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1.
《Paedagogica Historica: International Journal of the History of Education》2012,48(1-2):107-121
This article develops a comparative analysis of lay boarding schools for girls in France and England in the first part of the nineteenth century, demonstrating that the character of school life in the two countries differed markedly. Contemporary observers such as Matthew Arnold, Henry Montucci and Jacques Demogeot visited boys' schools on either side of the Channel and contrasted the “barrack‐life” of lycées in France with the more domestic arrangements of English public schools, but they did not visit the private boarding schools for girls that were multiplying in both England and France in the first half of the nineteenth century. Evidence collected from inspection records, school memoirs and pedagogical treatises, however, reveals differences between female establishments on either side of the Channel that echoed, but were not identical to, the contrasts between English and French boys' schools. Different ideas on the nature and role of women interacted with the separate educational traditions of the two countries to construct two distinct institutional models of female schooling which could be termed “domestic” for England, and “conventual” for France. The article compares female institutions in the two countries to uncover some of the key features of these distinct models of schooling. In highlighting the way ideas about gender shaped school communities, it points to differences in the prevailing conception of femininity on either side of the Channel. English girls' schools tended to be small in size and self‐consciously familial and homely in atmosphere and organization. Many schoolmistresses deliberately limited the number of pupils they would accept in order to preserve the intimate and domestic character of their establishments. This reflects the influence of a conception of femininity emphasizing women's maternal nature and domestic role, and women teachers' need to conform to this ideal in order to preserve their middle‐class status. French schools, by contrast, were more often large, hierarchically organized establishments. Unlike their English counterparts, they tended to be housed in buildings specially adapted as schools. The institutional character of French schools owed much to the educational patterns of convent schooling and to the powerful position occupied by women in religious orders. The differences between these two conceptions of the school affected the conditions of school life and relations between pupils and teachers in concrete ways. In England, schoolmistresses tended to cultivate warm relationships with their pupils, and often characterized their role in maternal terms. Naturally, in practice not all relationships between teachers and their charges were as harmonious as the language of motherhood might suggest, yet at a time when spinsters might be labelled “redundant” or “unnatural”, drawing on a maternal metaphor was one of the ways in which schoolmistresses, who were for the most part unmarried and childless, could reconcile their situation with prevailing ideals of femininity. At the same time, motherhood was the only socially legitimate position through which a woman could exercise authority. In keeping with the familial atmosphere, warm relations between pupils were also encouraged in English girls' schools, and girls often enjoyed considerable liberty in the collective “room of one's own” that school could offer. In France, schoolmistresses tended to maintain more distant relations with their pupils, drawing on the precedents established by women in religious orders to develop authoritative public personae. At the same time, pupils were strictly supervised and attempts were made to limit the intimacy of friendships between schoolgirls. Schoolgirl memoirs are peppered with references to “the school walls” that heightened pupils' sense of enclosure and contained them within a rigid system of discipline and order. In practice, girls at school were often able to establish warm friendships with their peers and to circumvent the rules, yet such intimacies and rebellions went against the grain. The school regulations preserved in the archives evoke strictly ordered days and continual supervision of pupils; they reveal a preoccupation with order and discipline and the same suspicion of female autonomy that Bonnie Smith and Gabrielle Houbre have identified in the work of Catholic educators whose central concern was the preservation of a feminine innocence. The interaction of differing ideas about the nature and role of women with distinct inherited educational traditions and with contrasting ideas about the state's role in education resulted in the construction of two distinct models of female schooling in England and France. The effect was that if, in both countries, the stated aim of the education provided by girls' boarding schools was to educate girls for motherhood, behind the school walls the character of daily life in English and French establishments differed in significant ways. Comparing the structure of schools and experience of schoolmistresses and their pupils in these different institutions highlights the ways in which ideas about gender helped shape the school community and uncovers the roots of the contrasting evolution of female education on either side of the Channel. 相似文献
2.
Marie Duru‐Bellat 《British Journal of Sociology of Education》1996,17(3):341-350
In spite of the unified type of junior secondary school (the ‘college') implemented in France since 1975, significant social inequalities of school careers can be observed today. A specific longitudinal study sheds some light on the variety of mechanisms which generate these social inequalities. Difference in academic progress is one mechanism, but parents’ strategies are also important. Finally, another aspect of social inequality arises from the school attended, some schools being more selective at the streaming points, these ‘school effects’ being related to the social characteristics of the pupils of the catchment area. All these facts and figures have some relevance with regard to different sociological theories about social inequalities in school careers. They also bring into question the educational policies implemented in France over the last 15 years. 相似文献
3.
Nicole Dołowy-Rybińska 《Journal of Language, Identity & Education》2016,15(5):280-292
This article is based on long-term participant observation and interviews with pupils and graduates of the Diwan immersion high school in Brittany, France. With reference to the theory of communities of practice, this article shows how the education in the Breton immersion school can influence a knowledge of the minority language and the young peoples’ engagement with the protection of the Breton language. This article presents the social and cultural capital received through the learning of the Breton language; the distinction between Diwan pupils and people from outside the community; and the gradual formation of a collective new Breton-speakers identity. The sociolinguistic prognostic shows that in a few dozen years the only Breton speakers will be Breton learners. The use of Breton depends thus on having knowledge of it and on finding a community in which this language acts as the benchmark for the creation of a Breton identity. 相似文献
4.
《欧洲教育》2013,45(2):14-43
The teaching of history and geography in elementary school stirs up public opinion in France from time to time. That is to say, the purposes and objectives of this pair of subjects carries some considerable weight in our society. Quite logically, these two subjects, associated with civic education and the economic, social, and political initiation of pupils, are mandatory in the curriculum for the preparatory course for the senior classes and also for the examination for the municipal secondary school diploma and for the Baccalaureat. In this respect, France is one of the countries which maintains these universal courses most consistently throughout pre-university education. 相似文献
5.
Growing numbers of pupils with autism spectrum disorders (ASDs) are attending mainstream schools, and increasing numbers of teaching assistants (TAs) are being deployed into classrooms to support them. Evidence suggests, however, that pupils who have a TA may underperform academically, receive less attention from their teachers and be isolated from their peer group. Issues relating to the deployment and training of these staff, and their relationships with class teachers have been raised as contributing to the negative impact of TAs. However, school factors – such as inclusive school culture and teacher training – have been overlooked. In light of this, the objectives of the current study were to (1) develop understanding of the aspects of school culture that TAs feel contribute to the development of inclusion, and (2) identify aspects of school culture, policies and practices that facilitate or hinder their ability to effectively support pupils with ASD. Fifteen TAs supporting pupils with ASD in four mainstream secondary schools were interviewed. Thematic analysis identified positive attitudes towards pupils with special educational needs, school leadership support for inclusion, collaboration and respect as components of an inclusive school culture. The factors perceived as facilitating or hindering the ability of TAs to effectively include pupils with ASD included access to expertise, communication within school and teaching staff awareness of ASD. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
6.
Kirsi Pyhältö Tiina Soini Janne Pietarinen 《European Journal of Psychology of Education - EJPE》2010,25(2):207-221
Basic education has two main goals: to promote high quality learning outcomes and pupils’ personal growth and well-being.
The interrelated nature of learning and well-being is here referred to as pedagogical well-being. In this study, we explore
Finnish comprehensive school pupils’ (N = 518) experienced pedagogical well-being by examining the kinds of situations that pupils themselves find either highly
positive or highly negative during their school career. Pupils’ pedagogical well-being is empirically examined in two complementary
aspects: (1) determining the point in the pupils’ school career in which the critical incidents are situated and (2) identifying
the primary contexts of pupils’ experienced critical incidents of pedagogical well-being. Results showed that critical incidents
for pedagogical well-being reported by the pupils were situated all along their school career. A variety of episodes causing
empowerment and satisfaction, as well as disappointment and anxiety, were reported by the pupils. Pupils perceived the social
interactions within the school community as being the most rewarding as well as the most problematic part of their school
career. 相似文献
7.
The consequences of educational differentiation have been at the centre of research in sociology of education during the past decades. Processes of educational allocation have, however, received much less attention. Despite the fact that research has shown that teacher recommendations in France and Germany are partly determined by pupils’ social background, studies that inquire into the causes of this social bias seem to be virtually inexistent. This study aims to examine whether teacher recommendations at the transition from primary to secondary education in Flanders (northern, Dutch-speaking part of Belgium) are also socially biased, and if so what causes these differentials in advice, using a mixed-methods design. We found the advice given by primary school teachers to be partly determined by pupils’ social background. Analysis of the qualitative data suggests that teachers tend to evaluate pupils from low socio-economic status backgrounds less positively, due to their emphasis on specific pupil characteristics. 相似文献
8.
The aim of this case study was to investigate issues surrounding the social inclusion of hearing-impaired pupils within a mainstream comprehensive school in a large northern city. The study focused on the four hearing-impaired pupils in Years 8 and 10. Year 7, Year 9 and Year 11 pupils, were omitted on the grounds that they were relatively new to the school (Year 7) or were involved in external examinations (Years 9 and 11). Sociometric questionnaires were completed by the hearing-impaired pupils and their form-group peers. Interviews were carried out with the hearing-impaired pupils, with their form-group peers identified as popular (sociometrically), and with those identified as having few friends. Form tutors and mainstream subject teachers of the hearing-impaired pupils were also interviewed. The data collected suggested that these hearing-impaired pupils were not particularly well integrated socially with their hearing peers. The sociometric data showed the hearing-impaired pupils to be of low status within friendship groups. Interview data from pupils suggested that the hearing-impaired young people's social experience was very akin to that of those children with very low sociometric status, and very unlike that of the 'popular' pupils, those with the highest sociometric status. Of note was the belief of popular pupils that the role of friendship--and the role of communication in establishing and maintaining friendship--was crucial to their happiness in school. Interview data from mainstream teachers suggested that they had little relevant knowledge of the personal concepts and social experiences of hearing-impaired pupils. Recommendations are made to improve the social skills of the hearing-impaired young people, and to foster a greater degree of peer-group support, with some adaptations to their curriculum to stress social learning and communication skills. 相似文献
9.
Lina Lago Helene Elvstrand 《Early Years: An International Journal of Research and Development》2019,39(2):163-174
This article focuses on how pupils’ everyday transitions constitute a condition for pupils’ activities and relationships, and how pupils understand and give meaning to their everyday transitions between different school settings (school and Leisure Time Centre). To examine this, we made participant observations in three different educational settings. The focus of these observations is on pupils in their everyday life in school and LTC, thereby gaining insight into the experiences of being a pupil in these settings. In regard to social relations, the changes brought about by daily transitions between educational settings create conditions for different activities and changes in the group. The changes in groups that occur in the different contexts of everyday transitions in school can be both an opportunity and an obstacle, depending on the situation and with whom pupils wish to engage in social interaction. Thus, it is clear that the transition from school to LTC often involves changes in the group, thereby changing the conditions of pupils’ opportunities to form relationships with each other. 相似文献
10.
Tone Kvernbekk 《欧洲特需教育杂志》2013,28(2):169-170
This paper reports the experiences of special education needs co‐ordinators (SENCOs) on the inclusion of pupils with a visual impairment (VI) in mainstream schools in Northern Ireland. A mixed method approach (postal questionnaire survey (n=113) and interviews (n=6)) was utilised to triangulate the findings. The results indicate an inverse relationship between school years and pupil numbers, with negligible numbers of pupils with a VI reported in higher level examination classes. They also reveal that, for health and safety reasons and due to problems in accessing text books, some schools discourage pupils with a VI from studying subjects such as technology and design, physical education and mathematics. While pupils with a VI are thought to enjoy the social aspects of school life (e.g., peer friendships), less is known about their ability to access a number of areas within the school, including lunchtime clubs and the dinner hall. These findings raise questions about the qualitative nature of the educational experience afforded pupils with a VI. 相似文献
11.
Andy Hargreayes 《Pastoral Care in Education》2013,31(3):163-172
This paper argues for the centrality of high‐quality trusting and respectful relationships within the school setting, particularly between teachers and pupils. It argues for the need to pay careful attention to the nature of the interventions that are adopted to support the social and emotional development of young people and for the need to ensure that their theoretical underpinnings are understood by those responsible for implementation. It centres upon the evaluation of an intervention (Support Groups), devised by the author, to support pupils perceived as having social and emotional behavioural difficulties with a particular focus upon the development of interpersonal relationships. The case study is principally qualitative and draws upon the accounts of the first four cohorts of pupils to undertake the intervention (n = 69), following their progress from the commencement of Secondary 1 up to one to two years beyond intervention. The study draws from a wide range of stakeholder accounts and from six in‐depth case studies. The findings indicate that, to varying extents, Support Group pupils had developed their capacities to form and maintain effective interpersonal relationships but, particularly in respect of their relationships with teachers, this was highly context‐related. Peer relationships were still perceived as problematic by classroom teachers. The supportive ethos of the group had enabled warm relationships to form between Support Group Leaders and pupils, and this had fostered effective communication and empathy. These more positive relationships were exemplified within a statistically significant reduction in discipline sanctions (including school exclusions), which were maintained beyond intervention. 相似文献
12.
May Hale Michael F. McKay Marie D. Neale 《International Journal of Disability, Development & Education》1986,33(2):116-124
This study investigated the predictive validity of decisions made by a pre‐school teacher concerning the cognitive and social maturity of her pupils to enter formal schooling, based on their performance on the Neale Scales of Early Childhood Development.Thirty‐five children selected from the rolls of a Melbourne pre‐school which had maintained records over a ten‐year period were followed up in primary school and their reading ability assessed. Findings showed that subjects who had undertaken an additional pre‐school year following advice based on their Neale Scales’ performance were reading significantly better than those who had displayed similar developmental anomalies but who bad not been exposed to further pre‐school experience; moreover, the former were reading as well as or better than children selected on the basis of their pre‐school profiles as being ready for school. 相似文献
13.
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
14.
Kati Kasanen Hannu Räty Anna-Leena Eklund 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):27-38
Purpose:?This study set out to investigate pupils' evaluations of their academic abilities in different school subjects and their ratings of their potential for improving their performance in those school subjects. Sample:?Twenty-eight pupils from the third grade (approximately age nine) and 30 pupils from the sixth grade (approximately age 12) in a primary school in Finland were interviewed. Design and method:?The interview included tasks where the pupils were asked to rate and explain their potential for improvement in mathematics, the foreign language and the mother tongue. The explanations given were content-analysed and coding categories were formulated on that basis. Results:?In all the three school subjects, the third-graders had a more positive view of their ability and its potential for improvement than the sixth-graders, and they based their view on a perspective of development and learning new things. The sixth-graders were more moderate and more uncertain in assessing their future performance. Conclusions:?This study provided support to the earlier findings to the effect that pupils' faith in their abilities decreases in the course of their school years. We seek to explain this phenomenon in terms of the early stabilisation of the pupils' school performance, which is conveyed and constructed in the school's evaluative practices, especially in normative assessment. These practices clearly convey a differential conception of ability, which the pupils adopt as part of their self-assessments as shown e.g. by their use of school-like explanations in assessing their performance. 相似文献
15.
Elizabeth A. Hopkins 《Education 3-13》2013,41(4):393-401
This paper argues that pupil voice and the active engagement of pupils in shaping their own educational experience are integral to the success of the ‘Enjoy and Achieve’ strand of the Every child matters: Change for children programme. Through accessing the voice of Key Stage 2 pupils, insight was gained into what pupils believe to be the ideal ‘classroom conditions’ which enable them to enjoy and achieve at school. Pupil voice was accessed using an innovative form of group interview incorporating an Ishikawa or fishbone tool. The data was collected from 180 pupils, from Years 3–6 (aged 7–11) in a UK Junior school. The findings identify eight ‘classroom conditions’ which pupils see as being critical for them to be able to enjoy and achieve at school. Two of these ‘classroom conditions’ do not appear to be supported by previous research. 相似文献
16.
Norah Leroy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(4):561-582
This paper addresses the theme of social inclusion through language learning. The focus is on an ad-hoc tutoring scheme set up between newly arrived British migrant pupils and French monolingual pupils in a small secondary school in the south-west of France. Though the original objective of this tutoring scheme was to improve the English skills of the younger pupils, feedback reports indicated that it also had a positive impact on the relationship between the British migrant pupils and their French peers. Teachers believed that those involved participated more fully in class, and appeared more self-assured and generally happy thanks to the interpersonal relationships this scheme helped to forge. This study demonstrates the necessity of analysing the socio-cultural context migrants may find themselves in, in order to identify potential challenges. The ad-hoc tutoring scheme described here is an example of how language learning can support the integration and inclusion of “new generation” migrants into everyday school life. 相似文献
17.
Whilst within universities, research on rather than with children/pupils is a well-established methodology, this paper reports on teachers’ responses to a schools and university-based partnership project, ‘Pupils as Research Partners in Primary (PARPP), which works to co-create pupil-led research opportunities for pupils in research projects informed by pupils’ experiences in primary schools. A previous paper, French and Hobbs, [(2017). “‘So How Well Did It Really Go’? Working with Primary School Pupils as Project Evaluators: A Case Study.” TEAN Journal 9 (1): 56–65] reported on how one PARPP project had a beneficial effect on pupils and their school environment. For this paper the project team interviewed a number of teachers whose pupils in the partner schools were involved in the pilot study phase of the project. Specifically, the teachers were interviewed to ascertain if the involvement of pupils, as lead researchers in projects exploring various aspects of the school environment, had impacted on their perceptions of pupil-led research. Findings suggest that the experiences of teachers in schools where PARPP projects had taken place had led them to re-evaluate the practicality and desirability of encouraging pupils to actively to research their school environments. 相似文献
18.
Bridge-building activities are practiced widely in the education systems of Europe. They are meant to bridge transitions between lower and upper secondary school and form a mandatory part of the youth guidance system in Denmark. By giving pupils the opportunity to experience the different educational context of upper secondary school, bridge-building activities are meant to facilitate their decision-making on educational paths, but also to attract more and new groups of pupils. However, the premises of the inherent differences of educational contexts and of pupils’ lacking knowledge of upper secondary education can be questioned. In this ethnographic case study of a bridge-building project in a rural area in Denmark, we analyse the implicit knowledge of the general upper secondary school, as it is practiced in a bridge-building project, and how it is experienced by the pupils on the background of their prior knowledge. The analysis is theoretically informed by especially the code concepts of Basil Bernstein. 相似文献
19.
The interaction between school pupils’ schematic representations of ‘social’ and ‘technical’ roles and the impact that the ‘sex‐typing’ of careers has on occupational choice were investigated using stimulus vignettes. Questionnaire data pertaining to occupational choice were collected from first‐year university students enrolled on courses designated as either ‘social’ or ‘technical’. The prototypical in‐group positions for the two occupational areas were calculated and used as the basis of vignettes depicting either a male or female school pupil experiencing difficulty in deciding whether to pursue a technical or socially oriented career. The vignettes were presented to 107 school pupils aged 16‐18 who were asked which career area they thought the target pupil was likely to choose. Results indicate that subjects were able to identify correctly the prototypical characteristics utilised in the vignettes and that these were of greater importance in their expectation of course choice than the ‘sex’ of the target pupil. 相似文献
20.
Ton Mooij 《Teachers and Teaching》2013,19(2):227-228
Social cohesion in school is reflected in social discrimination processes and the complementary social roles of teachers, pupils, other staff and pupils' relatives. School social cohesion varies in level from high, characterised by prosocial interactions, to low, characterised by antisocial or violent interactions. Antisocial behaviour is usually embedded in specific interaction patterns between different social actors and is based on specific motives or stereotypes that elicit or justify this behaviour. Comprehensive study of these patterns is enabled by information and communication technology (ICT). The aim of this study is to use ICT to investigate social interaction patterns between personal and school characteristics of secondary school teachers and their curricular and disciplinary characteristics and experience of violence, including the motives they perceive when they are the victim, perpetrator or witness of six types of violence, differentiated according to the complementary roles of pupils, other teachers, other school staff and pupils' relatives. Three questionnaires were developed and used in a nationwide Internet‐based survey in Dutch secondary schools. This school safety monitor was completed in 2006 by 5148 teachers, 80,770 pupils, 1749 educational support staff and 629 school managers. Data were checked for reliability, scale homogeneity and representativeness. Pearson correlation analysis was used to examine the social interaction patterns in teachers' data. The results reveal violence‐specific social behaviour and social‐mirroring processes between teachers and pupils in particular. Furthermore, teachers who are younger, female or working in low‐attainment educational settings apply more curricular differentiation and collaborate more with pupils on disciplinary matters than their respective counterparts. Teachers who work in low‐attainment schools, who work in cities, who are homosexual/lesbian or who do not feel most at home in The Netherlands experience more violent behaviour as a victim or witness than their respective counterparts. In particular, teachers attribute the following motives to violence: physical appearance, behaviour, level of school achievement, a handicap, being religious, gender, sexual preference and ways of dealing with non‐conforming behaviour or punishments. Compared to teachers, pupils gave a broad array of motives for every type of violence. The conclusion is that Internet‐based data‐collection procedures provide a more comprehensive and systematic picture of social discrimination and violence motive patterns in schools than has hitherto been customary. 相似文献