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1.
Motivation is crucial to both individual and organisational performance and even a very able and well-trained member of staff will not perform effectively unless they are motivated to do so. Despite this fact, research into the motivation of teachers is limited both internationally and, more specifically, in relation to the English system of education which has undergone a series of rapid, multiple and systemic changes since the 1988 Education Act which are likely to have affected teachers' motivation and morale. This article reports on research in six primary schools in England which attempted to determine the nature of the issues impacting upon motivation and demotivation at the start of the twenty-first century. The study provides additional insight about how these factors might be affected by ethnographic and demographic characteristics. Findings suggest that the principal motivators for teachers in primary schools are extrinsic motivators, such as positive responses from children and that, conversely, demotivators are poor responses from children and workload factors. 相似文献
2.
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
3.
Mei‐Ying Chien 《Learning, Media and Technology》1999,24(3):191-202
This article looks at the contribution of the characteristics of schools television programmes to their use in English primary schools: what made the programmes a useful teaching and learning aid, and how such characteristics influenced children's reactions to and facilitated their learning from the programmes. A qualitative case‐studies research into four English primary schools found that the popularity and usefulness of schools programmes lie in the inclusion of the following characteristics: (a) coverage of Attainment Targets and Programmes of Study; (b) accompanying resources of programmes; (c) broadcasting length; (d) target age groups and the use of language; (e) broadcasting pace and forms; (f) the insertion of visual pictures and humorous features; (g) the presence of children and familiar presenters. 相似文献
4.
Doug Ogilvie 《School Leadership & Management》2013,33(4):365-373
The specialist schools programme is currently seen by policy makers as a way of transforming the comprehensive education system, and meeting the local needs of parents for diversity and excellence. Insofar as this policy has an evidence-base this has been provided by studies showing higher levels of attainment among existing specialist schools. This article shows that if these advantages occur then there is a danger that they do so at a cost in terms of inclusion. The existing specialist schools have also shown a greater tendency to take proportionately fewer children from poor families over time, especially where these schools are also their own admission authorities. If this trend continues it will exacerbate the pre-existing social and economic segregation in the education system. The article ends by considering some of the implications for school organisation. 相似文献
5.
李海虹 《昆明师范高等专科学校学报》2004,26(2):74-76,80
小学英语课程标准是针对小学生年龄特征和新的教学模式而设置。目的是改变英语过分重视语法和词汇的讲解和传授。加强学生实际语言运用能力的培养。强调从学生的学习兴趣，生活经验，认知水平出发，倡导实践、参与和交流的学习方式。结合昆明市小学英语课的教学实际和小学生应达到的英语听、说、读、表演各方面的标准，得出具体的教学目标和要求。课程评价的目的是逐步改变传统的考试方式。以课程标准为指导对教学的过程和结果做出科学评价。力求对小学英语教学和小学英语教师有一定的帮助。 相似文献
6.
Agnieszka Bates 《International Studies in Sociology of Education》2017,26(1):66-81
The last 20 years has witnessed the spread of corporatism in education on a global scale. In England, this trend is characterised by new structural and cultural approaches to education found in the ‘academies’ programme and the adoption of private sector management styles. The corporate re-imagining of schools has also led to the introduction into the curriculum of particular forms of character education aimed at managing the ‘emotional labour’ of children. This paper argues that character education rests on a fallacy that the development of desirable character traits in children can be engineered by mimicking certain behaviours from the adult world. The weaknesses in the corporate approach to managing ‘emotional labour’ are illustrated with empirical data from two primary schools. An alternative paradigm is presented which locates the ‘emotional labour’ of children within a ‘holding environment’ that places children’s well-being at its core. 相似文献
7.
Imran Mogra 《Pastoral Care in Education》2017,35(1):3-12
This article reports the learning achieved by a group of trainee teachers about acts of collective worship (CW) organised in English primary schools. Using data gathered from non-participant observation questionnaires, it describes, from the viewpoint of observers, three main findings related to children and their learning, the position of CW in primary schools and their own learning about it. The findings reveal that children learn, among other things, values, dispositions, morals and issues connected to their self-esteem, reflection, prayer and spirituality. Participants consider these to be attempts to empower children to be active in out-of-school contexts. The data suggest that these trainees think that CW has a place in primary schools as it holds many benefits for the children, school and wider community. In terms of their own learning, the data shows that they learnt about the purpose and value of CW, their professionalism and the practice within their respective schools. 相似文献
8.
This article considers research from a preliminary study of Libyan children's accounts of their experience learning English as an additional language (EAL) within mainstream schools in the LJK. The analysis of interviews and classroom observations suggests that for equal opportunity to take place, local education authorities need to place greater emphasis on language and educational provision for newcomers to UK primary schools. In addition, there is still a communication barrier as well as a language barrier between home and school which needs to be addressed in order for children to adjust to and meet school requirements. In a similar way, parents of newly arrived children need to have clear expectations. The implications of this piece of research are extremely relevant for additional language acquisition in British schools and, in particular, for the education of newcomers whose circumstances are similar to those of the children in this study. This research also enables the voice of Arab children, as learners of the English language, to reach educators and policy makers, and empower them further in the research processes which inform British education policy. 相似文献
9.
Drawing on findings from a recent study of pastoral care within a primary school, this article highlights the role of fathers as a key factor in a range of successful interventions. While gains can be made in work with vulnerable children, the home–school dimension of pastoral care deserves far greater attention by schools, educationalists and researchers than it has so far received. The English government has a strategy to promote a closer relationship between parents and primary schools: much depends upon the resources available to schools and the commitment of staff. 相似文献
10.
随着经济全球化进程的不断加快和小学英语教育的开设,人们对英语的学习越来越重视,各类英语培训机构如雨后春笋般蓬勃发展起来。对培训机构和学校少儿英语教育的教育目的、过程、方法等进行研究、对比,以期找到各自的优势,探索出更适合少儿英语教育的方式方法。 相似文献
11.
Brendan Hyde 《British Journal of Religious Education》2008,30(3):235-245
Although well documented from a British perspective, empirical research exploring the spiritual lives of primary school children in the Australian context is a field in which scholarship is beginning to emerge. This article reports on one particular finding which emerged from an Australian study seeking to identify some characteristics of children's spirituality in Catholic primary schools. The characteristic has been termed weaving the threads of meaning. It describes the way in which the children who participated in this study appeared to use their sense of wonder as a means of expressing their spirituality by piecing together a worldview based around their attempts at meaning making. This article argues that the existence of this characteristic presents a challenge for religious education, in particular for those programmes which operate within faith schools where the Christian narrative forms a source of the authoritative wisdom to be handed on to its students. 相似文献
12.
谢大滔 《集美大学学报(教育科学版》2005,6(3):79-82
小学英语教学由部分城市小学实验性开设进入了全面铺开、整体推进的新阶段,这是我国开展小学英语教学取得实际性成果可喜的第一步.在小学英语的教学中应充分的掌握小学生的心理、年龄等特点,通过提供与母语学习相似的过程及环境,提高教学质量,优化课堂教学,让学生在潜移默化中学会英语. 相似文献
13.
ABSTRACTThis article surveys the state of the humanities in English primary schools drawing on evidence from serving head teachers, current literature and policy documents. The findings suggest that whilst the humanities are highly valued in schools, there are serious challenges which threaten the ‘broad and balanced’ curriculum. It is suggested that a greater focus on spiritual, moral, social and cultural (SMSC) education and engagement with subject associations and alternative learning environments can help to rectify this imbalance. Such an approach recognises looming social, cultural and environmental threats, which have the potential to support children’s psychological health and well-being. 相似文献
14.
Jae Jung Song 《Globalisation, Societies & Education》2013,11(1):136-159
This article discusses how in South Korea, English-medium international schools, initially established to educate foreign residents, have recently transformed themselves into private providers of global education for South Koreans. The article explains the social, economic and political circumstances under which the South Korean government has allowed this transformation to take place in response to the forces of globalisation as well as to South Korean elites' educational demand. The article argues that English-medium international schools are elite-class reproducing institutions. The role of English, one of the major imperatives of global capitalism, will also be discussed, as this language has been impinging on South Korea's education and labour market. 相似文献
15.
This paper looks at current practice in teaching multilingual Indo-Fijian children in eight Fiji primary schools. Indo-Fijians speak Fiji Hindi (FH) as their mother tongue, learn Shudh Hindi (SH) or Urdu, and English for formal and literacy purposes and use English and Fijian for interethnic communication. The current education policy states that children be taught in their mother tongue for the first 3 years of primary school before English becomes the medium of instruction. This practice was not apparent in the schools. In all 24 observed classrooms, English was the dominant language of instruction. There is an important need in Fiji for teacher training to address the issues around multilingual education so that teachers can confidently contribute to an educational system which maximises the use of Fiji's linguistic resources for the educational advancement of all sectors of the country's population. 相似文献
16.
Oakleigh Welply 《Compare》2010,40(3):345-358
This article examines the views of ‘immigrant‐background’ children on their own linguistic and cultural ‘differences’ within the different educational contexts of primary classrooms in France and England. With the increase in and changing composition of immigration in Europe, the integration of populations from diverse linguistic and cultural backgrounds has become a central issue for European societies. Whilst most studies in France and England tend to focus on immigrant children in secondary schools, this study looks at immigrant children at primary level, in an attempt to ‘hear their voices’ and explore their perceptions and experiences, in a comparative perspective. Findings based on focus group interviews and participant observation in an English and French classroom, suggest that despite contrasting models of integration, the way ‘immigrant‐background’ children mediate ‘difference’ as part of their identities as pupils present similarities between the two countries. There remain, however, strong differences between the two national classrooms, which could be attributed to the different contexts and approaches to multicultural differences in France and England. 相似文献
17.
Stephen Evans 《History of education》2013,42(3):383-408
This article examines the attitudes of the colonial and metropolitan governments towards the promotion of English‐language education on Hong Kong Island between 1842 and 1860. The study, which draws on a range of unpublished primary sources, was conducted in response to Whitehead’s recent call for detailed case studies of colonial education policies. This article explores, within the context of Hong Kong, a centrally important aspect of education in the Empire, and one that has been the subject of surprisingly little archival research: British policies towards the teaching and learning of English as a second language. The article begins by analysing the political, economic and demographic forces that influenced the study and use of English in Hong Kong during the 1840s and 1850s, and then moves on to examine language policies and practices in the colony’s mission schools, with a particular focus on the Morrison Education Society School, the first Western school to be established on the Island after the British occupation. The final section analyses the introduction of English teaching in the government vernacular schools in the early 1850s. 相似文献
18.
《International Journal of Educational Development》2002,22(2):169-180
Evidence abounds in the literature of a direct link between pre-primary education and academic performance in the primary school. The salutary effect of the ‘Head start’ programme inaugurated in the United States of America in the early 1960s on the academic performances of its beneficiaries in the lower primary is such a piece of evidence. Premised on this commonality between pre-primary education and academic achievement in the primary school, the study aimed at finding out whether there were significant differences in the performances of Botswana grade one pupils with pre-school education experience and their counterparts without such an experience on selected tasks in English language, mathematics and science. Using purposive sampling technique for school selection, a total of 120 grade one pupils were randomly selected for the study from four selected primary schools in Botswana. In addition, 20 grade one teachers from the study schools participated in the study. For data collection purpose, each pupil-subject was individually interviewed for about 20 min on the study tasks; and the opinions of the twenty teachers on the subject of the study was sampled by the use of a questionnaire. The results of the study indicated that pupils with pre-school education experience significantly out-performed their counterparts without such experience in all the three school subject areas surveyed by the study. This trend of the impact of pre-school education on academic achievement at the early primary school level was corroborated by the opinions of the primary school teachers. The paper concluded by observing that pre-school education equips children with pre-requisite skills which make learning in grade one easier and faster for children so exposed. 相似文献
19.
This article, drawing on research which aimed to explore how young children read English in Singapore, demonstrates how nine-year-old Singaporean children’s voluntary reading of series books served the dual purposes of enabling their membership of the peer group through culturated reading and the independent development of their reading skills and motivation for reading. Using interviews to encourage conversation and reflection, the research examined children’s book choices and their reasons for reading. This formed part of a topic-focussed ethnographic study in three primary schools. In addition, the article seeks to prove that Singaporean children’s choice of series books makes them readers with potential for global, intra-generational, cultural connections rather than familial, inter-generational ones, and it is especially significant educationally for less well-off families where English is not the dominant home language. 相似文献
20.
《Pastoral Care in Education》2013,31(3):41-48
Abstract Drawing on findings from a recent study of pastoral care within a primary school, this article highlights the role of fathers as a key factor in a range of successful interventions. While gains can be made in work with vulnerable children, the home–school dimension of pastoral care deserves far greater attention by schools, educationalists and researchers than it has so far received. The English government has a strategy to promote a closer relationship between parents and primary schools: much depends upon the resources available to schools and the commitment of staff. 相似文献