EDUCATIONAL USE OF DRAMA AND PAGEANTRY     

George Reid Andrews 《Religious education (Chicago, Ill.)》2013,108(10):1029-1032

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The evaluation of a school science syllabus through objectives and attitudes     

D. J. Reid  D. C. Tracey 《International Journal of Science Education》2013,35(4):375-386

The School Science Curriculum Review (SSCR), sponsored in part by the Department of Education and Science itself, was established in the United Kingdom in September 1981 at a cost of £1 m. Its brief was, amongst other things ‘to provide a framework of science courses ... that will [provide] an appropriate education for all young people growing up in an advanced scientific and technological society’. The units for development work are groups of practising science teachers organized on a ‘periphery to centre’ model.

The study reported here is an evaluation of a science syllabus which is claimed by the authors to be typical of many such syllabuses in use in UK secondary schools today. It finds confusion between course objectives and the teacher's perceptions of what they see as the important objectives of science education. It is suggested that there are reasons to doubt the efficacy of the course in terms of its effect on children's attitudes to science.

The objectives model of curriculum development has had only marginal impact in the United Kingdom. The argument is put that whilst it is clear from a theoretical standpoint that content of a syllabus should be consequent upon derived objectives, and this is explicitly recognized by the hierarchy of the SSCR, such an approach will not come easily to practising science teachers. There is a distinct possibility that too strict an adherence to the ‘periphery to centre’ model propounded by the review will result in continued curriculum intransigence.  相似文献   

Judging students’ performances     

Jo-Anne Baird 《Assessment in Education: Principles, Policy & Practice》2013,20(3):247-249

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OP-ED Erasmus,Gates, and the end of curriculum     

William A. Reid 《课程研究杂志》2013,45(5):499-501

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Renewing the public and the role of research in education     

Alan Reid 《The Australian Educational Researcher》2013,40(3):281-297

Australians live at a time when the quality of discussion in the public sphere and within the institutions of the state is at a very low ebb; when policy making is dictated by short term political cycles, spin and focus groups; and when notions of the public good are set aside in favour of self-interest. This paper is based on the premise that if one of the historic purposes of education is to renew the public, then education holds the key to improving the quality of public discourse. However since education policy making in contemporary times is also caught up in the processes which diminish public discourse, the challenge is to find ways to break this vicious cycle. This paper argues that one of the factors contributing to this state of affairs is the influence of what is currently passing for educational ‘research’. It traces the ways in which unrefereed consultant and think-tank research has captured policy makers and some sections of the media, and shows—using a recent influential research report as a case study—how such research often does not stand up to critical review. The purpose in questioning the rigour of such research is based on the conviction that a process of reinvigorating and deepening public debate about education must be based on quality research. The paper concludes by suggesting some ways by which the education research community can contribute to the process of renewing the public.  相似文献   

Influence and change in the Primary School     

P.H. Taylor  W.A. Reid 《Education 3-13》2013,41(1):29-35

Efforts to impose improvements on education by prescribing what must be done make it increasingly difficult for teachers to enjoy their work. This paper makes a case for the need to relax the pressure under which teachers work and suggests that this may be achieved by increasing opportunities for conversation at all levels of education. Conversation contributes to a sense of community which can make teaching more enjoyable. It can also help to develop a confident voice with which teachers can engage their managers in conversation, suggesting ways in which policy might be developed and improved.  相似文献   

Teachers’ experiences of engagement with and in educational research: what can be learned from teachers’ views?     

David Leat  Anna Reid  Rachel Lofthouse 《牛津教育评论》2013,39(2):270-286

In this paper, we explore what is known about teachers’ engagement in and with educational research with a special emphasis on teachers’ voice evoking their experience of participating in research. This will draw upon international contexts in order to suggest ways of utilising the benefits of research in practice. Our review is framed around five key themes between which there are interesting links. The first theme is purpose and consequence, which highlights the dimensions of teachers’ control and autonomy. This is related to the second theme—teachers’ learning and affective response. The third theme, agency, addresses the contextual factors influencing teachers’ experience of research, which opens up the fourth theme concerning the degree of trust and collaboration that is experienced by teacher researchers. The final theme is contradiction. This phenomenon is understood in the context of socio-cultural theory in that the teacher researcher is evolving practice and questioning the focus on aggregate examination results/targets and its associated technology. While the available evidence of teachers’ experience of research is overwhelmingly positive, providing an acceleration of professional understanding and new perspectives, which re-invigorates those teachers who do engage, it is not always experienced as such. Overall, we underline the importance of dialogic approaches and ecological agency, which relate to teachers’ multi-dimensional perceptions of and participation in research.  相似文献   

Effects of imagery‐eliciting on recognition and recall for radio commercials     

Leonard N. Reid  Lawrence C. Soley 《广播与电子媒介杂志》2013,57(2):567-574

This experiment suggests that recognition and recall are better for radio commercials with imagery‐eliciting copy than for commercials without imagery‐eliciting copy.  相似文献   

Environmental education research: towards and beyond passionate,scholarly conversation     

Alan Reid 《Environmental Education Research》2013,19(2):147-153

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Teacher education,research and the renewal of critique     

Michael Singh  Jo-Anne Reid  Kathryn Bown  Diane Mayer  Ninetta Santoro 《Asia-Pacific Journal of Teacher Education》2013,41(1):1-6

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