Can You See the Difference? Early Impacts of the Primary National Literacy Strategy on Four Secondary English Departments     

SUE BEVERTON 《Cambridge Journal of Education》2003,33(2):217-235

As schools adapt to the Key Stage 3 Literacy Strategy, this paper looks at early impacts upon secondary English departments of the primary National Literacy Strategy (NLS). Since 1999, pupils with increasing experience of the primary NLS have been entering secondary schools. This paper focuses upon four secondary English departments at three points in time: early in the first year in which secondary schools received Y7 students who had experienced the NLS (autumn 1999), towards the end of the same school year (July 2000) and five terms later (spring 2002). The paper looks for shifts over time in departmental policy and practice across the primary/secondary transfer that may relate to the impact of the primary NLS. Of the two major findings from rounds one and two of interviews, one was confirmed by the third round of interviews and one was not. The persistent finding was that greater success with post-NLS students in Y7 was experienced by the English department that already practised high levels of liaison with feeder primary schools and worked positively to publicise their literacy practices across their own school's other subject departments. However, over the three years, the four departments grew more varied in their preparation for, and responses to, receiving students from the primary NLS. This suggests that English departments are operating their responses to the primary NLS with a fair degree of autonomy.  相似文献   

Hobbes and Locke: Power and Consent. and Rousseau's Political Philosophy: An Exposition and Interpretation     

D. O. THOMAS 《Philosophical Books》1980,21(3):148-151

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MEANING AND MODALITY     

THOMAS BALDWIN 《Philosophical Books》1977,18(3):130-131

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USING OLD SOCIOECONOMIC DATA FOR DEFINING NORM GROUPS     

THOMAS P. HOGAN 《Journal of Educational Measurement》1970,7(4):229-232

Socioeconomic data for communities are often used to define norm samples for tests. Standardization of the tests frequently occurs several years after the socioeconomic data are collected. Are the socioeconomic data sufficiently stable to be useful several years after they have been collected? To help answer this question, correlations were obtained between 1950 and 1960 census data for three socioeconomic variables for a sample of 200 communities. The socioeconomic data for 1950 and 1960 correlated approximately .90, indicating a high degree of relative stability over a 10-year period. It was concluded that old socioeconomic data are useful for defining norm samples.  相似文献   

Training Engineers of Joint Programs for the European Aerospace Industry     

JÜRGEN THOMAS 《European Journal of Engineering Education》1985,10(1):11-16

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AACD: A Case for Unity     

THOMAS J. SWEENEY 《Counselor Education & Supervision》1990,29(3):141-147

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Crossing Borders and Changing Pedagogies: From Giroux and Freire to feminist theories of education     

SUE JACKSON 《Gender and education》1997,9(4):457-468

ABSTRACT We are living in times of change and uncertainty, where many groups are challenging existing structures. Challenges to education have come from postmodernists and poststructuralists, calling into question previously held beliefs and ideologies, and from people from a variety of cultural and ethnic groups, examining the relationship of the oppressed and the exploited to educational structures. Through consideration of the work of Henry Giroux and Paulo Freire, considered to be liberatory and radical, I will consider ways in which their work might inform feminist theory, but also consider how feminists in turn have built on their work, considering new levels of insight. I will call for feminist perspectives to be interwoven with the already rich and valuable ideas of educationists such as Paulo Freire and Henry Giroux to enable us all-women and men-to move towards a feminist pedagogy of change.  相似文献   

Doing Feminist Educational Theory: A post-modernist perspective     

SUE MIDDLETON 《Gender and education》1995,7(1):87-100

This paper arises from my work as a teacher of courses in feminist educational theory in a New Zealand university. Students usually encounter educational theories as disembodied abstractions scattered in fragments in various, often seemingly unrelated, courses. In a crowded curriculum there is little space for them to create their own educational theories or to reflect on the processes of educational theorising. In this paper I speak with two voices as a means of modelling - for students and teachers of feminist courses - a process of doing educational theory. It is written in two columns. In the left-hand column I speak with an academic voice. I begin by reviewing some theoretical writings of post-modernist theorists who have drawn attention to the ways our educational and social theories are generated by our circumstances - biographical, historical, cultural, generational, and geographical. I then argue that post-modernists have seldom practised what they preach - their abstract, and often inaccessible, writings remain severed from the lived realities at their base. In the right-hand column I speak with a more personal voice. I introduce some everyday experiences which are usually rendered invisible in academic writing in order to demonstrate how a few moments of 'lived reality' can be generative of feminist educational theory. The paper also contains ideas about how its unorthodox form can be used to trigger multiple and idiosyncratic readings and as a trigger for students' writing.  相似文献   

The Demands of Justice     

THOMAS A. SHIPKA 《Philosophical Books》1982,23(3):181-184

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Will and Political Legitimacy     

D. O. THOMAS 《Philosophical Books》1984,25(2):91-94

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