Connecting policy aspirations with principled progress? An analysis of current physical education challenges in Scotland     

Malcolm Thorburn  Mike Jess  Matthew Atencio 《Irish Educational Studies》2013,32(2):209-223

Various recent politically driven policy interventions have outlined the increased importance of school physical education programmes as a contributor towards realising active lifelong learning targets. This paper explains the origins of the new policy emphasis and describes some of the opportunities which now exist for reviewing many curriculum orientation and fragmentation concerns. However, in reviewing the possibilities for policy aspirations to achieve transformative educational benefits, the paper also outlines how a commitment towards principled progress and educational realignment could founder on the rock of its own ambition unless various critical conceptual questions and associated pedagogical issues are thoroughly addressed. Following analysis of the barriers to progress that exist, the encouraging signs of a more coherent future are discussed. This occurs through analysing the progress of developmental-based programmes, which aim to improve the quality and authenticity of pupils’ learning experiences in physical education, and by analysis of the new professional development opportunities that are available to teachers.  相似文献   

Open learning for continuing education   总被引：1，自引：1，他引：0  

Malcolm Tight 《Open Learning》2013,28(2):23-26

The two concepts ‐ open learning and continuing education ‐ have recently come to exert a growing influence on educational provision in the United Kingdom. In this article, Malcolm Tight, Director of the Birkbeck Centre for Research and Development in Part‐time Higher Education, considers the interpretation of these concepts and the links between them, both in theory and in practice.  相似文献   

‘Building Schools for the Future’: reflections on a new social architecture     

Pat Mahony  Ian Hextall  Malcolm Richardson 《教育政策杂志》2013,28(3):341-360

The Labour Government launched the ‘Building Schools for the Future’ programme (BSF) in February 2003 with the aim of refurbishing or rebuilding all secondary schools in England over a 15‐year period, with an anticipated budget of £45 billion. In this article, we locate BSF in a wider public policy context which has already had important implications in other sectors of public provision. The local improvement finance trusts (LIFTs) initiative within the National Health Service (NHS) is of particular relevance to this discussion both because it reflects contemporary developments within New Public Management and because it also reveals new ways of extending and developing the private finance initiative (PFI) approach to public provision. We shall also consider the purposes and ‘delivery’ mechanisms of BSF and identify some of the key commentaries which have been provided by parliamentary reports and other evaluations. Although still in the early stages of its implementation, the BSF is of such significance for the future shape and form of educational provision that it is important to begin the process of considering possible directions and dimensions for a research agenda which will provide a secure empirical and analytical foundation on which to base discussion.  相似文献   

Hanging in with kids in tough times: engagement in contexts of educational disadvantage in the relational school     

Helen Stokes  Malcolm Turnbull 《教育政策杂志》2013,28(6):857-858

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Changing values: what use are theories of language learning and teaching?   总被引：1，自引：0，他引：1  

Malcolm MacDonald  Richard Badger  Goodith White   《Teaching and Teacher Education》2001,17(8)

This paper is a response to the common perception by student teachers that the research and theory courses on their program are overtheoretical and unrelated to classroom practice. While there is some support for a categorical distinction between theory and practice in language education, it is suggested that the beliefs, assumptions and knowledge of teachers are in fact inextricably bound up with what goes on in the classroom. We investigate two groups of student teachers studying at undergraduate and postgraduate level to become teachers of English to speakers of other languages. We examine the extent to which a research and theory course which both groups took in second language acquisition influenced key beliefs which students held relating to language learning during their period of study.  相似文献   

‘It was the best of times,it was the …’: subject aims and professional identity from the perspective of one veteran male teacher of physical education in Scotland     

Malcolm Thorburn 《Teachers and Teaching》2013,19(4):440-452

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Supervising a social science undergraduate dissertation: staff experiences and perceptions     

Malcolm J. Todd  Karen Smith  Phil Bannister 《Teaching in Higher Education》2013,18(2):161-173

This article reports on a research project that investigated the experiences and perceptions of staff supervising final year social science undergraduates enrolled on a dissertation module in a post-1992 UK university. Using data from semi-structured interviews, the article explores staffs perspectives of the supervision process, the different approaches taken by staff to supervision and the challenges they face in supporting students through the dissertation journey. The paper offers a picture of the dissertation supervisors’ experiences and, it is hoped, will encourage other supervisors to interrogate their own supervision in light of the practice of colleagues.  相似文献   

Self‐development in Support of Innovative Pedagogies: Peer support using email     

Sue Clegg  Mike McManus  Karen Smith  Malcolm J. Todd 《International Journal for Academic Development》2013,18(2):91-100

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Learning about the educational uses of the internet by producing an educational web site in an interdisciplinary and virtual team     

Malcolm A. Bell  Ian W. Coultas 《Technology, Pedagogy and Education》2013,22(3):393-406

ABSTRACT

In this paper we describe the use of an interactive software package designed to raise issues and questions about the role of information technology within the primary classroom and to highlight the partnership aspects inherent within a teacher tutor/mentor approach to the supervision of school placements. Data were collected from a variety of people concerned in the exercise: teacher tutors, university liaison tutors and student teachers. These data concerned not only the efficacy of the materials themselves, but also the effect or impact of the exercise upon the school placement experience. A number of issues emerged from our exploration into this exercise revealing attitudes towards information technology in education. These concerned ownership of learning and questions of expertise, access to partnership and co‐professionality, staff and student attitudes towards information technology and towards partnership and implications for the future. Our data suggest that learning becomes powerful when the learner takes ownership. Information technology can enable the shift towards creator and is a powerful means of achieving that.  相似文献   

LISP (Energy) — The framework     

Malcolm Carr  Beverley Bell  Valda Kirkwood  Jane McChesney  Roger Osborne  David Symington 《Research in Science Education》1986,16(1):169-174

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