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1.
Chris Wilkins 《International Journal of Inclusive Education》2015,19(11):1143-1160
This article argues that contradictory forces affect teachers' work in the neo-liberal school system in England, with a diversity of governance models alongside increasingly dominant orthodoxies of what constitutes ‘effective practice and leadership’. School reforms in England have focused on increasing overall attainment and on closing the achievement gap for pupils from ‘disadvantaged communities’; whilst there is evidence that reforms have delivered on the former, evidence is inconclusive on the latter, with some critics arguing that some reforms have increased social inequality. The future for teachers’ professional identity and practices in this landscape is uncertain. Whilst this article broadly concurs with many studies of teacher identity which argue that the ever-extending reach of performative mechanisms has restricted teachers’ opportunities to develop as activist professionals with ‘a moral purpose’, it also argues that the diversified landscape may provide the opportunity for new autonomous spaces. It goes on to suggest that further research is needed into the forms of locally determined values and practices emerging in ‘quasi-privatised’ academies and free schools in England, to explore whether these professional communities will be entirely managerialist/entrepreneurial in character, or whether models of practice underpinned by a concern with social equity and social justice issues may emerge. 相似文献
2.
Julia Whitburn 《牛津教育评论》2013,39(4):415-434
Abstract International differences in mathematical attainment among secondary school age pupils are well documented, indicating that the performance of pupils in England lags behind that of many other countries: in particular, the average attainment of 13‐ and 18‐year‐old pupils in Japan is significantly higher than that of the corresponding cohort of pupils in England. The causes of the poor performance at secondary schools in England, it is argued, may be found partly in the inferior foundations of mathematical understanding at primary schools, aggravated by the ‘linearity’ of mathematical development and the cumulative effect of failure. Although cultural influences at the societal level and curriculum influences at the governmental level are largely beyond the control of the school, yet the other main influence on mathematical development, namely classroom practice, is determined to a great extent by the class teacher, and can be adapted to improve conceptual learning. By considering the current practice in the teaching of mathematics to six‐year‐olds in Japan within the context of available research evidence relating to effective teaching, and comparing this with the practice in England, areas of possible change can be identified which are largely within the control of the individual class teacher and through which standards of attainment might be improved. This article is based on observations of mathematics teaching to six‐year‐old children in Japan and England in 1995, in the state or public sector of education. 相似文献
3.
This article attempts to provide theoretical perspectives on the recent Conservative-led Coalition Government’s promotion of Teach First and related initiatives in England. In particular, we suggest the emergence of three ‘ideal’ types of teacher in the initial teacher training programmes outlined in the 2010 White Paper and related Conservative discourse: the ‘Elite Graduate’, the ‘High Flyer’ and the ‘Ex-Soldier’. These ‘ideals’, we argue, are dually performative: not only legitimating habitus proximate to Conservative ideological interests, but also awarding them authority over pupils and the educational ‘field’. We begin our discussion with an analysis of the amendments to school disciplinary practice proposed in April 2011 which appear to place new emphasis on teachers’ dispositions. Seen in the light of concomitant criticism of current teachers’ passivity, we suggest, these changes relate to our ‘ideals’ in two ways. Firstly, suggesting the need for a new cohort of teachers up to the challenge of authority. Secondly, enabling the ‘ideals’ to exercise their habitus in judgements over pupils. 相似文献
4.
The prevalence of ‘pre-service’ or ‘trainee’ teachers in schools is rising in England, driven by the expansion of school-led routes to qualified teacher status and increasing demand for newly qualified teachers. This may have important implications for schools, which have historically been concerned with the impact of trainee teachers on their pupils’ attainment. There are, however, confounding factors which affect both the decision to host a trainee teacher and pupil attainment. We empirically model the impact of trainee teachers on contemporaneous pupil attainment in ‘high-stakes’ exams, exploiting unique data combining national administrative data on pupil test scores with a survey of schools’ involvement with initial teacher training over multiple academic years. We use school fixed effects to account for time-invariant school factors which may determine both schools’ teacher training decisions and pupil attainment. Counter to schools’ concerns, we find that pupil attainment in high-stakes assessments, on average, is not significantly affected by the number of trainee teachers. This is an important empirical finding, as it suggests that the rapid expansion of school-led teacher training is not likely to have a detrimental effect on pupil attainment in England, conditional on the set of schools that choose to engage with initial teacher training remaining similar: trainee teachers may still affect pupil attainment in schools that do not currently participate in initial teacher training, as these schools are typically more constrained. 相似文献
5.
Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds
Rosa G. Rodrigues Ton Notten Sabine E. Severiens 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):222-240
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases. Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively. 相似文献
6.
Kalwant Bhopal 《British Educational Research Journal》2011,37(3):465-483
This article examines teachers' attitudes towards Gypsy and Traveller pupils in one primary and one secondary school in an inner‐London borough in England, UK. The research is based on in‐depth interviews with 20 teachers, heads, deputies and classroom assistants. The main aims of the study were to examine examples of ‘good practice’ in schools and to explore strategies that would improve the educational outcomes for Gypsy and Traveller groups. This article will argue that despite schools implementing inclusive measures for Gypsy and Traveller pupils, this alone does not encourage positive attitudes or change attitudes towards them. In some cases, such practices work to emphasise the difference and outsider status of these groups. 相似文献
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8.
Marta Araújo 《British Educational Research Journal》2009,35(4):599-617
This paper examines Fresh Start, a New Labour flagship initiative to raise education ‘standards’ in a radical and innovative way. Drawing on a qualitative study of a comprehensive school in England, I argue that the initiative added to the problems faced by the ‘failing school’ and promoted rather traditional ways of raising ‘standards’ due to the close surveillance that Fresh Start schools were subjected to. In the case studied, the needs of the pupils that the initiative was meant to address were being sacrificed in the school's construction of a ‘successful’ identity. While the initiative has now lost momentum, some lessons can still be learnt. This paper illustrates the complexity of creating a new school, as well as the need to attend to the specificities of the local context and experiences in raising ‘standards for all’ pupils. 相似文献
9.
Gunilla Petersson Corresponding author 《Scandinavian Journal of Educational Research》2013,57(3):281-296
This article is a presentation of current research on pupils’ experiences in encounters with their classmates in school. The starting point is the narratives of Loffa, a 25‐year‐old nursery teacher, telling us about her school experiences. She gives a picture of herself as a quiet and well‐behaved schoolgirl, and she talks about things such as the limited space she and a group of her classmates had in their classroom, about how they were regarded as ‘nerds’ by the other pupils and therefore had little to say in what went on in their classroom. Seen in the light of the political, social and historical context of the vision of a ‘school for all’ and of the principle of a ‘complex social environment’ this can be interpreted as one version of the specific expression in Lotta ‘s class of the built‐in conflicts of the comprehensive school, the conflicts between groups with different intellectual traditions and needs. 相似文献
10.
Paul Thompson 《牛津教育评论》2013,39(6):671-687
11.
In the UK, USA and elsewhere, school accountability systems increasingly compare schools using value-added measures of school performance derived from pupil scores in high-stakes standardised tests. Rather than naïvely comparing school average scores, which largely reflect school intake differences in prior attainment, these measures attempt to compare the average progress or improvement pupils make during a year or phase of schooling. Schools, however, also differ in terms of their pupil demographic and socioeconomic characteristics and these factors also predict why some schools subsequently score higher than others. Many therefore argue that value-added measures unadjusted for pupil background are biased in favour of schools with more ‘educationally advantaged’ intakes. But others worry that adjusting for pupil background entrenches socioeconomic inequities and excuses low-performing schools. In this article we explore these theoretical arguments and their practical importance in the context of the ‘Progress 8’ secondary school accountability system in England, which has chosen to ignore pupil background. We reveal how the reported low or high performance of many schools changes dramatically once adjustments are made for pupil background, and these changes also affect the reported differential performances of regions and of different school types. We conclude that accountability systems which choose to ignore pupil background are likely to reward and punish the wrong schools and this will likely have detrimental effects on pupil learning. These findings, especially when coupled with more general concerns surrounding high-stakes testing and school value-added models, raise serious doubts about their use in school accountability systems. 相似文献
12.
Neil Selwyn Daniela Boraschi Suay Melisa Özkula 《British Educational Research Journal》2009,35(6):909-928
The relatively restricted nature of children's use of information and communications technologies (ICTs) inside the school setting has long been noted by researchers. With this in mind, this article offers a grounded analysis of drawings collected from 355 primary pupils (years three to six) from five English primary schools depicting desired future forms of school ICT provision. The article contends that the nature and content of these future orientated pictures reflect many of the tensions underlying children's current engagements with ICTs in school. Specifically the article discusses how the drawings offer valuable insights into the issues underlying pupils’ understandings of ICT and schools, not least: the restrictions of the school as organisation; the oppositional relationship between the ‘work’ of learning in school and the ‘play’ of using digital media at home; the unequal power relations that exist between pupils, schools and teachers. The article concludes that rather than accede to demands for free and unfettered use of game consoles and portable devices in the classroom, schools should instead concentrate on fostering informed dialogues with young people about the potential educational benefits of school ICT use. 相似文献
13.
Pam Nilan 《British Journal of Sociology of Education》2009,30(2):219-232
This paper employs Foucauldian theory to consider Islamic boarding school experiences in Indonesia. For some pupils ‘the spirit of education’ – a dimension of pleasure – comes to be highly valued, creating a lifelong passion for the pursuit of knowledge. Two school principals (both pesantren [Islamic boarding school] graduates themselves) articulated strong commitment to the ‘spirit of education’. Yet their respective boarding schools were very poor, not only by western standards but compared with Indonesian public schools, and conditions were austere. The embodiment of pesantren discourse as high academic achievement is illustrated by the example of Khadija – a young female pesantren graduate now studying at doctoral level in the United Kingdom. Explaining the embodied production of the ‘spirit of education’ demands looking at charismatic pedagogy, strict rules, austere conditions and sparse provision of learning resources as regimes of truth and power–knowledge relations that inhere in pesantren as lived experiences of pupils. 相似文献
14.
The project reported in this paper addresses the issue of trainee teacher learning with regard to special educational needs and disabilities (SEND) during the school placement element of one-year postgraduate teacher training programmes in England. Through a focus on the university/school partnership, school organisational and classroom pedagogic processes, the project aimed to improve knowledge and understanding about teacher education relevant to the special educational needs and inclusive education fields. Specifically, the project examined and compared the school-based learning and outcomes of postgraduate teacher trainees in primary and secondary programmes that used different approaches to preparing teachers for the special needs aspects of their future teaching. Three kinds of school-based approaches are examined: one that involved a practical teaching task; a second which involved a pupil-focused task (but not practical teaching); and a third where there was no specific pupil-focused SEND task other than class teaching practice. The paper reports on what and how trainees learned about teaching pupils with SEND and on differences related to the use of SEND tasks. Findings indicate that what trainees learn about teaching pupils with SEND is strongly interlinked with what they learn about teaching in general. The pedagogic knowledge learned from undertaking planned pupil-focused SEND tasks, however, centres on pupils’ personal learning needs, something that was less likely to be learned from only whole-class teaching experience. Implications for schools, initial teacher education (ITE) providers, national and international policy are presented as evidence-informed questions with possible options. 相似文献
15.
Amanda Henshall 《British Journal of Sociology of Education》2018,39(5):593-606
Concerns about youth violence and the radicalisation of pupils have contributed to the deployment of onsite police officers in schools in England. Little is known about the work these officers do. This article firstly outlines the policy background that led to police in schools, and then, with a focus on the schools in London that have onsite officers, data obtained from a Freedom of Information request are combined with school characteristics data to show that officers are more likely to be based in schools with high levels of pupils from disadvantaged backgrounds. Foucault’s work on surveillance is explored in theorising police presence on school sites. The relevance of Agamben’s State of Exception is examined in relation to the school-to-prison pipeline in the United States. The article highlights the need for more empirical work in schools to research the impact of onsite police. 相似文献
16.
This analysis aims to measure the impact of school choice policy on secondary school students’ enrolment patterns within the social geography of Vancouver, an increasingly polarized global city. The rationale for the study is to examine the impact of ‘education market’ reforms on the socio-economic composition of schools in a Canadian context, where a social welfare commitment to educational equality is being replaced by market-oriented policies and increasing social inequality. Our study is guided by Bourdieu’s theory of site in considering whether growing inequality and polarization of wealth in a city are correlated with the ways families choose schools. We apply a geographical methodology (Geographic Information System) to delineate spatial patterns of choosing schools. Our analysis shows that those who opt out of the under-subscribed schools come from the neighborhoods with relatively higher capital than those who remain in their assigned schools. Also, those who opt into the over-subscribed schools in the affluent areas come from the neighborhoods with above-average levels of capital in Vancouver. Overall, we find that the spatial inequality in school choice generally follows the uneven distribution of capital/wealth across the city. The pattern of student mobility indicates an increasing level of segregation. 相似文献
17.
Eunice Pui-yu Yim 《International Journal of Early Years Education》2018,26(4):436-449
ABSTRACTThe conflicting education values in Hong Kong kindergartens and primary schools pose various challenges to kindergarten teachers in providing pupils with a smooth transition to primary school which requires collaboration from schools and families. This study explored these challenges as well as the benefits of a professional teacher training programme. In-service teachers (N?=?35) and tutors (N?=?2) engaged in the module ‘The Social and Emotional Aspects of Teaching and Learning’ participated in this study. The trainees’ weekly reflective journals throughout the 22-week module were subjected to documentation analysis. Group interviews with the in-service teachers and individual interviews with the tutors were conducted on completion of the module. Findings reveal a gap between teacher training and providing pastoral care for pupils through supporting the social and emotional aspects of their families in Hong Kong, and indicated that traditional beliefs associated with the teaching profession should be widened. Meanwhile, counselling knowledge and skills should be contextualised and integrated into teacher training programmes. 相似文献
18.
This article reports empirical work conducted by three university teacher education providers into how a major revision of the science curriculum in England, the How Science Works strand, has been translated into practice for 14–16 year olds in schools. Data were collected from pre-service teachers about their understanding, experiences, perceived challenges and resourcing of How Science Works during their final school experience. The results indicate that implementation of How Science Works in schools lies on a spectrum between two extremes referred to as creative implementation and restricted implementation; a recognition that success with this new approach requires a fuller engagement in higher order thinking skills; and that the importance of differentiation is paramount if all pupils are to connect with the new curriculum. The article concludes that support is needed for major transitions in pedagogy with both serving and trainee teachers. This needs to start with teacher education and encompass teacher development, with greater involvement both in school and university programmes. 相似文献
19.
Amelia Hempel‐Jorgensen 《British Journal of Sociology of Education》2009,30(4):435-448
This paper examines the effect of school social class composition on pupil learner identities in British primary schools. In the current British education system, high‐stakes testing has a pervasive effect on the pedagogical relationship between teachers and pupils. The data in this paper, from ethnographic research in a working‐class school and a middle‐class school, indicate that the effect of the ‘testing culture’ is much greater in the working‐class school. Using Bernsteinian theory and the concept of the ‘ideal pupil’, it is shown that these pupils’ learner identities are more passive and dominated by issues of discipline and behaviour rather than academic performance, in contrast to those in the middle‐class school. While this study includes only two schools, it indicates a potentially significant issue for neo‐liberal education policy where education is marketised and characterised by high‐stakes testing, and schools are polarised in terms of social class. 相似文献
20.
Clare Martin 《Support for Learning》2020,35(1):23-42
Routes into teacher training have expanded in recent years, accompanied by a growing interest in schools ‘growing their own’ teachers from amongst support staff. However, little attention has been paid to their transition to the role of teacher. This article investigates influences on identity development and the extent to which personal values are reconciled with professional demands and socially constructed facets of educational practice. Participants were nine staff in one secondary school for pupils with moderate learning difficulties who had undertaken the transition from LSA (learning support assistant) to teacher. Qualitative data were obtained through an online survey and focus group discussion. Findings show that extensive opportunities to experiment with provisional and possible selves, immersion in educational discourse, classroom agency and staff collaboration engender a ‘teacher’ self-concept and positive motivations for LSA career development, and that self-esteem and self-efficacy are strengthened by how an individual’s values align with those of the setting in which they work. Findings may inform school leaders as to the value of training teachers ‘in-house’ and support career development decisions of LSAs, a pathway of potential significance given the current pressures on teacher recruitment and retention. 相似文献