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1.
Damian Breen 《British Journal of Religious Education》2009,31(2):103-115
The article offers a case study of the ways in which a Catholic primary school located in the centre of a large South‐Asian community in Leicester, UK, responded to the religious and ethnic diversity of its surroundings. The school, Our Saviour’s, engaged in shared activities with a neighbouring school which had a majority intake of Hindu, Muslim and Sikh children. Approaches to religious education at Our Saviour’s combined with weekly shared activities with the neighbouring school resulted in improved inter‐ethnic relations in the surrounding community, as children from both schools began socialising after school hours. This article draws on ethnographic research to give a case study of the ways in which Our Saviour’s employed a responsive approach to single faith schooling by engaging with religious and ethnic diversity as a means of promoting dialogue. 相似文献
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Alice Sullivan Samantha Parsons Francis Green Richard D. Wiggins George Ploubidis Timmy Huynh 《牛津教育评论》2013,39(6):806-822
ABSTRACTThis paper asks whether private, selective, and faith schools in England and Wales in the 1980s provided an academic advantage to their pupils, both in the short and longer term. Using longitudinal data from the 1970 British Cohort Study, we examine academic outcomes in compulsory schooling and further education, and the highest qualification gained by age 42. School sector differences are substantially attenuated by controlling for prior pupil characteristics. Nevertheless, a residual effect of private, grammar, and secondary modern schooling remains, both in the short and long term, controlling for both pupil and school characteristics. In the case of faith schools, however, the apparent advantage is restricted to the short term once pupil characteristics are controlled. A unique feature of our analysis is that we control for the individual’s faith of upbringing, which is important in reducing what could otherwise be seen as a distinctive Catholic school advantage. 相似文献
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《Ethnography and Education》2013,8(4):448-464
ABSTRACTSchool choice is associated with increased educational inequality and across-school segregation. This article documents the organisational practices and logics affecting school segregation and inequality. Through an institutional ethnographic study of principals’ responses to school choice within the context of immigration in Malmö, Sweden, I find that principals work to align their schools with generalised conceptions of a ‘good’ school – a ‘Swedish’ school without many immigrants. Principals pursue the image or reality of ‘Swedishness’ through choices about the presentation of the school, approaches to managing enrolment, selection of programmes of study, and even decisions about where schools are located. Through their administrative work, principals write presumed preferences for Swedishness into the structure of the school system. The results suggest that, when addressing the link between school choice and equality, group preferences of school choosers cannot be considered independently of the organisation of schooling accomplished by principals and other organisational actors. 相似文献
4.
AbstractThis paper explores the views of young people aged 12–14 on gender diversity, drawing upon school-based qualitative data from a study conducted in England in 2015–2016. Although earlier feminist and queer research in schools often found evidence of variable local gender cultures and gender non-conformity, we argue that the contemporary context, with its increasing global awareness of gender diversity, offers young people significant new ways of learning about and doing gender. Findings reveal that many young people have expanded vocabularies of gender identity/expression; critical reflexivity about their own positions; and principled commitments to gender equality, gender diversity and the rights of gender and sexual minorities. We also show how young people are negotiating wider cultures of gendered and sexual violence. Schools are providing some spaces and learning opportunities to support gender and sexual diversity. However, overall, it appears that young people’s immediate social cultural worlds are constructed in such a way that gender binary choices are frequently inevitable, from school uniforms and toilets to sports cultures and friendships. Our conclusion touches on the implications of these findings for how educational practitioners, external agencies and young people can address gender rights, equality and justice in schools and beyond. 相似文献
5.
Julia Resnik 《教育政策杂志》2020,35(3):315-336
ABSTRACTSince the 1980s, education in Canada has been through a process that led to school choice, targeting the improvement of students’ performance through school competition. These policies fostering an education quasi-market became an ideal framework for the expansion of IB schools. Since the Diploma Programme of the International Baccalaureate (IBDP) offers a differentiated international curriculum and is perceived as a program that contributes to students’ achievements, it has been increasingly adopted in school districts and schools. This paper explores the marketing strategies developed in schools and districts in response to school competition by tracing the incorporation of the IBDP in high schools in different districts in British Columbia, Ontario and Quebec. Based on interviews with school staff, district officials and IB local association representatives, this study analyzes schools’ marketing decisions from a consumer and producer orientation taking into account the macro environment (federal government) and micro-environment (provincial government and districts). Rather than fostering efficiency and improving students’ achievement as intended, marketization policies resulted in an increased focus on the recruitment of high achieving students, which led to a competition between schools, between districts and between other programs in the districts or in other words –an ‘all against all’ competition. 相似文献
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ABSTRACTBackground: In England, practical work is a major part of secondary school science and yet little research has examined students’ attitudes specifically to practical work.Purpose: To examine students’ attitudes to practical work in biology chemistry and physics in secondary schools in England.Sample: The study involved 607 students from Year 7 to Year 10 (aged 11–15) drawn from three state-maintained secondary schools in England. The schools were, broadly speaking, representative of schools in England in terms of academic measures such as GCSE outcomes, value-added performance and socio-economic area.Design and methods: The research considered students’ attitudes in terms of an established analytical framework incorporating the affective, behavioural and cognitive (ABC) domains and used a mixed methods approach involving questionnaires, lesson observations, and focus group discussions.Results: Whilst secondary students’ attitudes to practical work were, generally speaking, positive they were not constant and homogenous but change over time. The affective value of practical work was found to vary by subject although in all three sciences this value decreased, albeit at different rates, as students approached their General Certificate in Secondary Education examinations (GCSE) taken at age 16.Conclusion: The affective value of practical work needs to be considered on a subject by subject basis, rather than, as is often the case currently in school, in terms of a generic attitude to science practical work. Furthermore, the affective value of practical work can be maximised by using more at the start of secondary education (Key Stage 3 – ages 11–14) with a gradual, subject-specific, reduction as students approach their summative public examinations (age 16) when their preference for non-practical, exam orientated, teaching increases. 相似文献
8.
Roelande H. Hofman W.H. Adriaan Hofman Henk Guldemond AnneBert Dijkstra 《Educational Research and Evaluation》2013,19(4):366-394
Abstract Building upon the assumption that cohesion between different levels of the school is essential to the schools’ effectiveness, the hypothesis is tested that a close kinship between school and parental community causes a positive effect on student outcomes in primary schools. Recent theories regarding the effects of ‘functional communities’ on academic achievement mainly focus on the characteristics of the parental community that surrounds a school. Recognizing, however, that schools differ regarding their responsiveness to the role of parents and other actors around the school, our expectation is that a definition of functional community which comprises interactions between characteristics of the parental network around the school and the governance structure of the school offers a better explanation of variation in student achievement. Based on a national sample of 90 schools for primary education in the Netherlands, our analysis shows that the differences in math achievement for public and private primary schools are mediated by characteristics at both the family and the institutional level. It also indicates that characteristics at the institutional level are conditional for the effects of parental networks around schools. 相似文献
9.
ABSTRACTResearch into school choice has generally explored both the processes by which choices are made and the considerations that parents explore when making this important decision on behalf of their children. This article examines the secondary school choices of Jewish parents in the United Kingdom. It explores parents’ reasons for choosing to select Jewish faith secondary schools. We frame our arguments against the backdrop of the wider faith-school phenomenon in the UK, and as with the Christian communities, we find a disconnect between the small number of Jewish adults attending places of worship regularly and the growing number of Jewish children attending Jewish faith schools. We show that for many parents, schooling is synonymous with Jewish socialization, or enculturation; developing networks of Jewish friends, providing sufficient cultural resources to enable participation in Jewish life, and nurturing distinctive values. We show how Jewish schools have become more than places for academic advancement for these families; they have become the primary locus of Jewish community. 相似文献
10.
Charlene Tan 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):443-457
ABSTRACTDrawing upon Aihwa Ong’s concept of ‘neoliberalism as exception’, this paper explores how the education authority in Shanghai capitalises on neoliberal knowledge, techniques and logics to address local challenges. Through the creation of ‘new high-quality schools’ that is accompanied by a new assessment system, the authority hopes to persuade parents to choose non-elite schools instead of prestigious schools that excel in academic performance. The neoliberal strategy of school choice is supported by the policy of school autonomy for educators to go beyond test scores to promote holistic development in students. The paper underlines the indigenisation of neoliberalism through policy dynamics where multiple educational stakeholders interact with and mutually influence one another. By highlighting ‘neoliberalism with Chinese characteristics’ in Shanghai, this study demonstrates how neoliberalism coexists with state forms, cultural norms and social practices in a particular locality. 相似文献
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《Pastoral Care in Education》2013,31(2):37-40
Although the focus of this paper is an area that might be seen as the preserve of religious education, it raises issues and offers insights which are relevant to all those concerned with the personal and social development of young people. Sharon Sims-King asks to what degree it is necessary for an RE teacher to have faith, and from this goes on to consider what we mean by ‘faith’ in any case. Has it become a contentless reassurance devoid of any real meaning? A small survey of Year 9 pupils shows that they have quite complex and differentiated views on the nature of faith, and also fairly broad views of the type of faith that should be expected of RE teachers. The findings are encouraging, demonstrating as they do that the young people of today are able to reflect on the ‘big issues’. This study also illustrates the importance of investigating the views and attitudes of young people at school, and not assuming that the views of teachers and policy-makers are all there is to be said on this important topic. 相似文献
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AbstractThis paper reports the experiences of staff, parents, governors and students at a secondary free school in the West Midlands of England in relation to the inclusion of students with special educational needs (SEN). The paper is based on a qualitative research project carried out at a school that opened in 2015, with the explicit aim of examining the extent to which it developed as an inclusive school, particularly for children with SEN. In the paper, we draw on the classic distinction between ‘education’ and ‘schooling’ to identify tensions and overlaps between process and outcome oriented practices and examine the views of different stakeholders on how such practices impact on inclusion. By focusing on the day-to-day practices of the school and linking them to broader notions of schooling and education, we provide a complementary perspective on the current research on free schools, which is overwhelmingly quantitative and focused on admissions. 相似文献
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ABSTRACT This short report is about the experiences, views and perspectives of eight parents whose children experience difficulties in learning or have disabilities. These parents have been involved in or innovated parent groups around England. Their views are presented in the light of education policy which relates to school choice and to children and young people with statements of their ‘special educational needs’. These parents’ perspectives on integration emerged as one of the main themes from the interview data 相似文献
14.
Yan Zeng 《Teachers and Teaching》2013,19(3):379-397
ABSTRACTThis mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai Normal University, which focused on opportunities for and experiences of participation in formally organized professional development, using as a point of departure the findings of the Teaching and Learning International Survey (TALIS) 2013 report of teachers’ perceptions of their professional development. Given the differences between the two jurisdictions in their PISA (Program for International Student Assessment) rankings, and between national cultures, teacher expectations and conditions of work, professional development purposes, forms and practices in schools might be expected to differ. The research found that there was a similar emphasis in both jurisdictions upon ‘functional’ rather than ‘attitudinal’ oriented professional development, but that teachers in Shanghai schools experienced more of the latter than those in the English schools studied. Such differences in the relative emphasis between the two jurisdictions upon the ‘attitudinal’, challenge the benefits of focusing collaborative professional development primarily upon the ‘functional’ in English schools. 相似文献
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AbstractThe subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals’ decisions are affected by the school they attend and to what extent this is affected by the composition of schools in terms of academic attainment, gender, and socioeconomic background. We use multi-level variance decomposition models applied to administrative data on the subjects that young people in mainstream state-funded schools in England study between ages 14 and 16. Our results highlight the important role that constraints on schools play in subject choice decisions. We also note the particular role of attending a non-selective school within a selective schooling district. 相似文献
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《British Journal of Educational Studies》2012,60(4):403-419
Abstract This paper considers the way in which Christian Religious Education (RE) teachers articulate the difficulties and challenges they experience both in school and with their peers as they navigate their way through their Initial Teacher Education. The paper offers a unique exploration of the relationship between elements of the three discourses of faith identity, emerging professional identity and the requirements of a performative teacher training context. Semi-structured interviews were undertaken with 184 student RE teachers across three universities. It became clear that all students interpreted the Standards and policy guidelines ambiguously, as being value-laden or value-free. The idea of the ‘good teacher’ as someone who was, by very definition, neutral and objective immediately made the faith position of students problematic. This is a key point in relation to the notion of performativity and education and the disproportionate impact it made on Christian students. It appeared as though many Christian students were concerned to stress that although their faith was personally important for them it was not something that contributed to their understanding of a ‘good teacher’. 相似文献
17.
Stability and Lability in Science Interest from Middle Schools to the Age of Science Choices (14 + )
Summaries English In parts of England and Wales, middle schools have been introduced for pupils of eight to 12 or nine to 13 years of age. From these they enter secondary schools whose general age of entry is 11. It is feared that the teaching of science in middle schools is inadequate and variable. This research has followed the science interests of pupils aged from 12 to 14 and investigated the factors that affect them by means of three questionnaires administered at yearly intervals. The first questionnaire was administered to almost 600 boys and girls mainly to explore their recollections of the science activities they had experienced or not done in the 52 middle schools from which they came. Their liking for science was also measured and each of the activities done or not done was correlated with it. There were activities which correlated positively and negatively with liking for middle‐school science. There were also sex differences, with boys showing greater interest in ‘physical science’ activities and girls in biological ones. The most remarkable finding was that for girls the higher correlating activities were not merely biological but botanical and they were deterred by some activities with animals. The second questionnaire after one year in the secondary schools, i.e. at 13 + , monitored the liking for chemistry, physics and biology taken by about 450 pupils. The third questionnaire was given at 14+ when these pupils had chosen to continue or abandon the further study of the three sciences. All the variables from the three questionnaires were then correlated with these science choices. Although the general influence of liking for middle‐school science had by then disappeared, certain specific middle‐school science activities still correlated significantly with science choices. The correlates of chemistry and physics choice were not exclusively physical science but included biological activities in which some measurement was involved, for example plant growth. There were sex differences. Previous activities with animals was detrimental to girls’ biology choices. A range of other factors had, however, altered pupils’ liking for sciences over the two years in the secondary school: effects of teachers, perceptions of difficulty (especially in the case of girls’ physcial science) and liking for practical work. About a third of the pupils had not made up their minds about what subjects they wanted to study indicating that such an early age of choice is undesirable. 相似文献
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Andrew Wilkins 《International Journal of Inclusive Education》2019,23(11):1180-1195
ABSTRACTSince 2010 the government in England has committed to accelerating the expansion of academies (‘state-funded independent schools’) through displacing the role of local government as principal manager and overseer of schools. In response increasing numbers of schools are embracing the co-operative trust model to improve economies of scale, facilitate stakeholding and community resilience and resist capture from the monopolising tendencies of some large multi-academy trusts seeking wholesale takeover of certain underperforming schools. Yet there are concerns that co-operative schools do not represent a radical departure from routines of neoliberalism – defined by managerial deference, technocratic efficiency, upward accountability and performativity – despite clear signs that co-operative schools promote themselves as jointly-owned, democratically-controlled enterprises. In this paper, I adopt a ‘processual view of neoliberalisation’ [Peck, J., and A. Tickell. 2002. “Neoliberalizing Space.” Antipode 34 (3): 380–404] to complicate the idea that co-operative schools can be judged in binary terms of ‘either/or’ – neoliberal or democratic, exclusionary or participatory – and instead point to the variegated organisational life of co-operative schools and their messy actualities as they straddle competing and sometimes conflicting sets of interests, motives and demands in their practice of school governance. 相似文献
20.
Maria Berge Anna Danielsson Malena Lidar 《Research in Science & Technological Education》2020,38(1):63-83
ABSTRACTBackground: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empirical enquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education. 相似文献