School leadership     

Ian Menter 《教育政策杂志》2013,28(2):289-290

Multiple contexts interact to position any school on a spectrum from cumulatively advantaged to cumulatively disadvantaged. This article discusses a study of the contextual advantages and disadvantages experienced by primary schools in the south east of England, concentrating especially on schools in the least deprived 5% of schools nationally. The research highlights the central influence of advantaged socioeconomic contexts on day‐to‐day school processes and on the related perspectives and beliefs of head teachers as well as variations on this theme related to other external and internal contextual variables. It illustrates that England’s most socially advantaged primary schools are likely to have much in common including a high level of parent involvement, a strong focus on student learning and progress, considerable ability to raise funds, very good reputations and only a handful of students with serious learning or behavioural problems. They also have in common middle class forms of transience and profiles of special needs. The article concludes that while contextual variations amongst socially advantaged schools do exist and are talked up by head teachers, they usually have an impact that can be managed.  相似文献   

‘Building Schools for the Future’: reflections on a new social architecture     

Pat Mahony  Ian Hextall  Malcolm Richardson 《教育政策杂志》2013,28(3):341-360

The Labour Government launched the ‘Building Schools for the Future’ programme (BSF) in February 2003 with the aim of refurbishing or rebuilding all secondary schools in England over a 15‐year period, with an anticipated budget of £45 billion. In this article, we locate BSF in a wider public policy context which has already had important implications in other sectors of public provision. The local improvement finance trusts (LIFTs) initiative within the National Health Service (NHS) is of particular relevance to this discussion both because it reflects contemporary developments within New Public Management and because it also reveals new ways of extending and developing the private finance initiative (PFI) approach to public provision. We shall also consider the purposes and ‘delivery’ mechanisms of BSF and identify some of the key commentaries which have been provided by parliamentary reports and other evaluations. Although still in the early stages of its implementation, the BSF is of such significance for the future shape and form of educational provision that it is important to begin the process of considering possible directions and dimensions for a research agenda which will provide a secure empirical and analytical foundation on which to base discussion.  相似文献   

Economic rationalism and the politics of education in Australia     

Ian Birch  Don Smart 《教育政策杂志》2013,28(5):137-151

Until the mid‐1970s, the politics of urban school desegregation concentrated almost exclusively on the attainment of some form of racial balance. The racial balance paradigm became the focal point for desegregation planners and for local, state and national dispute about ‘forced bussing’. However, in its 1977 Milliken II ruling, the Supreme Court added critical new elements to the urban school desegregation paradigm. By affirming a desegregation plan which included remedial education components in all‐minority schools, and which required state participation in financing these components, Milliken II heralded a new era of urban school desegregation. Resource issues and school effectiveness issues joined racial balance issues in the crucible of desegregation politics. In this chapter, the post‐Milliken politics of urban school desegregation are highlighted through examination of the St Louis and Kansas City cases. New goals, new issues, new alignments of interests and new political strategies are apparent, presenting new challenges to students of urban education policy and politics.  相似文献   

Some issues arising from an examination of women's experience of university physics     

Ian Lewis 《International Journal of Science Education》2013,35(2):185-193

This paper investigates secondary school pupils’ everyday knowledge of the dangers of electricity. It is based on classroom research by a team of teacher‐researchers working with a total of 241 11‐12 and 13‐14 year olds in English comprehensive schools. The initial data were collected by written questionnaires which probed the general meanings pupils had for electricity. When the responses were analyzed, there was a surprisingly high proportion of children (61% of the 11‐12 year olds and 35% of the 13‐14 year olds) who mentioned danger. The pupils were then divided into ‘fearers’ and ‘non‐fearers’, and group interviews were carried out with both in order to explore features of pupil thinking and influences on it. Results of these interviews include pupil quotations around themes such as personal experiences of electric shocks, excitement, the home, socially‐available knowledge and learning about electricity at school. Questions are raised about the possible effect of fear on motivation, participation in practical work and conceptual learning in general; and it is suggested that the pupils’ ideas should be acknowledged and addressed within a supportive classroom environment.  相似文献   

Developing new academic developers: doing before being?     

Barbara Kensington-Miller  Ian Brailsford  Peter Gossman 《International Journal for Academic Development》2013,18(2):121-133

A small group of new academic developers reflected on their induction into the profession and wondered if things could have been done differently. The researchers decided to question the directors of three tertiary academic development units about how they recruited new developers, what skills and competences they looked for and how they inducted new appointees into the role. This article interrogates the interview data, employing Winter’s ‘dilemma analysis’ to tease out the ambiguities, judgments and problems inherent in the issues of employing new academic developers. Finally, the authors discuss ways of enhancing the induction experience for new academic developers.  相似文献   

BOOK REVIEW     

Ian Wood  Philip Wood 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):63-64

With the advent of circular 9/92 it became clear that students on secondary ITT courses would have to spend at least one hundred and twenty days in schools. This clearly requires a very high level of cooperation between teachers in schools and tutors in Colleges.

Ian Wood, a College Tutor, and Philip Wood, a school teacher, both of whom had been working together in ITT for several years, decided to improve on their levels of co‐operation by swapping roles for one day per week for the Easter Term 1995. This article is an account of some of their feelings and findings during this term.  相似文献   

The Effects of ‘Falling Rolls’ on the 16–19 Curriculum     

Ian Morgan Vice Principal 《School Leadership & Management》2013,33(4):359-364

This article offers a critique of the concept of ownership central to contemporary theorising about professional development in education. The theorising was tested against data from a national programme of professional development projects for 185 primary headteachers, in which a strong sense of ownership had been embedded. In four areas, i.e. the focus of the projects, funding priorities, capacity building and impact on pupils, the theory appeared to be paradoxical. The concluding discussion examines some explanations for the paradoxes, including the possibility that theorising has developed ahead of empirical data and that pragmatism has high salience for headteachers.  相似文献   

A Multilevel Perspective on the Design and Analysis of Intervention Studies     

Ian Plewis  Jane Hurry 《Educational Research and Evaluation》2013,19(1):13-26

The level (pupil, classroom or school) at which an educational intervention is assigned affects both the kinds of questions which can be answered in evaluation research, and the statistical methods used to answer them. This paper sets out ways of analysing different kinds of designs using multilevel models. It also considers practical issues such as the method used to allocate interventions, leakage, integrity of delivery, and cost, and how these interact with the more technical issues of model specification. These practical issues are illustrated by two recent British intervention studies. Résumé Le niveau - élève, classe ou école - auquel s'adresse une intervention éducative affecte tout à la fois le genre de questions qui peuvent trouver réponse dans la recherche évaluative et les méthodes statistiques pour y répondre. Cet article présente des voies pour analyser différents types de "design" qui utilisent des modèles à plusieurs niveaux. Il traite aussi de certains aspects pratiques tels que la méthode d'allocation des interventions, les pertes, l'intégrité des données et les coÛts, ainsi que la manière dont ces différents aspects interagissent avec les questions plus techniques de spécification des modèles. Ces aspects pratiques sont illustrés à l'aide de deux études d'intervention britanniques récentes. (Traduction: Walo Hutmacher, Sociologue, Genève)  相似文献   

Testing,Testing: Teacher assessment in England     

Pat Mahony  Ian Hextall 《Teaching Education》2013,24(1):35-47

In England there has been a marked increase in the assessment of teachers, culminating in the introduction of a performance management policy for schools that calibrates the occupation of teaching from the cradle to the grave. In this article, we raise a number of issues about the consequences of this policy for teachers and teaching in relation to the value system underpinning it, its likely impact on issues of equity and social justice, its implications for accountability and governance, and its potential for reshaping the culture of teaching in ways that will impact negatively on the nature of future community and social relations.  相似文献   

Critical Factors in On‐Campus Clinical Experiences: Perceptions of Preservice Teachers     

Ian Hardy 《Teaching Education》2013,24(2):163-174

In this paper, I present the findings of a self‐study into my teaching practices as a sociology‐of‐education lecturer working in the pre‐service teacher education programme of a regional university in New South Wales, Australia. The principal data source is a logbook of the teaching practices which characterised several tutorial classes taught in 2007. To understand these practices, the paper draws upon Aristotle's concepts of techne and praxis, and Bourdieu's understanding of practices as socially constructed and contested. The paper situates tensions between more technicist and praxis‐oriented teaching approaches to pre‐service teacher education, within the teacher education and university contexts in which these classes were undertaken. In doing so, the paper reveals tensions between assessment‐driven and more authentic teaching practices, and more student‐ and teacher‐centred teaching practices. The paper also shows how accountability pressures within tertiary settings have led to a more instrumental approach to tertiary teaching. I conclude that there is a need for greater attention to the conditions of work which influence teacher educators' practices, rather than fetishising individualistic instantiations of such practices.  相似文献