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1.
An increasing number of English schools are embracing an extreme approach to student behaviour dubbed ‘no excuses’ discipline, inspired by charter school chains in the United States. Proponents argue the approach is necessary to allow all teachers to teach and that it places responsibility where it should be: on the student. However, this rationale ignores the interactional nature of classroom disruption and discounts the role played by teachers and teaching. In this paper, I explain the concept of ‘cumulative continuity’ and then use this concept as a lens to make sense of classroom behaviour using observational data from a current longitudinal research project investigating the development of disruptive school behaviour. The aim of this paper is to highlight the importance of pedagogical contexts, the responsibility that adults have, and the fallacy of the notion that students must be forced to comply in a one-size-fits-all system because we cannot rely on all members of the teaching profession to do the same.  相似文献   

2.
This article presents an analysis of video documentation of music teaching in Swedish schools. The article is based on a larger research project, funded by The Swedish Research Council, the purpose of which has been to study how market aesthetics and students’ everyday culture are applied to the teaching of music. The introduction presents a background for the study's focus on music teaching in relation to issues of student influence. Next, the theoretical and methodological starting points are presented. With discourse psychological microanalysis as a point of departure, the ideological dilemma that has emerged in the analysis of the videos is then identified and discussed. In addition, the different types of subject positions contained in the studied discursive practice are problematized. The article concludes with a discussion of a number of factors that contribute to the establishment of ideological dilemmas in school practitioners of music education.  相似文献   

3.
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4.
Concepts of school ‘ethos’ or ‘culture’ have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently ‘military’ models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethos for and as learning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as ‘considerate, convivial and capacious’ school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures.  相似文献   

5.
In this article the author reviews and discusses John Hattie’s book Visible Learning. In this book Hattie presents the results of a meta‐meta‐analysis on the conditions of successful teaching and learning in schools. Hattie’s work is based on more than 800 meta‐analyses, and these meta‐analyses are substantiated by more than 50 000 empirical research studies. Among the six groups of factors influencing successful learning in schools—student, home, school, teacher, curricula, teaching—the factor ‘teacher’ seems to have the strongest effect. Hattie not only evaluates empirical research but also places the results in a theoretical context of a theory of teaching and a certain concept of teacher professionalism. The author discusses Hattie’s approach to combine empirical research and conceptual work on teaching and on teachers’ work. The limits of meta‐analyses and future meta‐meta‐analyses are pointed out.  相似文献   

6.
Drawing on research investigating the impact of health imperatives around obesity, diet and exercise on the actions of teachers and pupils in schools, this paper offers a reflexive account of the relationships between the ‘noise’ of obesity discourse in the public domain, policies forged to tackle health issues and the realities of teaching in schools. Our analyses suggest that intersections of bio‐policies, body pedagogies and human agents forge assemblages of meaning that frame and regulate but cannot determine either teachers' or young people's lives. Teachers and pupils experience the capriciousness of policies as they flow through specific school contexts and intersect with ‘local’ institutional cultures, expectations and interests. We suggest that Basil Bernstein's concepts and poststructural social theory prove useful when addressing how the aforementioned processes are emplaced, enacted and embodied.  相似文献   

7.
ABSTRACT

This research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give ‘voice’ to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers’ ability to implement outdoor education? The findings suggest: confusion about outdoor education terminology and the educative purpose of school ‘camps’; schools ‘do what they have always done’, particularly when decisions about outdoor education contexts are dominated by senior management; financial restrictions; and teachers feeling ill-prepared in terms of safety management because of their limited pre-service and post-service teacher education. This research highlights that what to teach, how to teach and where to teach outdoor education needs more consideration and attention for teachers to be better informed about safe outdoor practices and quality pedagogy in, for and about the outdoors.  相似文献   

8.
ABSTRACT

Children’s daily, embodied music experiences are integral to how children live and function in the world. Growing out of a line of work focusing on the interplay between elementary children’s daily experiences of music, both in- and out-of-school and the impact on elementary music education curriculum, this research is nested within the theoretical discourses of experience, children’s musical culture, and children’s agency. Building upon this work, findings from a two-phase, 6-month inquiry, situated in an urban, Canadian, Grade 1 French Immersion classroom, draw upon the tools of ethnography and narrative inquiry, with the intention of deepening understandings of how informal music-making and sound function in children’s lives. Phase one findings highlight: (1) the frequency and spontaneity of children’s daily music experiences, both in- and out-of-school, (2) the nature of how music and sound function fluidly in a variety of contexts as integral to children’s experience, and (3) the power of musical behaviours in assisting young children to acquire French vocabulary and literacy skills. Important considerations for teacher education include: the necessity of creating space in elementary curriculum to engage children in music-making, integrating and infusing the Arts fluidly across the curriculum, and encouraging children autonomy in their musical engagement.  相似文献   

9.
The article presents a case study of the development of the National Curriculum for music in English schools. This illustrates a relatively rare phenomenon, whereby the content of academic debates within the sociology of education, music education and musicology attain national importance through widespread coverage in the media. It is argued that the very public nature of the debates concerning what should count as school music exemplify an ideological struggle concerning the nature of ‘Englishness’ and what should lie at the heart of English culture. The analysis suggests that the precise role which institutions or the State play in the maintenance and reproduction of societies is contradictory and elusive. It also illustrates the ways in which the unintended consequences of government intervention in the educational process may provide outcomes severely at odds with their ideological intentions.  相似文献   

10.
ABSTRACT

This mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai Normal University, which focused on opportunities for and experiences of participation in formally organized professional development, using as a point of departure the findings of the Teaching and Learning International Survey (TALIS) 2013 report of teachers’ perceptions of their professional development. Given the differences between the two jurisdictions in their PISA (Program for International Student Assessment) rankings, and between national cultures, teacher expectations and conditions of work, professional development purposes, forms and practices in schools might be expected to differ. The research found that there was a similar emphasis in both jurisdictions upon ‘functional’ rather than ‘attitudinal’ oriented professional development, but that teachers in Shanghai schools experienced more of the latter than those in the English schools studied. Such differences in the relative emphasis between the two jurisdictions upon the ‘attitudinal’, challenge the benefits of focusing collaborative professional development primarily upon the ‘functional’ in English schools.  相似文献   

11.
The culture of a school informs every aspect of its operations. The shortest and most common definition of culture is ‘the way we do things around here’. The methodology to depict the culture of a school has been debated, especially as to whether questionnaires can be used. This study examined the cultures of two primary schools in Singapore using a variety of means, incuding a questionnaire. One school has a history and is popularly perceived today as ‘Chinese'; the other is seen as ‘English’. Differences in teacher culture were found between the two schools and to a lesser extent between the English‐medium and Chinese‐medium teachers within a school. Overall a process of national homogenisation was found, driven largely by frequent examinations common to all schools. The questionnaire used provided a wealth of impressionistic data but needs to be modified to address leadership style directly.  相似文献   

12.
Summary

Music appreciation deals with the development and application of that general factor in aesthetic judgments described in the main by Burt and Eysenck. This has little to do with appreciation in terms of the assessments of Wing et al.

For purposes of identification one might describe seven basic approaches in teaching method. Though each method has its place in success, two methods seem to promise the better result. These methods, the ‘Activity’ and the ‘General discriminative’ might be profitably supplemented by the other five.

The effect of a student's appreciation of music is likely to be reflected in his personality and might be termed a measure. It is therefore likely that by studying a student's musical preferences the teacher might better understand his personality which in turn might facilitate sound appreciation of music.  相似文献   

13.
For some time there has been debate about differing perspectives on musical gift and musical intelligence. One view is that musical gift is innate: that it is present in certain individuals from birth and that the task of the teacher is to develop the potential which is there. A second view is that musical gift is a complex concept which includes responses from individuals to different environments and communities (Howe and Sloboda, 1997). This then raises the possibility that musical excellence can be taught. We have already explored this idea with practising musicians ( ). Our research has now expanded to include music teachers in formation, and, in this paper, we look at the influences in their musical development which have either ‘crystallised’ or ‘paralysed’ the musical talent which they possess. Our research has a comparative dimension, being carried out in Scotland and in Australia. We conclude that there are several key influences in the musical development of the individual, including home and community support, school opportunities and teaching styles and that there may be education and culture‐specific elements to these influences.  相似文献   

14.
《Africa Education Review》2013,10(1):199-217
Abstract

Research has revealed that many of the historically disadvantaged schools in South Africa experience difficulty in implementing policies aimed at restoring the quality of teaching and learning. The difficulty has been attributed to several factors such as poor conceptualisation and implementation of quality management systems at school level. This article reports on empirical research that investigated the possibility of applying Total Quality Management principles in schools for the purpose of restoring the culture of learning and teaching. Data was collected through qualitative and quantitative methods in selected schools situated in the Tshwane North District. The findings revealed that there is a gap between what is provided in the policy framework on the management of quality teaching and learning. It is recommended that in order to fill the gap, schools need to apply customised principles of Total Quality Management. The primary aim of this research was to develop such an integrated framework that is not only theoretically sound but that has been customised for schools’ contexts and conditions.  相似文献   

15.
ABSTRACT

In this paper, we offer a Leftist critique of standard liberal defenses of the public school. We suggest that the standard arguments employed by mainstream liberal defenders of the public school are generally inadequate because they fail to provide a credible representation of their historical object, let alone effective remedies to our current problems. Indeed, many of these narratives, in our view, are grounded in fantasies about what public schools, or teaching and learning, are or could be, as much as they are grounded in the historical realities of public schools or the realities of so-called privatization. We speculate whether the self-identification of the proponents of this cause as ‘progressive’ is not part of this ideological construction and if the underlying political agenda is not in fact more conservative.  相似文献   

16.
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   

17.
Abstract

This article questions educational practices that undermine ‘being’ musical. Where Western misconceptions about the nature of human musicality distance many individuals from meaningful engagement with an intrinsic part of their humanity, I challenge the status quo to argue for an inclusive educational practice which gives everyone an opportunity to ‘be’ musical. Despite evidence from neuroscience now supporting the understanding that humans are a musical species, the widespread neo-liberal oriented focus on vocational training fails to recognise music as an essential aspect of healthy human being. Where current polarised music education provision supports a discriminatory system that leads to widespread underdeveloped musicality, I draw on Gadamer and Dewey to explore how musicking integrates cultural development and to question the value of a practice that leaves many of us musically disabled. Including examples of teaching practices that engage and transform, I argue the case for an enriched, broader curriculum that no longer sees music as a ‘frill’.  相似文献   

18.
This paper examines music education’s legitimation of values as a means of preparing students for entry into the new ‘knowledge society’ of the People’s Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non‐musical meanings in the dual context of nationalism and globalization, and discusses some problems that values education faces in school music classrooms. It examines the ways in which globalization has pressured values education into resolving the apparent contradiction between national identity and national unity in the ever‐changing play of Chinese history and politics. It concludes with a discussion of how music education might juggle three pairs of apparently contradictory relationships in the curriculum: between contemporary cultural and social values on the one hand, and traditional Chinese and Communist ideologies on the other; between collectivism and individualism; and between national and global cultures.  相似文献   

19.
Despite dramatic changes in Irish special education policy during the last decade, there is little understanding of the factors influencing how special educational needs (SEN) are identified and whether identification varies across different school contexts. International research has tended to focus on how individual child characteristics influence SEN identification. Less attention has been given to other factors such as teacher characteristics or school social mix. Using data from the nine-year-old cohort of the Growing Up in Ireland study, this article examines which children are most likely to be identified with different SEN types taking into account student social background characteristics, teacher characteristics and school social mix. Findings show that children attending highly disadvantaged school contexts are far more likely to be identified with behavioural problems and less likely to be identified with learning disabilities than children with similar characteristics attending other schools. It seems that ‘behavioural’ issues take precedence over learning difficulties in these schools pointing to a culture of care/containment rather than academic progress.  相似文献   

20.
Background:?Professional commitment from teachers requires more than contractual compliance as personal and professional values are integral to teaching practice. Secondary school teachers are expected to act as role models and demonstrate positive attributes and attitudes in an evolving educational context. Little is known about how they understand or interpret their own values, or realise the shared values that lie at the heart of a school community.

Purpose:?The purpose of this review is to summarise the literature relating to values that teachers hold. The review is concerned with theoretical and empirical studies in which such values are considered, and also any tensions identified between the personal values of teachers and organisational values of the schools reflected in professional practice. This scoping exercise is part of two-year funded empirical research carried out by the authors in five secondary schools in England, using data from individuals, groups and schools on the personal values of teachers and head teachers. This research explored whether these values are congruent with the organisational values schools seek to establish.

Design and methods:?An extensive literature review was undertaken relating to the values held by secondary school professionals. The search was restricted to more recent works (i.e. the year 2000 onwards), and was mainly UK and secondary education focused. The search was conducted using the educational database, Education Indexes on Dialog, and the Electronic Journal Service which is a database covering wider disciplines. To reach harder-to-find research reports, additional strategies were adopted including hand searching of key journals and reference to existing publication lists. The review generated over 1000 published references that were then screened to determine whether publications were based on empirical research conducted in schools, and/or helped a deeper theoretical understanding about the meaning of values.

Conclusion:?The review highlights the integral part values continue to play in education. This article presents a framework of understanding derived from the literary contexts in which values are discussed. There is little empirical data to support current understanding about the values that secondary teachers hold, and how these fit with the organisational values of the schools in which they work. Studies in the context of values and professionalism stress the need for dialogue and reflection so that ‘implicit’ values that teachers hold become explicit, and refined through practice.  相似文献   

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