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1.
This paper presents a theoretical critique of citizenship education in England and Wales, as a means of raising pedagogical considerations for teachers, and policy issues for curriculum makers and planners. Drawing on a range of recent empirical studies, we construct an analysis of practice and suggest that differences between dominant models of citizenship in England and Wales owe much to their histories. We suggest that such differences create opportunities for new curriculum‐making practices as well as democratic possibilities in the context of citizenship education, at a time when curricula in both England and Wales are under revision. Considering school councils/forums as an exemplar of practice common to both contexts, we question the wisdom of schools employing a narrow conception of active citizenship, via forums, in order to demonstrate they are satisfying the relevant requirements of the Order for Citizenship in England, and aspects of the Personal and Social Education curriculum in Wales. While the exemplars are both from the UK context the arguments apply beyond these borders and to more general concerns regarding the development of global citizenship. 相似文献
2.
《Journal of Vocational Education & Training》2012,64(1):25-35
ABSTRACT This paper explores the relationship between changes in the labour process, recent developments in the vocational curriculum and challenges that these changes present to the preparation of further education lecturers in England and Wales. Firstly it will be argued that the economy is moving from a Fordist to a post‐Fordist phase and that this change is affecting the vocational education curriculum. Previous attempts to relate post‐Fordism to education have tended to analyse the relationships in terms that are too general. When a specific aspect of education and training is examined such as the introduction of National Vocational Qualifications and General National Vocational Qualifications in England and Wales, more light is shed on the question of ‘correspondence’. This in turn reveals issues such as divisions between mental and manual work and issues of conception and execution which tend to be ignored or overlooked in debates about changes in the curriculum and changes in the economy. Secondly it will be argued that the new curriculum demands a new kind of professionalism for vocational teachers and a new kind of teacher preparation and expectation 相似文献
3.
Dylan Wiliam 《Curriculum Journal》2013,24(1):17-29
ABSTRACT This article considers the emphasis on scientific evidence in the practical science curriculum in England and Wales, paying particular attention to some recent research findings concerning children's understanding in this area. The findings suggest that children's ability to conduct investigations in science appears to decline in the early years of secondary school. The authors discuss possible explanations for this decline which, it is suggested, contributes to a general failure among school children to make progress to higher levels of investigative work and in the acquisition of a real understanding of the nature of science itself. 相似文献
4.
Relatively little is known about how and by whom curriculum leadership and management occur inside secondary schools, especially in Asian contexts. This article aims to analyse curriculum decision-making in two academically effective secondary schools in Hong Kong. It employs qualitative methods to capture the contributions made by various school personnel, and in particular the principals, to curriculum leadership and management. Data for the two schools show that whilst neither of the principals plays a significant role in curriculum monitoring and innovation, the vice-principal (male), the senior teachers and teachers in one school were perceived to place more emphasis on curriculum monitoring and innovation than their counterparts in the other school. Whilst teachers in both schools shared high expectations for students' academic achievement, one subtle difference between them related to the pursuit of academic excellence. In one school, students did not exert much pressure on their teachers whereas in the other school, teachers felt they had to fulfil students' demands for good lesson preparation and take account of students' opinions of their teaching. 相似文献
5.
英国第三学段地理在教学内容上按照《国家地理课程标准》有统一的要求,在教科书的开发和使用上通过市场实行多样化,与我国的一纲多本有较多的共同性。为适应社会发展和学生终身学习的需要,学校地理从教授传统的区域地理过渡到围绕专题组织教学,突出概念学习和技能训练。教科书编排方式多样,配有较多图像。 相似文献
6.
Abstract The focus of this article is a comparative review of the science curriculum for England and Wales from the perspective of recent developments in the United States of America, Australia, New Zealand and the Canadian province of Ontario. In the comparison of science curriculum documents and the language deployed, questions are raised about differences as well as commonalities among and between documents from various jurisdictions. Issues discussed include: the varying emphases upon science topics and/or intended learning outcomes; integration with other curriculum areas; the content and organization of the science curriculum; and ways of assessing students’ performances and understandings. The article draws attention to the importance of comparative analysis which informs our understanding of the effects of curriculum change, its relation to students’ achievements in science, and the need to support the development of teachers. 相似文献
7.
Debra Costley 《School Leadership & Management》2013,33(3):341-354
The introduction of a National Curriculum in England and Wales caused a dilemma for many teachers who were responsible for pupils with learning difficulties. The issue of an entitlement curriculum for all pupils raised fundamental questions about the nature of special educational needs. This paper draws on the results of a questionnaire which was sent to senior teachers in schools for pupils with moderate learning difficulties in England and Wales. The results raise interesting questions about how schools structure the curriculum to enable equality of opportunity for all pupils whilst still managing to cater for the individual learning needs of pupils experiencing difficulties. 相似文献
8.
The primary purpose of this exploratory study is to identify variations in the ways in which individual teachers in different
educational contexts interpret their curriculum and plan their lessons and in particular to explore the possibility that cultural
differences as identified by Hofstede (1991) may be a contributing factor to understanding how teachers understand their work.
“Educational reform” has become a catchphrase in the Anglo-American world, including the United States, Canada, Australia,
and England and Wales, as well as in the Confucian Heritage Areas such as Mainland China, Singapore, Hong Kong, and Taiwan.
Across the world, the educational reform measures being implemented are surprisingly similar. This paper describes a study
of how geography teachers in Queensland, Australia, Hong Kong, and Changchun, China, plan their lessons and curriculum. From
classroom observations and interviews with the teachers involved, we confirmed marked differences in each location regarding
their cultural traits of power distance, individualist and collectivist preference and uncertainty tolerance, and that these
traits appear to be highly influential in their curriculum planning. Despite the small scale of this study, we contend that
there are good reasons for caution before national education systems import policies and curriculum reform initiatives from
other countries for unthinking adoption. 相似文献
9.
ABSTRACT This article describes the role of primary school teachers in Iraq in connection with curriculum change and development. It identifies the ways in which professional teachers have been faced with increased central control and concludes by responding directly to the Ministry of Education. A survey involving interviews and question‐ naires was conducted with primary school teachers of different school location, age, gender, experience, qualifications and subjects taught, and in various school locations. Headteachers and education officials were also interviewed to establish the degree of involvement of primary teachers in their curriculum planning process. 相似文献
10.
《Journal of Further & Higher Education》2012,36(2):185-195
Abstract Post‐compulsory teacher training in England has been under review, and standards developed by the Further Education Staff Development Forum were to be launched in January 1999 as a precursor to a mandatory qualification for teachers in further education in England and Wales. Until now, many further education colleges have worked in partnership with higher education institutions to run Certificate in Education programmes, which aim to develop both practical teaching skills and critical knowledge and understanding of teaching and learning in a post‐compulsory context. A review of one such programme is outlined here. In a context where further education teachers must help to widen participation and promote lifelong learning, it is argued that any new arrangements for initial teacher training and continuing professional development need to include ‘competence’ in the practical skills involved in teaching and learning, but must also go beyond this, and aim to develop critical knowledge and understanding of the changing context in which staff work. It is argued that turning the new Further Education National Training Organisation standards for further education teachers in England and Wales into a National Vocational Qualification (NVQ) is inadequate to this task. A strengthened partnership between further and higher education providers to develop more robust and coherent approaches to professional capability is advocated. 相似文献
11.
Peter J. Fensham 《International Journal of Science Education》2013,35(3):245-252
Summaries English In this essay, Professor Peter Fensham examines the respective roles of books, teachers and committees as source and authority of scientific information in the context of school science education. In his comparative analysis of recent curriculum development trends in the USA, England and Australia, he detects significant differences in what is accepted in the different countries as ‘authority about science knowledge’ and argues that these differences emerge from the different historical, political and economic development of the three apparently similar countries. 相似文献
12.
Jane Dove 《Paedagogica Historica: International Journal of the History of Education》2017,53(4):347-363
Children in Georgian and Victorian times were expected to be familiar with the geography of England and Wales. This study analyses some of the resources then available which taught children this information. John Aikin’s England Delineated is evaluated as a geographical text and then compared with less formal games and puzzles, then on the market, which were also designed to teach the geography of these countries. Three further textbooks, which adopted contrasting approaches to teaching children the geography of England and Wales, are then also analysed and compared with Aikin’s approach. The study found that different resources associated towns and cities with different features, some by their notable products, others by their historic buildings, or their connection to historic events. Where places were defined by product, however, there was a high degree of consistency between product and place across the resources. Some resources describe places objectively, others subjectively. Of the resources analysed, England Delineated was considered the most geographical in content and in approach to that content. Games and puzzles were found to be valuable in complementing the Aikin text. Suggestions for future research are made in the conclusions. 相似文献
13.
CHRISTOPHER DAY JOSE´ PACHECO MARIA ANNUNCAO FLORES MARK HADFIELD JOSE´ C. MORGADO 《欧洲师范教育杂志》2003,26(2):239-251
This paper reports research into the perceived effects of educational reform among secondary school teachers in England and Wales and Portugal. While the two countries have different education histories, as in most countries across the world teachers' lives and work are being affected by increased centralised interventions in the name of raising standards of achievement. In the case of England, interventions since the late 1980s have touched every facet of school government, curriculum and assessment, whereas in Portugal, this process did not begin until the late 1990s. The paper focuses upon teachers' experiences in these two communities, which are in different transition phases. By doing so it is possible, even within the different cultures, to identify common problems experienced by teachers within the reforms and their management which challenge existing identities, values and commitments and which are creating new forms of compliant professionalism. 相似文献
14.
《British Journal of Educational Studies》2012,60(4):439-458
ABSTRACT Within the context of fierce global economic competition, school diversification and specialist schools have been seen by governments as cornerstones of education policy to engineer school improvement in both England and Singapore for more than a decade. In both systems, the policy has manifested in different school types, school names and sometimes buildings – in England, specialist status schools, academies and most recently free schools; and in Singapore, specialist schools and niche schools. Diversification is promoted by each school emphasising distinctiveness in its curriculum – often with implications for its funding and degree of autonomy – which differentiate it from others. There is normally the intention to scale-up curricular innovations school-wide. The paper addresses three aims in respect to both countries: first, it profiles the evolution of specialist schools' policies in both states in relation to school improvement and secondly, social justice; thirdly, it undertakes a comparative policy analysis in order to draw conclusions as to how the relationship between central government and schools has re-configured in both countries – arguing that the policy in England is radical, that in Singapore, conservative. 相似文献
15.
Susan Pike 《Irish Educational Studies》2013,32(1):75-91
This research reviews a sample of fifth-class children's definitions of geography. It was carried out after the publication of the Revised Primary School Curriculum (1999) but before any staff development had taken place for the implementation of this curriculum. Since the data was collected, staff development for the 1999 curriculum in geography has been timetabled for the 2005–2006 school year. The data collected revealed most children had a clear idea what geography was, with the majority of children (97.3%) referring to one or more aspects of geography. Over half the children defined geography as being about themes and places. A clear emphasis on the learning of place names and fact learning came through in definitions. There were limited references to learning key ideas or concepts. Skills, with the exception of ‘maps’, were mentioned by few children. No child mentioned fieldwork. The definitions written by the children tended to reflect geography topics they had covered in school textbooks. The findings suggest areas of the 1999 curriculum that will be new to teachers and children and point to the challenges for the implementation of the curriculum. 相似文献
16.
ABSTRACT The present paper describes a comparative study of ten special schools for pupils with moderate learning difficulties in England and Wales. Qualitative analysis of interview data and curriculum documentation collected from the schools provide a model of the curriculum process which is firmly grounded in the data. Comparisons across the categories of the model indicate strong differences between the schools in certain categories, e.g. use of objectives, specification of curriculum intention, monitoring of pupil progress and curriculum evaluation. 相似文献
17.
A. D. C. Peterson 《牛津教育评论》2013,39(2):127-137
Abstract Since the publication of the Crowther Report in 1959 there have been seven major proposals for reducing the degree of specialisation in England and Wales and postponing its onset. This article examines the history and nature of these proposals and the reasons for their failure. Its main contentions are that the historical opposition to any central or local control of the school curriculum has made it very difficult to determine what actually was happening in the schools or what external forces controlled the pattern of studies: and that in the absence of any authority controlling the pattern of the curriculum, it was almost impossible that any proposals for change would be implemented. 相似文献
18.
Elizabeth Atkinson 《Sex education》2013,13(2):119-132
In spite of recent significant changes to the National Curriculum in England and Wales, including the introduction of personal, social and health education and citizenship, the subjects of sexuality and sexual identity remain virtually untouched in English primary and secondary schools. While diversity of sexual orientation is acknowledged in new government guidance on sex and relationship education, it receives no explicit recognition elsewhere in the curriculum. In this article, the author examines the current social, political and legal context within which this curriculum is situated, and its often contradictory intersections with popular culture. Drawing on current research into sexuality, gender construction and heteronormative forces in education, the author outlines a complex and contradictory network of forces which simultaneously exploit and undermine non-heterosexual lifestyles and relationships, and examines the way in which these discourses permeate both the school and wider society. The author considers ways in which these intersections and contradictions might be used as a means of challenging compulsory heterosexuality within and beyond the school. 相似文献
19.
Abstract This paper explores the connections between physical education (PE), sport, nationalism and citizenship in Wales, focusing upon how recent education policies relating to PE and sport are implicated in the cultural production of ideational differences between and among the peoples of Wales and England. The analysis suggests that tendencies towards narrow, conservative, cultural restorationist ideals, as evident in Wales as they are in England, may obstruct progress towards more innovative and progressive ideals in the curriculum of PE. 相似文献
20.
Michael Williams 《Learning, Media and Technology》1981,7(3):93-96
This paper summarizes some of the findings in the first part of a three part IBA Fellowship study on curriculum decision‐making and educational television in secondary schools in England, Wales and Scotland. It focuses on the local education authority (LEA) context in which teachers and others make decisions about using educational television programmes to serve curricular goals. Four LEAs were selected for detailed study and interviews were conducted with officials and teachers to investigate the relationship between LEA decisions and decision‐makers and school decisions and decision‐makers. 相似文献