3):278-302
This study investigates the impact of secondary school students’ perceptions of mathematics teachers’ formative assessment practices and feedback delivery on their feedback use, and mathematics performance. The sample consisted of 2767 Form 3 (Grade 11) students from 48 secondary schools in Tanzania. Surveys and focus group discussions were used to measure students’ perceptions of formative assessment, feedback delivery, and feedback use. Structural Equation Modelling (SEM) of survey data showed that students’ perceptions of the quality of teacher feedback delivery and perceived scaffolding positively predicted students’ feedback use whereas perceived monitoring negatively predicted feedback use. In turn, students’ feedback use positively predicted their mathematics performance to a small extent. Content analysis of focus group discussions illustrated that most students valued their mathematics teacher’s assessment practices. The findings imply that in Sub-Saharan African educational systems the quality of teacher feedback delivery and promotion of student feedback use can improve students’ mathematics performance. 相似文献
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Jenny Collins 《Journal of educational administration and history》2014,46(1):74-92
This paper builds on recent scholarship on the gendered nature of educational work to argue that while conceptualisations of the principalship are underpinned by scholarship and policy assumptions that construct the work of the principal as a male domain, women have responded to opportunities presented by changing historical, political and social contexts, creating professional spaces for themselves as principals in primary and secondary schools within both state and Catholic school systems. It details how in the years prior to 1975, a time when the majority of state primary and secondary schools were led by men, the principalship of New Zealand Catholic schools was a largely female endeavour. The experience of Catholic Sister Principals was framed by the fact that they were women leading schools in a world dominated by men. Implicit in this arrangement were the ecclesiastical authority structures and their subjection to the convent hierarchy. Nevertheless, Sister Principals learned a range of strategies that enabled them to negotiate with Church and religious authorities and to undertake the diverse tasks associated with the leadership of Catholic schools. 相似文献
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This small‐scale study investigates the origins of parental disillusionment with school, with a focus on the extent to which disillusionment is related to the level and quality of partnership between parents and teachers. It also compares the reactions of parents when teachers take the initiative in contacting them about a child's learning or social problems with those of teachers when parents contact them. Sixteen pairs of parents and teachers who had met to discuss such problems agreed to take part in separate interviews. At least at the outset, partnership was consistently more effective when teachers initiated the contact than when parents initiated it. Initial tensions in the relationship could be reduced when either a parent or a teacher took action to improve the relationship. Parental disillusionment occurred in only three cases, where neither parent nor teacher could see their way to any compromise. 相似文献
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Are boys discriminated in Swedish high schools? 总被引：1，自引：0，他引：1
Girls typically have higher grades than boys in school and recent research suggests that part of this gender difference may be due to discrimination of boys in grading. We rigorously test this in a field experiment where a random sample of the same tests in the Swedish language is subject to blind and non-blind grading. The non-blind test score is on average 15% lower for boys than for girls. Blind grading lowers the average grades with 13%, indicating that personal ties and/or grade inflation are important in non-blind grading. But we find no evidence of discrimination against boys in grading. The point estimate of the discrimination effect is close to zero with a 95% confidence interval of ±4.5% of the average non-blind grade. 相似文献
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Internationally there is now a growing body of research on student school engagement. Much of this research highlights the association of school engagement with a range of social, behavioural and academic outcomes. Less attention is paid to factors predicting disaffection among young children across various dimensions using nationally representative data-sets. This paper addresses this gap in research by exploring factors that are related to school disaffection in Irish primary schools. Drawing on a nationally representative study of nine-year-olds, the multivariate analysis reveals that disaffection is associated with a number of personal and institutional factors. While the data relate to the Irish situation, the paper raises a number of issues also of interest to an international audience. 相似文献
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《Journal of moral education》2012,41(4):513-515
This article is intended as an initial investigation into the foundations of moral psychology. I primarily examine a recent work in moral education, Daniel Lapsley’s and Darcia Narvaez’s ‘Character education’, whose authors seem to assume at points that criteria for discerning moral actions and moral traits can be derived apart from ethics or moral philosophy. This assumption, which appears to stem from misconceptions about both the virtues traditionally understood and the non-empirical nature of moral-philosophical theorising, is problematic: (1) it courts moral relativism, which would preclude arguing for the superiority of any model of moral education, (2) deriving or validating a morality through empirical methods involves a self-undermining stance about the nature of empirical justification and (3) empirical criteria used to delineate morality are unavoidably arbitrary. After examining similarly problematic works by David Wong and Lawrence Kohlberg, I conclude that moral psychologists must wrestle with the problem of moral criteria through substantive engagement with moral philosophy. 相似文献
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Toronto boasts a large and diverse system of public alternative schools: schools where democratic practices, student access and a commitment to public education are fundamental. There are academic schools; schools with thematically focused curricula; schools driven by social movement principles such as antiracism and global education; schools for students who do not thrive in mainstream schools; and schools with alternative scheduling and delivery practices for students who must work. The schools are small, supporting personalized relationships among teachers and students, with teacher-driven curricular programs that are responsive to student interests. Curricular innovation is made possible because alternative schools are only loosely coupled with the rest of the public education system, but they still must comply with school system regulations. This paper describes how teachers’ work and the structural elements of alternative schools support school-based innovation. 相似文献
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Leanne Dalley-Trim Nola Alloway Karen Walker 《The Australian Educational Researcher》2008,35(2):55-69
This paper addresses the issue of Vocational Education and Training in Schools — an issue that has recently attracted significant
political attention particularly in light of current national skills shortage in Australia. Specifically, it investigates
secondary school students’ perceptions of VET in Schools [VETiS]. It also explores the factors influencing their decision-making
in relation to VETiS — that is, why one might choose, or choose not, to enrol in a VETiS course of study. In view of the findings
presented, the paper argues that VET, and more particularly VETiS, is experiencing an “image problem” — one underscored by
the need for curriculum design and delivery reform — and suggests that there is much work still to be done on the VET agenda. 相似文献
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Evgenia Partasi 《Compare》2011,41(3):371-386
Within the context of a monocultural and monolingual education system, this paper seeks to explore and compare the experiences of Cypriot and non‐Cypriot pupils in Greek‐Cypriot primary schools with culturally diverse pupil populations. The concept of multiculturalism has been introduced only very recently in Cyprus and there has been little research on pupils’ experience and understanding of multiculturalism. Using a narrative approach, this inquiry seeks to provide an understanding of the experience of studying in multicultural primary school classrooms. The pupils of two classrooms, aged between 10 and 12, describe their experience through terms such as new knowledge, religion, language, racism and stereotypes. 相似文献
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Linda Wheeler Peter Pumfrey Peter Wakefield Wendy Quill 《Emotional and Behavioural Difficulties》2013,18(3):163-177
As part of research undertaken by the first author, a survey of schools was carried out in one local education authority (LEA) in order to gather information about pupils diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). All mainstream and special schools and pupil referral units were approached and a response rate of 94% was achieved. In 151 schools there were 413 pupils reported as being formally diagnosed with ADHD. The survey results include details of prevalence, the balance of gender, age and special educational need (SEN) Code of Practice levels, issues of diagnosis and medication, co‐morbidity and school training needs. In addition, responses from two ADHD study days, one held during the survey data collection phase and the second following dissemination of the results, provided supplementary information regarding school training needs. Implications for inclusive educational practice are discussed with reference to: prevalence rates; multi‐professional identification, assessment and management of the disorder; the need for and nature of the training schools require. 相似文献