Teaching Children in Poverty: three Australian primary school responses     

Elizabeth Hatton  Geoff Munns  Jane Nicklin Dent 《British Journal of Sociology of Education》1996,17(1):39-52

Studies of pedagogical relationships offer insights into policies and practices which have the capacity to promote progressive change in educational practice for children in poverty. This paper focuses on relationships established in three differently‐located Australian primary schools: Greytown, a medium sized inner‐city school in New South Wales; Mungar, a large suburban school in Queensland; and Meiki, a small rural school in New South Wales. Each school is a designated disadvantaged school and funded accordingly through a federal Disadvantaged Schools Program, is located in a working class area, and is ethnically diverse. The schools’ pedagogical responses to children in poverty are contrasted and analysed in terms of their capacity to contribute to socially just outcomes from schooling.  相似文献   

Book reviews     

Geoff Arger  Philip C. Candy 《The Australian Educational Researcher》1989,16(3):75-79

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Private Schools and Public Funding: a comparison of recent policies in England and Australia     

Tony Edwards  John Fitz  Geoff Whitty 《比较教育学》1985,21(1):29-45

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Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda     

John James Okiror  Geoff Hayward  Mark Winterbottom 《The Journal of Agricultural Education and Extension》2017,23(5):415-426

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Student Engagement and the Social Relations of Pedagogy   总被引：2，自引：1，他引：2  

Mark McFadden  Geoff Munns 《British Journal of Sociology of Education》2002,23(3):357-366

Drawing on the 'sociology of pedagogy', the present article addresses a continuing challenge for teachers and policy-makers. The challenge is how to encourage disengaged learners to take up offers of educational success. The article brings important theoretical frames from the sociology of pedagogy into current research debates about 'productive pedagogies'. Focusing on the social relations of pedagogy, the article promotes a theoretical and empirical imperative to look keenly to the insights provided by students to construct clearer solutions to the challenge of providing engaging pedagogies.  相似文献   

Pushing and pulling Sara: A case study of the contrasting influences of high school and university experiences on engineering agency,identity, and participation     

Allison Godwin  Geoff Potvin 《科学教学研究杂志》2017,54(4):439-462

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The CANparent trial—the delivery of universal parenting education in England          下载免费PDF全文

Stephen M. Cullen  Mairi‐Ann Cullen  Geoff Lindsay 《British Educational Research Journal》2017,43(4):759-780

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Managing the state and the market: 'new' education management in five countries   总被引：1，自引：0，他引：1  

Sally Power  David Halpin  & Geoff Whitty 《British Journal of Educational Studies》1997,45(4):342-362

Within the field of education management studies, recent reforms promoting devolution and choice are often seen to provide exciting new opportunities. It is claimed that the 'new'education management, with its emphasis on site-based decision-making and consumer accountability, will enable headteachers and principals to 'take control' of their schools and make them more productive environments in which to work and study. However, our review of research findings from five different countries that are putting in place devolution and choice policies suggests that these new opportunities are more illusory than real. Positioned between the competing demands of the state and the market, school managers are becoming increasingly isolated from colleagues and classrooms — leading to a growing divergence between the managers and the managed. The paper considers the implication of recent developments for managers in general and for women managers in particular and concludes by discussing the relationship between the personalisation of responsibility and the legitimation of crises within the state and public education.  相似文献   

Traversing the gap: Andrew Wright,John Hick and critical religious education     

Geoff Teece 《British Journal of Religious Education》2005,27(1):29-40

This paper discusses aspects of Andrew Wright's version of a liberal, critical religious education and his criticisms of some other views of modern religious education. This is attempted not by examining these ‘other views’ as such but by concentrating on the work of John Hick. The reason for this is that Wright, like Cooling (in his book A Christian Vision for State Education: Reflections on the Theology of Education) identifies Hick as a significant influence on forms of religious education to which he objects. In a number of his writings Wright identifies Hick's work as an example of universal theology informed by romanticism. This runs counter to a comprehensive reading of Hick, and to Hick's own account of his work. Hick, like Wright, is a critical realist but by identifying Hick as a romantic, Wright is in danger of not only polarising views on religious education but also closing down a debate to which Hick's work has much to contribute. The latter part of the paper illustrates how a nuanced understanding of Hick's religious pluralism can make a contribution to discussions about critical religious education.  相似文献   

Supporting fathers to engage with their children's learning and education: An under‐developed aspect of the Parent Support Adviser pilot     

Stephen M. Cullen  Mairi Ann Cullen  Susan Band  Liz Davis  Geoff Lindsay 《British Educational Research Journal》2011,37(3):485-500

The Parent Support Adviser (PSA) role, piloted in 2006–2008 in 20 local authorities (LAs) in England, offered preventative and early intervention support to families where there were concerns about children's school attendance or behaviour. Overall, this was a highly successful initiative in terms of supporting parental engagement with their children's schools. However, this article presents evidence drawn from 162 interviews (with PSAs, their line managers and coordinators in 12 case study LAs) showing that there was one key area in the PSA pilot that was less successful—the engagement of fathers. The article examines views about how to engage fathers and of the barriers explaining the overall absence of fathers from the PSA project. It highlights the dissonance between policy and practitioner guidance, on the one hand, and practice, on the other, with regard to the relative failure to engage fathers with this important initiative.  相似文献