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1.
Cultures of performativity in English primary schools refer to systems and relationships of: target‐setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers ‘perform’ and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and increased international economic competitiveness, have, potentially, profound implications for the meaning and experience of primary teachers’ work; their identities; their commitment to teaching; and how they view their careers. At the same time as policies of performativity are being implemented there is now increasing advocacy for the adoption and advancement of ‘creativity’ policies within primary education. These major developments are being introduced in the context of a wide range of social/educational policies also aimed at the introduction of creativity initiatives into schools and teaching. This complex policy context has major implications for the implementation process and also primary teachers’ work and how they experience it. The ethnographic research reported in this article has been conducted over a school year in six English primary schools in order to analyse the effects of creativity and performativity policy initiatives at the implementation stage. The article concludes by arguing that in the schools of our research the drive to raise pupil test scores involves both performative and creative strategies and that this critical mediation goes beyond amelioration toward a more complex view of professional practice. Implementing creativity and performativity policies provided important contextual influencing factors on teacher commitment. These were: curriculum coverage and task completion; and providing psychic rewards of teaching.  相似文献   

2.
‘Choice’ and ‘freedom’ as measured by the ability of parents to select their children's schools are deeply embedded in the national ethos of the United States of America. Wealthy American parents have always exercised school choice but minority and lowincome students are often trapped in failing schools. This paper is based on research conducted in a purposive sample of Irish primary schools into the nature of school choice. The authors examine five aspects of the Irish national primary school system that could provide models for American educators, whose vision often stops at the boundaries of the United States: education law, school choice for all, a national curriculum framework, the role of assessment, and the role of parents and educators in the creation of new schools. While arguably the five relate directly to school choice of different degrees, they collectively weave a web whereby school systems in the Republic of Ireland and the USA may productively be compared to the benefit of both.  相似文献   

3.
Since 2001, the Chinese government had passed a series of policies known as ‘the two primary responsibilities’ to allow the rural migrant children to attend urban public schools. However, what the migrant children actually experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and policymakers. Based on prolonged ethnographic fieldwork in a Beijing public school, this study demonstrated three key aspects of exclusions in migrant children’s schooling experiences, namely, (1) access to school, (2) in-class participations and (3) peer interactions, and examined the ‘hidden curriculum’ in the existing school practices that prevented migrant children from integrating successfully in the urban school settings. We found that academic performance lay at the root of social exclusions, but the local educators’ perceptions of migrant children as outsiders, the urban-oriented school curricular and urban children’s involvement (vis-à-vis migrant children’s little involvement) in the extracurricular activities at school as well as the paid supplementary trainings outside school together formed the ‘hidden curriculum’ that led to the marginalization of migrant students in the urban school system.  相似文献   

4.
This paper argues that languages, increasingly marginalised in schools in English-speaking countries, are gaining ‘elitist’ ground as part of the ‘value-added’ marketisation of schools and parents’ desire for their children to gain ‘positional goods’ through schooling. In arguing our case, the paper draws on survey and other data derived from second-language immersion programmes in two Queensland secondary schools, where key learning areas such as mathematics and science are taught through the medium of another language. As a corollary, we also argue that some schools – in our case, government schools – are using their immersion programmes as markers of distinction in a period of post-comprehensive schooling and emerging school markets, which includes both government and non-government schools. There is also a global policy context to such programmes in respect of countries such as Spain, China and Germany supporting the teaching of their respective languages in nations around the world.  相似文献   

5.
Abstract

In this paper, we contribute to the understandings of young masculinities by turning attention to the South African schooling primary school context. In the context of scarcity of interventions around violence in the primary school, we focus on how young boys construct, negotiate and experience violence. Notwithstanding dominant discourses around childhood innocence we argue that young boys are active participants in violent gendered cultures at school. We show how boys’ bodies are key sites for the enactment of violence and is especially a valuable resource in the context of food insecurity. The paper also shows the fluidity of masculinity as boys who are regarded as ‘victims’ can also defend and resuscitate masculinity that endorses violence. Implications for addressing young masculinities in the primary school within local context are considered in the conclusion of the paper.  相似文献   

6.
By taking both pupils’ and teachers’ actions as the point of departure, this study aimed to understand governance within a primary school classroom. Video footage was recorded in an English primary school in which mathematics happened to be the focus. This data was analysed to identify the directions of both governance and self-governance and to help understand the consequences for pupil and teacher subjectivities. Our findings revealed the central role of national testing and inspection policy in constituting staff as ‘evidence hunters’ and pupils as ‘confessant and unafraid producers of evidence’. Both staff and pupils were complicit in creating sufficient space for everyone to fulfil their obligation to be accountable to the school’s senior leadership team (SLT), school inspectors and national attainment tests. As a consequence, mathematical knowing was simplified into a discipline of reproducing testable calculation, in which other possibilities of mathematical knowing were foreclosed.  相似文献   

7.
This paper considers curriculum integration in the secondary school context and investigates the claims made that it can enhance learning outcomes for students. I argue that curriculum integration should be utilized not as a main means of curricular delivery but as a supplementary opportunity to put disciplinary knowledge to use in certain, well-planned contexts. In other words, disciplinary learning comes first and is then deepened through application in an interdisciplinary context. This argument is illustrated through a case study of a new ‘21st Century’ secondary school where interdisciplinarity is a cornerstone of the school’s philosophy. Methods for the study included weekly observations, interviews, focus groups and a survey. I conclude by suggesting that teachers require further time and assistance to develop programmes and evaluative criteria to ensure learning moves beyond thematically generated common sense knowledge, towards interdisciplinary insights.  相似文献   

8.
A unique early transfer scheme is described for one English secondary school and its eight feeder primary schools whereby all Year 6 children transfer to secondary school four weeks before the end of the summer term. The scheme has many implications. The main focus here comprises gender contrasts in children’s perceptions of school life and curriculum subjects. Questionnaires were administered to all children before and after the four‐week induction period, in 2004 and 2005. Prior to transfer, there were few gender differences in anxiety and in perceptions of curriculum subjects. Girls expressed higher levels of general anxiety and subject‐oriented worry than did boys at most stages, although the gender contrast diminished in 2005. PE alone generated a relative increase in anxiety among girls during the induction period, arising from a greater improvement among boys set against a modest improvement among girls. The induction period enhanced gender differences in perceptions of subject ‘usefulness’.  相似文献   

9.
Girls’ vulnerability to sexual violence and harassment is a recurrent theme in much of the literature on schooling in sub‐Saharan Africa. Within this research, girls are often framed as passive victims of violence. By drawing on a case study, this paper focuses on 12 to 13‐year‐old South African school girls as they mediate and participate in heterosexual cultures that are simultaneously privileging and damaging. Set against the wider social context where violent gender relations are key to the building blocks of patriarchy, the paper examines how heterosexuality underscores the formation of femininity as girls engage with and participate with each other and boys in informal school relations. To this end, Butler's concept of the ‘heterosexual matrix’ is deployed to examine how girls navigate the wall of male power, where the ‘real’ expression of femininity is embedded within heterosexuality. The paper explores girls’ investment in heterosexual cultures in the school playground and on ‘dress‐up Friday’ to examine how gender power inequalities and violent relations manifest. In expanding the analysis of heterosexuality to primary school contexts, the paper broadens the focus of school‐based gender and sexualities research in sub‐Saharan Africa to address a neglected area of younger girls’ femininity and their active agency. The paper argues for the importance of addressing primary school girls, femininity and the power of heterosexuality through which relations of inequalities operate.  相似文献   

10.
Despite the wide implications of attachment theory there remains a lack of research exploring interventions which encapsulate the principles of an attachment-based framework in the school context. The aim of this research was to address this gap by implementing an intervention for a group of five primary-aged pupils with identified insecure attachment styles, and a key adult figure in the school context. The 10 week intervention consisted of weekly sessions based in a mainstream primary school. The research adopted a mixed methodology, with a predominant qualitative focus. The perceptions of children in relation to attachment concepts were explored both before and following the intervention. The findings revealed positive changes in the children’s behaviours and experiences, in that the children’s Internal Working Models were positively shifted, and impacted on their social and emotional behaviours.  相似文献   

11.
In 2012, the government of South Australia responded to Federal agreements aimed at universal access to preschool education for children in the year before starting formal schooling by introducing a trial designed to ‘integrate’ preschool children into first year of school programmes in rural and remote areas of the state. This paper reports on the evaluation of this trial, exploring the ways in which integration was interpreted and implemented in eight rural and/or remote sites, the perceived value of collaboration in planning integrated provision and the ways in which two new curriculum documents – one for the prior-to-school years and the other for compulsory school – influenced the delivery of integrated preschool–school programmes. Results identify several types of integration, highlight some of the challenges of collaboration in integrating preschool with school and share the caution of educators about the push down of school curriculum into preschool contexts.  相似文献   

12.
This article examines the preschool–school transition in the Finnish school system from institutional and professional perspectives. It takes place in a context in which the fluent transition from preschool to primary school is supported by developing joint lessons for preschool and primary school children. Transition is seen as a process in which culturally and historically constructed institutional boundaries form an arena for professional learning. The study focuses on boundary work and boundary spaces. Boundaries are seen as spaces where resources from different practices are brought together to expand interpretations of multifaceted tasks. The data are analyzed from a discursive perspective. The study investigates how professionals create new forms of activity when collaborating in boundary spaces. Three discursive frames were identified. The first is called the ‘initiative frame’, the second the ‘consensus frame’ and the third the ‘collaboration frame’. These frames are considered in relation to creating new, shared practices and a common object of activity.  相似文献   

13.
This paper offers a new methodology for researching children’s identifications in the early primary phase that makes visible the ‘seeds’ of academic dis-/identities, which typically flower later in adolescence. It focuses on the ‘case’ of mathematical identifications (MI) to exemplify how children come to dis/identify from the academic curriculum more broadly. MI is defined as any act where cultural representations of being mathematical are reflected back on to the child by others or the self, as they engage in mathematical activity. Data are presented concerning Bilal and Nico to show identifications in a hybrid home–school mathematics activity that contradict or ‘align’ with MI elicited in school-mathematical activity. It is argued that contradictions between these MIs indicate ‘potential’ development towards disengagement (the case of Nico). This contrasts with home–school alignment involving Bilal’s ‘schoolified’ home activities, which (re)validate school-mathematical activity. It is further argued that this conceptual innovation offers potential for investigating identity in early childhood.  相似文献   

14.
As primary school enrolment rates in Rwanda near ubiquity, completion rates remain low and repetition rates remain high. This study investigates the impact of the ‘hidden costs’ of schooling in the context of Rwanda’s fee-free education policy. Using a social-science case study, focus groups and interviews were undertaken with 200 participants, including local leaders, school administrators, children and caregivers. Findings suggest children continue to contend with a range of school-related costs that impact attendance, performance and completion. Examination fees, after-school coaching and ‘voluntary’ parent-teacher association dues were found to have serious consequences for children’s educational experience. Findings illustrate how these ‘hidden costs’ may be a key factor explaining why children do not complete their schooling once enrolled. A series of policy recommendations are offered and broader implications for children’s rights and Education For All are discussed. Further in-depth and comparative study is required.  相似文献   

15.
This paper is the result of collaboration among early childhood education researchers from different cultures on opposite sides of the globe. The project sought to identify what practitioners in both preschool and primary school settings in Iceland and Australia regarded as successful transition to school practices. Independently developed surveys of these practitioners, both based on earlier work in the USA, gathered data on what the practitioners identified as ‘good ideas’ in transition practices. There were similarities across the countries: popular practices included children visiting primary schools prior to the start of the school year and informational meetings for parents. There were also differences: Icelandic primary school teachers were, for instance, more likely than Australian teachers to write to their prospective students before they started school.  相似文献   

16.
Research into children’s learning with digital technologies is represented by a growing body of literature examining the relationship between home–school technological practices. A focus of this work is on the notion of a ‘digital-disconnect’ between home and school. This argument suggests that children are such native users of technologies they struggle to connect with commonly used technologies in school. This paper examines how the ‘digital-disconnect’ is experienced in children’s lives. Drawing on a data set investigating the digital experiences of 12 children aged 2–12 years, we consider the experiences of one family attending the same school. Three siblings aged 5–12 years recorded their home and school technology use for one week. The findings suggested some difference in use across both settings, but also similarities associated with information retrieval, rote learning and entertainment. We use Bulfin and North’s and Dyson’s ideas about the permeability of social boundaries to explain why technology use might be more similar than disconnected in each context. We consider the extent to which each setting influences the other as the basis for moving away from binary conceptualisations of the digital-disconnect informed by generational assumptions about children and technologies.  相似文献   

17.
This paper explores the different ways that primary school teachers in Uganda navigate the boundary between school science and everyday knowledge in the context of a centrally mandated curriculum innovation. The paper is based on a study of the pedagogic practices of 16 teachers in eight Ugandan primary schools that were selected on the basis of having a track record of either high or low academic achievement in the public primary school‐leaving examination. The official primary school curriculum in Uganda prescribes that science be taught in an integrated form, including integration between science subject knowledge and everyday knowledge. The strategies that teachers in the study adopted in relating science to everyday knowledge was a key feature that differentiated between pedagogic practices in the high‐performing and low‐performing schools. In high‐performing schools, teachers recruited everyday knowledge as a resource for learning science as a specialised discourse; whereas in the low‐performing schools, acquiring everyday knowledge was viewed as an end in itself. The paper, then, considers the implications of differences in teachers' pedagogic strategies for the kinds of knowledge to which learners are given access.  相似文献   

18.
We aimed to assess the impact of Project Spraoi: a school-based physical activity (PA) and nutrition intervention that reached 473 primary school children and 43 school staff in Cork (Ireland). Four primary schools (2 intervention, 2 control) with similar characteristics participated and for 2 school years, intervention schools were assigned an ‘Energizer’, who promoted PA and healthy eating. A subsample of children from the intervention schools (n?=?106) and matching controls (n?=?125) had measures of body mass, waist circumference, blood pressure, fitness, nutritional knowledge/attitudes and PA recorded at baseline and after 2 school years. Process evaluation techniques assessed the impact of the intervention on teachers, parents and children. Analysis of covariance revealed the intervention was associated with smaller waist circumference relative to gender and age (p?<?0.0005), slower resting heart rate (p?=?0.003) and favourable nutritional attitudes among 10 year olds. No significant change across other variables or among 6 year olds was found. Teachers, parents and children reported positive outcomes for PA behaviour and nutritional knowledge/attitudes. Project Spraoi has shown to improve heart rate and prevent further gains in fat mass amongst older aged children. The positive impact of the intervention supports the need for its continued delivery, particularly as children age.  相似文献   

19.
In this article, we examine one school’s experience with policy, as a means of shedding light on the intersection of factors contributing to challenges of implementing policies to support the academic achievement and social adaptation of immigrant and minority students in their school context. We begin with the presentation of a ‘big fight’ between two students of different ethnic and racial backgrounds, and consider multiple perspectives of how the disagreement was addressed by teachers and administrators, to offer insight into how issues of race and policy might have been understood by members of the school community. We use a narrative inquiry approach to examine ways in which a policy designed to enhance student participation was interpreted by various members of this school community. This study reveals nuances of the intersection between culture and (hidden) curriculum as it relates to the implementation of policies aimed at creating and maintaining safe school communities.  相似文献   

20.
The main aim of this paper is to use a phenomenological approach (Merleau-Ponty, 1962. Phenomenology of Perception. Evanston: Northwestern University Press; Merleau-Ponty. 1968. The Visible and the Invisible: Followed by Working Notes. Evanston: Northern University Press) to contribute a new theoretical understanding of what imaginary friends mean for children in the context of starting school. The paper addresses the specific area of ‘object-friends’ and draws on examples from an empirical and consultative study of a small sample of five and six-year-old children’s everyday experiences of friendship in school. The paper argues that if practitioners consider embodiment approaches and listen attentively to the knowledge and information that children share about their imaginary friends, this could be used to nurture children’s early learning.  相似文献   

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