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1.
Catherine Truss 《欧洲特需教育杂志》2013,28(4):365-377
This paper addresses the broad question of whether or not the UK SEN system works from the perspective of the parent and the child, at the moment when a need first becomes apparent. The sparse literature on this topic suggests parental experiences may differ substantially, but there is growing evidence from small‐scale studies that parents are unhappy with the situation and children’s needs are not being met. The findings of a longitudinal participant observation study are presented. It is argued that current conceptualisations of the SEN system are located exclusively or primarily within the educational domain and fail to take into account the full complexity of the system. To access support via the SEN system, a child and his/her parents have to interact within three distinct domains: educational, legal and medical, and in each of which the child occupies a qualitatively different space as “pupil”, “case” and “patient”. There is scope for errors and failings to occur within each domain, at multiple levels, and in the interstices between domains. Furthermore, at all levels, the system has both formal and informal dimensions. We argue that this alternative “whole systems” perspective on the SEN system transcends current conceptualisations and that existing “solutions” proposed to improve the SEN system will not work unless they take into account these complex dynamics. 相似文献
2.
Neil Selwyn 《牛津教育评论》2013,39(2):170-188
From the mid-1970s to the early 1980s, schools micro-computing in the UK developed from being a niche ‘hobbyist’ activity to a prominent, officially mandated element of the national education system. Drawing on in-depth interviews with key actors of the time, this paper outlines the initial varied interpretations of schools micro-computing in the UK, identifying the social groups that were involved in pursuing these interpretations, and then considering which meanings and values gained dominance over others. This ‘social shaping’ analysis highlights the processes that underpinned the gradual stabilisation of the meaning(s) around the micro-computer in an educational context. The paper concludes by considering how the eventually dominant interpretations of schools micro-computing can be explained in terms of the technological frames of relevant social groups—not least the differing determinist assumptions of groups hoping to encourage the radical computer-led transformation of schools and schooling, as opposed to those seeking the continuation of established interests. 相似文献
3.
Is the School Composition Effect Real?: A Discussion With Evidence From the UK PISA Data 总被引：1，自引：0，他引：1
Roy Nash 《School Effectiveness & School Improvement》2013,24(4):441-457
The school composition effect has attracted attention from researchers who believe that progress towards equality of educational opportunity is compromised by the existence of schools with “unbalanced” social rolls. Evidence for 2 central hypotheses in the “mix” theory is tested by an analysis of UK PISA data. It is suggested that the school composition effect is sometimes an artefact of statistical procedures and caused by “unmeasured” within-SES school selection for noncognitive dispositions and variable family resources within social classes. Some implications for the debate into the origins of social differences in education and the limits of “effective schooling” are discussed. 相似文献
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Simon Catling 《Education 3-13》2017,45(3):354-364
ABSTRACTThe school inspectorates of the four jurisdictions of the UK are sources of evidence about the quality of humanities teaching, learning and curriculum in primary schools. The term ‘humanities’ usually refers to the subjects of geography, history and Religious Education, but here they are considered holistically, not separately. Discrete subject and inter-subject humanities inspection reports are used to identify what inspectors report to be high-quality practices in this curriculum area. Six themes are presented, which reveal that: the best humanities curricula are based on subject and cross-subject ideas and connections, with subject learning clearly visible; flexible but rigorous approaches to planning enable progression in children’s learning; strong teacher–child and teacher–humanities relationships reflect teachers’ evident enthusiasm, commitment and expectations; teachers use a diverse range of approaches and resources; active and enquiry-based learning approaches engage children in developing their studies; and strong humanities leadership and explicit emphasis in school development priorities underpin high-quality primary humanities. These features reflect the skills and qualities of expert primary teachers. 相似文献
6.
Emma Smith 《Educational studies》2011,37(1):59-71
This paper describes patterns of participation and attainment in A‐level physics, chemistry and biology from 1961 to 2009. The A level has long been seen as an important gateway qualification for higher level study, particularly in the sciences. This long‐term overview examines how recruitment to these three subjects has changed in the context of numerous policies and initiatives that seek to retain more young people in the sciences. The results show that recruitment to the pure sciences has stagnated, general trends have hardly varied and the track record of government policy in influencing change is not strong. There is no evidence for increasing achievement gaps between the sexes at A level and even national policy requiring that all young people study science up to the age of 16 appears to have had little impact on recruitment at this level. 相似文献
7.
Gordon Ade-Ojo 《International Journal of Lifelong Education》2017,36(4):388-405
The broad aim of this paper is to track the evolution of adult literacy policy in the UK across three decades, highlighting convergences between policy phases and the promotion of democratic learning spaces. It is anchored onto the argument that, although it is generally accepted that democratic learning spaces are perceived as beneficial to adult literacy learners, policy has often deterred its promotion and, therefore, implementation. The paper identifies three block phases of adult literacy development: the seventies to mid-eighties, the mid-eighties to mid-nineties and the mid-nineties to the Moser Committees. The features of each of these phases are highlighted to map out convergences and divergences to the ethos of democratic learning spaces. The paper argues that, with the evolution of policy in adult literacy, the ethos of democratic learning space continuously diminished, such that as policy evolved year on year, the principle of democratic learning space found itself at counterpoint to policy. We draw on two theoretical frameworks, the NLS view of literacy and Bourdieu’s capital framework to explain these divergences and conclude that the dominant perception of literacy and the prioritised capital in the context of policy appear to limit the vestiges of democratic learning spaces. 相似文献
8.
《Journal of Further & Higher Education》2012,36(3):303-324
There is a growing demand for admissions tutors in UK universities to use more rigorous and systematic decision‐making methods in recruitment processes. A key barrier to achieving this goal is the lack of a coherent and definitive body of knowledge upon which such methods can be built. The yardstick used for the majority of applicants is A2‐level performance measured through the grades that are attained, often translated into a points score. However, A2‐level performance is widely thought to be a crude and inaccurate way of predicting future academic performance. The aim of the research reported in this paper was to inform the practice of admissions tutors by improving the basis upon which decisions are made. Specifically, the goal was to provide admissions tutors with evidence to support their decision‐making processes by providing concrete data upon which recruitment decisions can be made. The research studied the first year (Level 1) performance of one cohort of students studying mechanical engineering programmes at the University of Leeds. The focus of the research was on the relationship between A2‐level performance and other information that is available to admissions tutors when they are selecting students, and Level 1 university performance. The results of the research indicate that, for applicants with A2‐levels, (1) only 28% of the variance in their university performance could be attributed to their A2‐level performance and (2) admissions processes should focus on the A2‐level grades that are attained rather than the A2‐level points scores that are frequently used. 相似文献
9.
王艳 《语数外学习(高中版)》2013,(11):34-34
Unit 1 School life in the UK这篇文章主要谈论美国的学校生活,通过本篇文章的学习,学生要掌握两种阅读策略:skimming and scanning。为了达到学习目标,教师先介绍阅读策略skimming的运用,以第一段举例,让学生学会在快速浏览的情况下,找到文章各个段落及全文的中心意思。接着介绍另一个阅读技巧scanning,通过判读正误、单项选择等练习运用这一策略,让学生通过实际操作掌握这一技巧。最后,通过任务型阅读填空的形式,帮助同学进一步巩固课文内容并再次理清文章概要。 相似文献
10.
Elizabeth A.C. Rushton Michael J. Reiss 《International Journal of Science Education》2019,41(11):1541-1561
We explore the professional identities of UK-based secondary science teachers who actively participated in science research for at least six months. The study uses thematic analysis to analyse semi-structured interviews with 17 participants across England and Scotland, from a variety of educational/socio-economic contexts. We found that through participation in research projects, teachers develop a multi-faceted sense of professional identity that includes the roles of teacher, scientist/researcher, mentor and coach. Teachers who are research-active develop complex professional networks that have a positive impact upon their sense of professional worth and self-belief. Through participation in research, teachers identified as both science teachers and scientists and this has been encapsulated in this research as a transition in professional identity to ‘teacher scientist’. The key enabling factor in identification as a ‘teacher scientist’ is a teacher’s positive interaction with scientists/researchers. Teachers are motivated to participate in research projects in response to the enthusiasm of their students and a desire for students to contribute to research that could provide solutions to real-world challenges. This understanding of the capacity of science teachers to become ‘teacher scientists’, and recognising teachers' altruistic motivations, could contribute to teacher retention and recruitment strategies that are less focused on financial incentives. 相似文献
11.
Nick Pilcher Alan Forster Stuart Tennant Mike Murray Nigel Craig 《European Journal of Engineering Education》2017,42(6):1477-1495
‘Career Academics’ are principally research-led, entering academia with limited or no industrial or practical experience. UK Higher Education Institutions welcome them for their potential to attain research grant funding and publish world-leading journal papers, ultimately enhancing institutional reputation. This polemical paper problematises the Career Academic around three areas: their institutional appeal; their impact on the student experience, team dynamics and broader academic functions; and current strategic policy to employ them. We also argue that recent UK Government teaching-focused initiatives will not address needs to employ practical academics, or ‘Pracademics’ in predominantly vocational Construction and Engineering Education. We generate questions for policy-makers, institutions and those implementing strategy. We argue that research is key, but partial rebalancing will achieve a diverse academic skill base to achieve contextualised construction and engineering education. In wider European contexts, the paper resonates with issues of academic ‘drift’ and provides reflection for others on the UK context. 相似文献
12.
Bridget Somekh 《Education and Information Technologies》2000,5(1):19-37
A previous version of this paper was first presented in October 1998 as an inaugural professorial lecture at the University of Huddersfield. It focuses mainly upon issues related to policy and practice in schools, with some cross-referencing to higher education. It is divided into three sections: the politicised nature of policy for new technology in education in the UK; key issues from the author's research on new technology and learning; and speculations on re-organising schooling with the help of new technology. The first section provides an analysis of the aspirations of politicians and how these shaped policy, as well as assessing the successes and weaknesses of policy implementation. The second section surveys the outcomes of a number of research studies, carried out over fifteen years, and from these identifies some generic findings about the impact of new technology on learning and ways of maximising its beneficial effects. The third section suggests an approach to re-structuring schooling to make best use of the lightweight, mobile, new technology tools, which are about to be widely available. 相似文献
13.
This paper draws on findings of comparative international research on students’ poetic writing about the natural environment in the context of the classroom and a naturalistic setting. The study involved 97, nine- to 10-year-olds in four classes: two classes were in an English primary school with their counterparts in a Western Australian primary school. One class in each school had vicarious contact with nature as a stimulus for writing, using a previously taught technique for writing poetry; the other class in each school used the same technique but had direct contact with nature. The study has implications for students’ literacy development, creativity and agency and suggests that students’ poetic writing is enhanced through direct contact with nature. Teachers in both England and Australia, countries where ‘high stakes’ testing dominates the literacy curriculum, may find that standards of writing improve when students are given direct contact with natural spaces and are scaffolded to elicit their poetic voice. 相似文献
14.
This paper reports on findings from a Leadership Foundation for Higher Education funded project exploring the role of associate deans in UK universities. While the number of associate deans leading cross-curricular and inter-disciplinary initiatives appears to be on the increase, there has been very little research focusing on the exact nature of the role and its importance, or otherwise, in the leadership and management of universities. Drawing on mixed-methods data from 15 semi-structured interviews and a follow-up online survey (n = 172), this paper reports on how the role is defined and positioned in relation to university organisational structures and identifies what the similarities and differences are between associate deans working at traditional and modern universities. As the first national survey of the role, it is argued that this paper makes a significant and original contribution to knowledge. By drawing on the concept of distributed leadership, the paper also offers new theoretical insights into how different types of universities in the UK are responding to external pressures as a consequence of the fast-changing and increasingly complex sector environment. 相似文献
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Laura Warren Alice Jones Norah Frederickson 《Emotional and Behavioural Difficulties》2013,18(3):317-330
The definition of conduct disorder in The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSMV) includes a new ‘limited prosocial emotions’ specifier, designed to assist in the identification of those with more severe and persistent difficulties and the better targeting of interventions. This study set out to investigate its relevance to pupils with social, emotional and behavioural difficulties (SEBD) in the United Kingdom who might meet the criteria for a diagnosis of conduct disorder (CD). Limited prosocial emotions were assessed using a measure of callous-unemotional (CU) interpersonal style, and their relationship with social behaviour, social status and self-concept was investigated among children aged 8–11 years with identified SEBD (N = 54) using teacher, peer and self-report measures. Findings demonstrated that higher scores on the specifier were associated with more severe problems in all but one of the domains investigated. Higher CU scores were positively associated with teacher and peer-assessed antisocial behaviour and with social rejection. The association between CU scores and social acceptance by peers was negative. However, associations between CU scores and self-perceptions, including social self-perception, were small and non-significant. Thus, despite being socially rejected and rated more negatively by peers than children with low CU levels, the social self-concept of children with elevated CU levels was not lower. Implications for assessment and the differentiation of interventions are considered. 相似文献
17.
《Journal of Further & Higher Education》2012,36(4):475-489
A significant body of work has emerged over the last 10 years investigating the experiences of international university students. These studies have covered various challenges faced by some groups of international students relating to culture, language and integration and have been prompted by the increase in international students studying in the UK, Australia and New Zealand. A smaller strand of research has also begun to focus on the experiences, perspectives and reactions of academic staff who have seen the composition of their cohorts change substantially over recent years in terms of numbers of international participants. This article reviews relevant literature in this field, reporting on a questionnaire study based at two UK post‐92 universities. Respondents associated a range of traits with international students and suggested that the increasing number of international students enhanced the environment, but also required a higher level of support. This study also found that staff resorted to informal methods when developing means of adapting their practices to the increasing number of international students, preferring discussion with colleagues and students themselves to formal development programmes or advice from specialist departments such as student support. The article concludes that in order to encourage diversity in a meaningful way, universities need to recognise the challenge of increased numbers of international students and support staff accordingly. 相似文献
18.
A year‐long longitudinal study was conducted to gain insight into the lives of eight students who had a label of Asperger’s syndrome during their transitions into higher education in the UK. Reflecting on life history data, the findings suggest that universities might actually be maintaining and (re)producing barriers that perpetuate the exclusion and ghettoisation of disabled people. The analysis goes beyond an acknowledgement of institutional disabling practices to pinpoint the subtle impacts of issues of pedagogy, learning, teaching, and assessment. It is argued, therefore, that inclusive education needs to engage more directly with the specific issues faced by learners with the label of Asperger’s syndrome. However, rather than viewing this as an issue of special education for distinctly impaired learners, Asperger’s syndrome must be understood with reference to wider questions of how higher educators respond to diversity and difference. 相似文献
19.
AbstractThis article discusses the conceptualisation, organisation and philosophical orientation of academic history culture in UK higher education. It problematises the extent to which a dominant history culture in UK universities implies and uncritically reproduces normative understandings about the subject; about its epistemological standing, sociopolitical functions, and the presumed cultural value of the discipline practices that students learn to perform. We suggest that current conceptions of history degree curricula are overly thin and organised around a dominant managerialist discourse of skills, personal development and learning outcomes. In a historicised world, in which history-focused behaviour has a crucial, ideological, affirmatory role, and in which historical narratives have a privileged cognitive function, we argue that it is critical for university history students to be able to deconstruct the processes by which history legitimises itself, and reinforces matrices of power in our societies. The positioning of history in higher education as a form of technocratic managerialism closes down spaces in which students can explore the potential of historical practices as a means of engaging with issues of current sociopolitical and ethical concern. We ask in this article, is this what we want an academic history culture to do? 相似文献
20.
This article reviews key findings from six surveys of technology-enhanced learning (TEL) across the UK higher education (HE) sector, conducted by Universities and Colleges Information Systems Association in association with Jisc. Updating the findings presented by Jenkins, Browne, Walker, and Hewitt [2010. The development of technology enhanced learning: Findings from a 2008 survey of UK higher education institutions, Interactive Learning Environments. First published on: 22 January 2010 (iFirst)], the article reports on the emerging and planned patterns of TEL across the UK HE sector over the last decade. Our analysis shows that against the backdrop of Higher Education Funding Council for England capital funding, institutions have made considerable investments in technology and infrastructure to support learning and teaching – specifically in the domain of learning management and assessment systems. While the drivers for TEL development have consistently focused on enhancing teaching and learning over the years, the subject of this investment has been directed to the implementation of enterprise-wide systems to manage and control learning processes, delivering efficiencies of scale and standardised learning experiences through centrally managed solutions, rather than support for student-controlled tools. In contrast, the diffusion of technologies supporting collaborative learning and knowledge sharing has been more a feature of local TEL provision, as evidenced through the informal learning practice of students and departmental projects. The evolution of course delivery models and pedagogic developments supported through the use of technology have been noticeably much slower to realise; growth in “web-dependent” rather than “supplementary” course design models has been quite limited across the sector and we have observed negligible growth in distance learning provision over this period. The evidence suggests that challenges remain in developing course delivery models which focus on active student learning, maximising the opportunities that web and mobile technologies now offer for interactive student-centred learning design. We speculate that the recent upsurge of interest in Massive Open Online Courses may act as a catalyst in this respect, in driving campus-based courses to embrace new learning models supported by TEL tools. 相似文献