BILINGUALISM IN WALES: AN ASPECT OF SEMANTIC ORGANISATION     

Cyril B. E. James 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):123-136

The influence of teachers upon pupil performance has been acknowledged in other studies as setting in motion a ‘self‐fulfilling prophecy’. But this informal segregation of children into good and bad academic prospects is in part determined by the headteacher's beliefs about the pupils’ potential achievement during and after their school lives. By setting different levels of expectation throughout the school the headteacher may impose upon certain sets of children a diminished self‐concept. To a significant extent, therefore, the headteacher predetermines the child's developing image of himself not only as a pupil but as a person.  相似文献   

Theoretical,Practical and Personal Domains in the Curriculum of Teacher Education     

James B. Ingram 《课程研究杂志》2013,45(1):44-49

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Safety in numbers? Middle-class parents and social mix in London primary schools     

Kim James Vowden 《教育政策杂志》2013,28(6):731-745

Research into parents’ secondary-school choices suggests that many middle-class parents are keen to secure a middle-class peer group for their children. This article reports the findings of a small-scale, qualitative study into whether a similar phenomenon exists at primary-school level and, if so, why. In-depth interviews were conducted with 56 middle-class parents of pre-school children in inner London. Respondents often had contradictory impulses. Nearly all liked the idea of a socially mixed school but many associated the ‘wrong’ mix with various risks. Some of these perceived risks are familiar from previous studies. Others are less familiar, such as the fear among respondents that they themselves might not ‘fit in’ at their children’s school. The types of intake which respondents preferred fell into three overlapping categories: children from ‘pro-school’ families, children at a similar level of achievement to respondents’ own children and ‘people like us’. Respondents’ judgements about whether children and families fell into these categories were based in part on ideas about class, ethnicity and language. Respondents gravitated toward schools where most children were perceived to come from middle-class, white, English-speaking backgrounds. The article argues that attitudes towards children learning English as an additional language need to receive greater attention in future research.  相似文献   

The Development of Giftedness and Talent Across the Life Span. Horowitz,F. D., Subotnik,R. F., & Matthews,D. J. (Eds.). (2009)     

James Bishop 《Roeper Review》2013,35(4):275-276

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Personality,moral purpose,and the leadership of an education for sustainable development     

Mike Bottery  Nigel Wright  Sarah James 《Education 3-13》2013,41(3):227-241

This paper describes how two primary head teachers, nationally recognised as role models for the development of an education for sustainable development (ESD) in their schools, manage the implementation of this area. In doing so, it shows how they adopt two very different approaches to ESD and to their job generally, and suggests that whilst there are some commonalities between them, educational leadership needs to be seen as driven by a moral purpose, engaging and re-engaging with each situation, entering into a dialectic with others’ visions, leading to the re-conceptualisation of problems in different ways. This not only suggests a continued tension between such uniqueness and standardised approaches to headship, but raises questions about current policy imperatives for developing models of sustainable leadership.  相似文献   

Challenging educational injustice: ‘Grassroots’ privatisation in South Asia and sub-Saharan Africa     

James Tooley 《牛津教育评论》2013,39(4):446-463

The phenomenon of low-cost private schools ‘mushrooming’ in poor areas of sub-Saharan Africa and South Asia, and elsewhere, is now well-documented. Findings from research by the author’s teams and others show that these schools are serving a majority (urban and peri-urban) or significant minority (rural) of the poor, including significant proportions of the poorest of the poor. Concerns are raised in the literature about their implications for social justice. In The Idea of Justice, Amartya Sen asks us to rethink ideas about justice; instead of the quest for a Rawlsian ‘transcendental institutionalism’, he argues for a comparative approach, grounded in the practicalities of human behaviour. Linking Sen’s ideas on justice with the grassroots privatisation leads to the tentative conclusion that those concerned with promoting social justice could agree to help improve access to, and quality in, the low-cost private school sector, rather than focus on the public education sector. Paradoxically, this could be true even for those whose ideal is an egalitarian public education system.  相似文献   

ATTITUDES ABOUT AGING AND GENDER AMONG YOUNG,MIDDLE AGE,AND OLDER COLLEGE-BASED STUDENTS     

Sarah B. Laditka  Mary Fischer  James N. Laditka  David R. Segal 《Educational gerontology》2013,39(5):403-421

Using an updated version of the Aging Semantic Differential, 534 younger, middle age, and older participants from a college community rated female and male targets categorized as ages 21–34 and 75–85. Participants also provided views about their own aging. Repeated measures of analysis of variance examined attitudinal differences by age and gender of targets, and by participant age and gender. Female targets were viewed more positively than males by most rater groups. Older targets were viewed more positively by older participants than by other age groups. Older participants had more positive views about their own aging than did participants of younger or middle ages.  相似文献   

Certification and specialized competencies for teachers in gifted education programs     

Frances A. Karnes  Kristen R. Stephens  James E. Whorton 《Roeper Review》2013,35(3):201-202

This article describes the value of Piaget's equilibration theory for understanding characteristics of the young gifted child. Key elements of equilibration theory are discussed. Differences in the equilibration patterns in gifted children are described and application of equilibration to other than cognitive systems is considered. The article concludes with some ideas for teachers and parents to help gifted young children search for equilibrium.  相似文献   

According to Jim: The Flawed Normal Curve of Intelligence     

James J. Gallagher 《Roeper Review》2013,35(4):211-212

This article proposes a critical thinking approach to cultural literacy for gifted students. The premise of the article is that all students profit from a curriculum rich in reasoning within and about diverse cultural points of view on historical and contemporary reality. The article posits that increasing racial, gender and socioeconomic intolerance can only be confronted with a curriculum that affords students the opportunity to enter em‐pathetically within cultural points of view often similar or disparate from their own. The author also attempts to call attention to issues of educational equity to assure that all students, gifted or potentially gifted, do not become tracked or placed in remedial learning programs owed solely to their cultural background, gender, ethnicity, or socioeconomic class.  相似文献   

Towards a broader understanding of authority in student–teacher relationships     

Gale Macleod  James MacAllister  Anne Pirrie 《牛津教育评论》2013,39(4):493-508

In this paper we problematise the notion of authority as it appears in discourse relating to school discipline. The account of authority that dominates is narrow and restricted, and the term is sometimes used as a synonym for control. This prohibits full consideration of the range of relationships in which authority manifests itself. We draw on sociological and philosophical literature, and argue that a multi-dimensional concept of authority may offer a more nuanced framework for theorising student–teacher relationships in schools. We consider how each of the forms of authority outlined by Wrong (2002 Wrong, D. H. 2002. Power: its forms bases and uses, 3rd edn., London: Transaction Publishers.  [Google Scholar])—coercive, legitimate, competent, personal and authority by inducement—may have some application to the classroom setting. In particular we explore the concept of ‘personal authority' and its potential to enhance understanding of the contested and under-theorised concept of authority. We begin by exploring ways in which the current policy context presents challenges to particular forms of authority.  相似文献