首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 200 毫秒
1.
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   

2.
This study investigated classroom climate in relation to social context, heterogeneity (disability, multiculturalism) in class composition, and the occurrence of differentiated learning environments for children who need special support. Pupils aged 8–12 (679 from 39 classes in Swedish compulsory schools) responded to a questionnaire about classroom climate. Eighty of these students receive special support at school using various modalities. Multilevel factor analysis was applied to data to estimate differences within and between groups. Three significant climate factors were found. They pertained to the level of friction, satisfaction, and cohesiveness in the classroom. Social context was related to these three factors and to the occurrence of differentiated learning environments. The inclusion of pupils with disabilities appears to be related to less friction and higher cohesiveness among children. The article proposes increased interventions aimed at improving the school climate in disadvantaged neighborhoods. It also suggests that aspects of the placement of pupils with disabilities and of the organization of special support should be considered as indicators in studies of school effectiveness. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

3.
This article presents findings of an attempt to test Creemers' model of educational effectiveness by using data derived from an evaluation study in Mathematics in which 30 schools, 56 classes and 1,051 pupils of the last year of primary school of Cyprus participated. More specifically, we examine whether the pupil, classroom and school variables show the expected effects on pupils' achievement in Mathematics. Research data concerned with pupils' achievement in Mathematics were collected by using two different forms of assessment (external assessment and teacher's assessment). Questionnaires were administered to pupils and teachers in order to collect data about most of the variables included in Creemers' model. The findings support the main assumptions of the model. The influences on pupil achievement are multilevel and the net effect of classrooms was higher than that of schools. Implications for the development of research on school effectiveness are drawn.  相似文献   

4.
This article reviews school effectiveness theory, concentrating on the unidimensionality of the school effect concept, and focuses on differential school effectiveness, by which is meant the capacity of the school to be effective with different groups of pupils. It presents findings from research exploring the associations between sex, social class, and school attended with Cypriot primary pupils’ progress in Mathematics. There was no evidence of significant differential effectiveness in relation to sex and social class, the gap between boys and girls, and between different social classes increased in all schools, reflecting the national picture. Implications for school self-evaluation are discussed.  相似文献   

5.
This article looks at the current state of play in research into effective schools in the developing world and seeks to identify some of the underlying concerns arising from this work. School effectiveness research in developing countries will be contrasted with that within the developed world, and will be analysed in the context of the work of donor agencies and of the demands made by structural adjustment policies. A view of 'school effectiveness' which is contextually-related is posited, stressing the need to examine whether an examination of the effectiveness of schools should be considered in terms of the perceptions of different stakeholders, rather than in relation to an 'objective' checklist derived from research in a different cultural context, and often done years earlier.  相似文献   

6.
In school effectiveness research differences between schools are mainly expressed in percentages of the variance in cognitive test scores. This article focuses on the impact these differences in effectiveness have on the school career of pupils. The analyses were executed on the data of a school effectiveness study carried out in 1987 and 1988. Two groups of outlier primary schools were selected. The pupils were divided into four categories based on their IQ-score, and into four categories based on their SES-score. Four dependent variables were used: test scores on language, test scores on mathematics, expectations for the follow-up secondary school type based on these test scores, and the actual secondary school recommendation given by the teacher. For all groups of pupils the average scores on mathematics, language and the total standard test score differ significantly for both low- and high-effective schools. The actual recommendation for type of secondary education does not differ significantly. This leads to the conclusion that the recommendations given to the other pupils in the same grade seem to be important; schools tend to recommend a secondary school type according to a normal distribution. High-effective schools tend to recommend beneath, while low-effective schools tend to advise above the expectations.  相似文献   

7.
In 1997, the DfEE suggested that schools should consider 'setting' pupils by ability as it was believed that this would contribute to raising standards. This survey of primary schools aimed to establish the extent to which primary schools, with same and mixed age classes, implement different grouping practices including setting, streaming, within class ability and mixed ability groupings for different curriculum subjects. Schools were asked to complete a questionnaire indicating their grouping practices for each subject in each year group. The findings showed that schools predominantly adopted within class ability groupings, either mixed or ability grouped, for most subjects. Ability grouping (within class and setting) was most common in mathematics, followed by English and science. Its implementation increased as pupils progressed through school. The type of setting adopted, same or cross-age, tended to reflect the nature of the class structures within the school.  相似文献   

8.
This article examines how New Zealand's Education Review Office (ERO) and England's Office for Standards in Education (OFSTED) attempt to construct school failure as the clear responsibility of schools in order to gain ideological power as agents of accountability. These 'politics of blame' are contested in both settings by an alternative 'contextual' claim which seeks to take account of broader social and political constraints on schools. It is argued that whereas New Zealand academics have been distrustful of the ERO's agenda, English school effectiveness and school improvement researchers have often provided support for OFSTED's politics of blame. However this relationship represents a double-edged sword for OFSTED because some school effectiveness/school improvement researchers also partly support the contextual claim. The article concludes that the politics of blame and their contestation will continue to be important in these settings and elsewhere.  相似文献   

9.
There have been vast changes in relation to the way educational teaching support provision is organised for pupils with dyslexia in Ireland. A qualitative research approach was utilised to examine the impact and implications of the General Allocation Model (GAM) regarding the organisation of support for pupils with dyslexia in Irish Primary mainstream schools. At the time of the research, GAM was the model of resourcing which allowed autonomy at school level in terms of organising support for pupils with dyslexia. Since then, a new model of resourcing [Department of Education and Skills (DES). (2017). SP ED 13.17: Circular to the Management Authorities of all Mainstream Primary Schools Special Education Teaching Allocation. Dublin: Stationery Office] has been implemented which also generates autonomy at school level albeit using a different allocation process. This paper raises concerns that the needs of pupils with dyslexia were not always met by the GAM model. Issues around the effectiveness of whole school approaches, the intensity of support for pupils with severe dyslexia, group size for this support, the application of differentiated approaches, and teacher expertise may have implications for how the new model for allocating resources is organised in schools. In conclusion, it is proposed that schools require further guidance and support in operationalising resourcing models to effectively meet the needs of pupils with dyslexia.  相似文献   

10.
This article examines interactions between school‐level and pupil‐level measures of socio‐economic status for pupil reports of the school environment and a range of risk behaviours and health outcomes. The baseline survey for the INCLUSIVE trial provided data on pupil affluence and pupil reports of the school environment, smoking, drinking, anti‐social behaviour at school, quality of life and psychological wellbeing for over 6,000 pupils (aged 11–12 years) in 40 schools within a 1‐hour train journey from central London. The level of socio‐economic disadvantage of the school was measured using the percentage of pupils eligible for free school meals. Multilevel regression models examined the association between pupil affluence, the socio‐economic composition of the school and the interaction between these with the school environment, risk behaviours and health outcomes. Our findings provide some evidence for interactions, suggesting that less affluent pupils reported lower psychological wellbeing and quality of life in schools with more socio‐economically advantaged intakes. There appears to be a complex relationship for anti‐social behaviour. Where pupil affluence and school socio‐economic composition were discordant, pupils reported a higher number of anti‐social behaviours. This article provides further evidence that less affluent pupils are more likely to engage in a variety of risk behaviours and experience worse health outcomes when they attend schools with more socio‐economically advantaged intakes, supporting some of the mechanisms described in the theory of human functioning and school organisation.  相似文献   

11.
There are still 10 English local educational authorities (LEAs) that are wholly selective and a further 10 with some grammar and secondary modern schools. This article examines the academic performance of pupils in secondary modern schools and the funding of these schools using national data sets matching pupils' performance at Key Stage 2 and General Certificate of Education (GCSE) as well as data on funding from Section 52 statements. Students in secondary modern schools gained one less grade on average than equivalent students in comprehensive schools while grammar school pupils obtained five grades more. After taking account of the cost factors and grant entitlements that influence funding per pupil, secondary modern schools in the years 2000/01–2002/03 were funded around £80 less per pupil while grammar school pupils received over £100 more per pupil compared to comprehensive schools. Secondary modern schools were more likely to be in financial deficit than comprehensive and particularly grammar schools. Thus, students are academically disadvantaged by attending secondary modern schools, which in most selective LEAs do not receive sufficient additional funding to offset the depressing effects on attainment of the increased social segregation arising from a selective system.  相似文献   

12.
The improvement of schools takes place over extended periods of time. Consequently longitudinal studies which track successive cohorts of pupils through their schooling are required if estimates of the extent of improvement are to be established. To date, hardly any studies have collected the necessary data. Those studies which have had appropriate data have tended to emphasise the extent of stability of schools' effectiveness over time rather than the extent of any changes. A shift in conceptual framework is called for if improvements in schools' effectiveness are to be the central focus of concern.

The study is based on three successive cohorts of pupils passing through some 30 English secondary schools. It uses examination results as the outcome measure and includes a prior attainment measure amongst the variables used to control for differences between schools' intakes. A multi‐level strategy for conceptualising and modelling data on schools' changes in performance over time is offered.

In common with earlier studies the research shows that there is a good deal of stability in schools' effectiveness from year‐to‐year; only a small proportion of the schools in the study (between a fifth and a quarter) were improving or deteriorating in terms of their effectiveness. A particularly striking finding of the research was that whilst several schools improved in effectiveness only one initially ‘ineffective’ school did so consistently. The implications of the study for future research on school improvement are discussed.  相似文献   

13.
Oral narrative is a critical skill for school achievement, for personal relationships and for social participation. However, it is downgraded in current and proposed National Curriculum frameworks, which fail to recognise its significance in development. Schools have flexibility to address the issue, which is of particular importance to pupils with special educational needs. This article explores the place of narrative in the policies, curriculum and assessment scheme of a special school catering for pupils across the range of ability. It is concluded that, while schools are free to prioritise according to pupils' needs, it is difficult to target oral narrative effectively in the absence of appropriate frameworks for setting goals and monitoring progress.  相似文献   

14.
The present paper examines whether there is significant variation in schooling outcomes between Scottish secondary schools, and if so, how much is associated with pupil intake, and how much is associated with the schools they attend. It also examines whether schools vary in their effectiveness for different types of pupils, and whether schools tend to be superior, or inferior, across three different outcome measures. The study employed a subsample of data from the 1977 Scottish School Leavers Survey on over 700 pupils from 15 schools in one administrative division. These data were linked to data on the verbal reasoning quotients of the pupils, derived from a test administered to them before they entered secondary school. For each of the 15 schools we estimated the expected scores on measures of English, arithmetic and overall attainment for pupils with below average, average, and above average ability, controlling for pupils’ verbal ability, gender, prestige of father's occupation, mother's education, and number of siblings. The study shows there was wide variation in schooling outcomes between secondary schools in the division, even after controlling for family background characteristics and pupil ability prior to entering secondary school. There were few schools that were particularly effective for low ability pupils, but not high ability pupils and vice versa. Schools tended to be effective, or ineffective, across all three outcome measures.  相似文献   

15.
The government's stated intention is that all KS2 learners will have an entitlement to foreign language learning by 2010. Disquiet about motivation for language learning in the secondary sector led to the reduction in status of ML in 2003 to an option subject in KS4. We should not simply consider how best to assure motivation among primary learners of MFL but, in addition, explore what early foreign language learning can contribute to the whole school. There are grounds for claiming that learning a foreign language can contribute to children's overall enjoyment of, motivation for and self-esteem in learning. In its early implementation, it can create a shared curricular experience for a whole school, which can be built upon subsequently. The strength of language learning is sometimes seen as being because it is different, but this article also explores the framework and approach needed to ensure that it is strongly embedded in the whole-school curriculum. In addition to a literature-based rationale for this proposal, the article also contains quotations from four interviews conducted at a primary school in the East Midlands with a headteacher and three small groups representing pupils in Reception, Y3 and Y6 classes.  相似文献   

16.
This article assesses whether second-level schools in Ireland, typically covering pupils 12 to 18 years of age, are equally effective in relation to three different outcomes: examination performance, absenteeism and potential drop-out among pupils. The article uses data from a large-scale survey of second-level pupils in 116 schools in Ireland. Analysis is restricted to one cohort: pupils aged 15-16 years who took a nationally standardised examination, the Junior Certificate, in 1994. Multivariate multi-level modelling techniques are used to assess the impact of pupil background and schooling factors on overall examination performance, on absenteeism levels and on intentions to leave school after the exam. Some consistency is found among these different dimensions of school effectiveness: pupil absenteeism and potential drop-out rates are lower in schools which enhance academic progress among pupils. These outcomes are associated with more positive teacher-pupil relations and a more positive academic climate within the school.  相似文献   

17.
This study examines religious identity development of pupils at Dutch schools for secondary education (mean age 16.4). With the help of a theoretical conceptualization of “religious identity development” empirical research is carried out. Main question is whether differences in terms of religious commitment and exploration between pupils of the four participating schools can be explained by religious denominations of pupils and the importance the pupils' parents attach to worldview. It is concluded that school in general has no significant main effect on religious commitments and explorations of pupils. Religious backgrounds of pupils should be taken into account. Because pupils themselves do indicate that school has influence on the way they look at life, further research is needed in which specific school aspects (like the way pupils evaluate religious education) should also be taken into account.  相似文献   

18.
In 1996 Her Majesty's Inspectors of schools published a report entitled Achievement for All ( SOEID, 1996 ). This report identified a number of key principles governing the organisation of pupils by class, or within class, in Scottish schools and concluded that:

The application of these principles does not give rise to one, universally best method of organising pupils into classes. If used effectively, both mixed ability and setting may be appropriate forms of organisation (5.4).

A study was undertaken to investigate the perceptions of various groups (teachers, parents and pupils) of how well the arrangements in place were working. A total of 13 schools were included in the investigation (4 primary and 9 secondary). Groups of between 6 and 12 pupils were interviewed in each school. This paper will present the perceptions of these pupils on the setting arrangements in place in their schools.  相似文献   

19.
This ongoing Dutch study into the school careers of young children in primary schools has focused in part on the influence of school and class organisation on linguistic and cognitive development. In the first year of the study, data on the school and class characteristics were gathered in 28 primary schools by means of questionnaires, interviews, journals and observation. A multi-level analysis shows that differences in pupil achievements between classes already exist at the beginning of primary school, but that these differences are, to a large extent, explained by the characteristics of the pupils’ backgrounds. The Dutch vocabulary of pupils at the end of their first year is mainly determined by earlier linguistic achievement and the ethnicity and SES of the pupil, rather than the school or class organisation. The scores on a performance intelligence test (block patterns) at the end of the first year could not be exclusively explained by the pupils’ background characteristics but also by some school characteristics.  相似文献   

20.
The aim of this article is to explore pupils' preferences for particular types of grouping practices, an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Years 7 to 9). Pupils responded to a questionnaire which explored the types of grouping that they preferred and the reasons for their choices. The majority of pupils preferred setting, although this was mediated by their set placement, type of school, socio‐economic status and gender. The key reason given for this preference was that it enabled work to be matched to learning needs. The article considers whether there are other ways of achieving this, which avoid the negative social and personal outcomes of setting for some pupils.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号