How children learn at home     

Linda Hargreaves 《Early Years: An International Journal of Research and Development》2010,30(1):100-101

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Unemployment,Leisure and Education     

David H. Hargreaves 《牛津教育评论》2013,39(3):197-210

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Commentary     

David J. Hargreaves 《International Journal of Educational Research》2008,47(1):75-77

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Early career challenges in secondary school music teaching     

G. Welch  R. Purves  D. Hargreaves  N. Marshall 《British Educational Research Journal》2011,37(2):285-315

The article reports an Economic and Social Research Council‐funded study of the early career experiences of secondary school music teachers in England, set within a wider national picture of decreasing age‐related pupil engagement with school music, career perceptions of music teaching, variable patterns of teacher recruitment and possible mismatches between the musical biographies of young people and intending music teachers. Qualitative and quantitative data were collected from a short‐term longitudinal survey (first questionnaire: n = 74, second questionnaire: n = 29), supplemented by case studies (n = 6) and open‐ended, written questions (n = 20). Analyses suggest that only a half of the newly qualified participants chose to teach full‐time in a mainstream, state‐funded school music classroom. Of these, the majority were faced with a range of early career challenges stemming from curricular, extra‐curricular and non‐curricular school expectations. These included the need to balance their existing musical performer identity with that of being a new teacher.  相似文献   

The diffusion of ideas in the academy: A quantitative illustration from economics     

Shaun P. Hargreaves Heap  Ashok Parikh 《Research Policy》2005,34(10):883-1632

It has long been recognised in policy discussion that the influence of new ideas depends not just on their generation but also on the way in which they diffuse through society. However, while the spread of new ideas in industry has been much studied, there are no similar quantitative studies on diffusion within the academy. This paper addresses that gap by providing quantitative evidence on the adoption of two techniques for empirically testing hypotheses in economics. On the basis of this evidence, and contrary to a common expectation, the spread of ideas seems neither straightforward nor especially rapid in the academy.  相似文献   

Early years,low status? Early years teachers' perceptions of their occupational status     

Linda Hargreaves  Bev Hopper 《Early Years: An International Journal of Research and Development》2006,26(2):171-186

Using survey and interview data from the Teacher Status Project, this paper explores early years teachers' sense of status and compares it with primary and secondary teachers' perceived status. If, as Hoyle has suggested, working with children is an intractable barrier to enhanced status in the eyes of the public, early years teachers are faced with the greatest challenge. At the same time, their closer links with parents and community affords them more opportunity to enhance the esteem in which they are held through the way that they do their work. The data seem to support this view, but it is argued that whilst curriculum guidance, and the recognition of the Foundation Stage have enhanced these teachers' sense of status in the public eye, the effects of the ten‐year strategy could undermine this progress unless an emphasis is placed on the teaching, pedagogical element of their specialist expertise.  相似文献   

Response to Birgitta Willén: What happened to the Open University? (Distance Education Vol 9 No 1)     

J.H. Horlock  John Hargreaves  Richard Davison 《Distance Education》1989,10(2):271-276

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The emotional practice of teaching   总被引：18，自引：0，他引：18  

Andy Hargreaves 《Teaching and Teacher Education》1998,14(8):835-854

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Gender Effects in School Subject Preferences: a research note     

Ann Colley  Chris Comber  David J. Hargreaves 《Educational studies》1994,20(1):13-18

Rankings of liking for nine curriculum subjects were obtained from 93 middle school pupils aged 11‐13 years, who also completed the Children's Sex Role Inventory. Statistically significant gender differences in the rankings of English and humanities were found, which were both preferred by girls, and for physical education (PE) and science, which were preferred by boys. Some statistically significant associations between subject rankings and sex typing measures also emerged. Higher rankings of music and humanities were associated with higher Femininity scores, while higher rankings for PE were associated with lower Femininity scores. The only significant association with Masculinity was for English, where higher rankings were associated with lower Masculinity. No significant associations with Masculinity or Femininity were found for science, a traditionally male‐stereotyped curriculum area. Associations found between the rankings of the different subjects indicated a tendency for pupils to prefer either more academic or more practical subjects, but there was no indication from the limited data available on their performance that this could be related to their academic ability. The implications of these preliminary findings for future investigations are discussed.  相似文献   

Editorial Statement     

Andy Hargreaves 《The Educational forum》2013,77(2):104-105

It is contended that in Harvey Pegues's essay on objectivism and constructivism in the summer 2007 issue of The Educational Forum, Pegues conducted an intellectual discourse in which legitimate or good-faith disagreement was not an option, and disparaged and imputed the negative motives with which he disagreed. This article responds by pointing out the definitions and axioms used by Pegues that are vulnerable, and questions basic axioms about identity and existence from the standpoint of ancient Egyptian thought. The self-confessed nature of axioms—including those of objectivism—as incapable of proof or disproof is reiterated.  相似文献