‘We're all in this game whether we like it or not to get a number of As to Cs.’ Design and technology teachers' struggles to implement creativity and performativity policies     

Bill Nicholl  Ros McLellan 《British Educational Research Journal》2008,34(5):585-600

Education reform in England has seen many policies and initiatives introduced by central government. This article discusses two such policies, performativity and creativity. Performativity has been central to the government's agenda of raising standards and includes monitoring mechanisms such as Office for Standards in Education (Ofsted) inspections, performance management and school league tables, all of which are used to measure or judge the value or worth of a school or individual teacher. At the same time as policies on performativity have been implemented, policy makers have introduced a number of policies to encourage creativity in education. This article foregrounds teachers of design and technology (D&T) at secondary level (11–16 years), describing how they struggled to implement both strategies. Teachers valued creativity and thought it was an important part of the subject, but the pressure to be seen to be performing and getting favourable positions in school league tables and Ofsted inspections meant the teaching of D&T became rather formulaic, which allowed very little opportunity for creative learning. Individual interviews were conducted with 14 D&T teachers across six schools and an open‐ended email survey was conducted with a further 17 D&T teachers from 15 schools during the preliminary phase of a research and intervention project. In addition, 69 D&T teachers across eight schools completed a questionnaire at the start of the main intervention period. Data from 126 student interviews across six schools are used to support the teacher data outlined above.  相似文献   

Recognising the right to read.     

A Wells 《Special education: forward trends》1975,2(1):8-11

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The effects of instructional method upon the acquisition of inquiry skills     

Barbara Thomas  Bill Snider 《科学教学研究杂志》1969,6(4):377-386

This study investigated the effects of Guided Discovery vs. Didactic methods of instruction upon the acquisition of certain inquiry skills. At the same time, the effects of method on the attainment of factual-conceptual achievement was assessed. Hypotheses of no interaction of the methods variable with the learner variables—sex, measured intelligence, creativity, interest in science, general scholastic achievement, and science achievement—were also tested. The sample consisted of 140 8th-grade students. The duration of the experimental unit was six weeks. The subject matter was the same for each, “Early Man in America.” The results favored the Didactic group for the factual-conceptual achievement and the Guided Discovery for the acquisition of inquiry skills. However, in the latter there was an interaction of method with levels of measured intelligence and achievement.  相似文献   

The allure of the past: Citizen Major and the dismantling of citizenship 1     

Bill Schwarz 《Changing English: An International Journal of English Teaching》1994,1(2):32-45

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Rhetorics of Meaning or Renovating the Subject of English Teaching?     

Bill Green 《Changing English: An International Journal of English Teaching》1997,4(1):7-30

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The becoming place: A study of educational change in a small college     

Richard H. Wells  J. Steven Picou 《Research in higher education》1982,17(1):15-32

One of the more astonishing characteristics of educational research is the relative lack of social organizational analyses of higher educational institutions. There is even a greater gap in the literature with regard to thechange process associated with a given university or college. The present study is an examination of one college's attempt to change from a traditional white female finishing college to a larger biracial and coeducational college committed to experimental and innovative educational programs. Two ideal types of educational social organizations are utilized as explicit aids for the specification of the educational change process observed for the Becoming Place during the time period 1969 to 1975. The major findings, which are based on several data sources, can be summarized as follows. (1) Even when a proposed educational change is characterized by ideals of maximum involvement in the decision making process for all members of a college community, resistance to the change can be very substantial. (2) Ironically, little or no involvement by the faculty, students, and alumni in the initial decision to innovate was a major factor for the resistance to educational social change. The research is concluded with a consideration of the findings in terms of possible implications for the future of small colleges.An earlier version of this paper was presented at the annual meeting of the Southern Sociological Society, Knoxville, TN, April 1980.  相似文献   

Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1994,21(1):i-vi

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Project on scope,sequence, and coordination: A new synthesis for improving science education     

Bill G. Aldridge 《Journal of Science Education and Technology》1992,1(1):13-21

The Project on Scope, Sequence, and Coordination of Secondary School Science (SS&C) is a major national project designed to reform science education, K-12. Based on research on learning science, the project includes provision for hands-on experience, sequencing over time at successively higher levels of abstraction, and taking account of student preconceptions. Associated with SS&C is a performance-based student assessment project which incorporates compact-disc interactive (CD-I) technology. The SS&C project and its assessment component were initiated by the author and have become projects of the National Science Teachers Association (NSTA) funded by the National Science Foundation and the U.S. Department of Education. Projects are underway in California, North Carolina, Iowa, Puerto Rico, Texas, and Alaska.  相似文献   

Conflict in the family: A continuing education course produced by the open university     

Carolyn Okell Jones  Bill Roberts  M.Susan Hurley  Geraldine Peacock 《Child abuse & neglect》1981,5(1):53-58

This course, first presented by the Open University in 1980, is designed for independent study by people who, in the course of their working lives, come into contact with families suffering serious internal conflicts which place any members—adult or child—in danger of physical or emotional abuse in their own home. The course has been developed at a level which should make it a serious contribution to in-service training for a wide variety of professionals and experienced voluntary workers. It is unique in that it not only examines constructive and destructive aspects of conflict but also integrates written material (16 units) with an audiovisual component (8 TV programmes and 7 cassette tapes) on prevention, diagnosis and intervention relating to the whole spectrum of family conflict and violence including child abuse, sexual abuse, adolescent abuse, spouse abuse, abuse of and by the elderly and abuse of parents by their children. This paper provides a brief outline of the course aims, objectives and content together with information on its usage in the UK and the availability of certain components for international usage.  相似文献   

Making sense of ethnomathematics: Ethnomathematics is making sense     

Bill Barton 《Educational Studies in Mathematics》1996,31(1-2):201-233

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