Students’ Perceptions of Coursework in the GCSE: the effects of gender and levels of attainment     

K. N. Bishop  K. Bullock  S. Martin  J. J. Thompson 《Educational studies》1997,23(2):295-310

Summary Coursework is an integral part of the GCSE framework, valued for its motivational qualities and its curricular validity. It is a common perception, widely reported in the national press and educational media, that coursework can be held at least partly accountable for differential performances at GCSE; coursework, it is argued, advantages girls. This article reports on an analysis of data arising from a project which offered an opportunity to study current and post-GCSE students’ perceptions of coursework. The outcomes indicate that, when categorised by their relative levels of attainment, girls’ and boys’ perceptions show limited evidence of homogeneity. In other words, to suggest that girls’ and boys’ perceptions of coursework are a function of gender is a gross over-simplification. Other factors are at play and further, more specific and tailored research is essential if we are to understand how best to optimise the benefits that are claimed for coursework.  相似文献   

Political Perspectives on Church Schools and Religious Education: A discussion of the period from Thatcher to Blair     

William K. Kay 《Educational studies》2002,28(1):61-75

Making use of material written by British prime ministers, a case is presented for understanding church schools and religious education in a way distinct from that normally utilised in academic discourse. Politicians in democratic countries depend on attracting votes to assume power. They therefore integrate church schools and religious education within existing political positions. Conservative politicans see church schools as being an example of parental choice and religious education as being an aid to moral education. Labour politicians see church schools as contributing to a pluralistic society and aiding the cultural identity of ethnic groups.  相似文献   

Making sense of technology in educational leadership programs     

Kay D. Woelfel  Kent Murray  Alice Hambright 《TechTrends》2004,48(5):29-33

Conclusion Identify standards, align curricula, support technology—these are the three strategies that bring clarity to the process. As technology changes, the standards, curricula and support must change. ACTIVStudio, interactive whiteboards and cyber diaries are not just buzzwords — they are the new language of technology. The Citadel School of Education is paying attention — making sense of the challenge of keeping current technology in educational leadership programs. She is a former teacher and school administrator and currently teaches graduate courses, including microcomputers and school management, to aspiring administrators. Ms. Alice B. Hambright, a former public school teacher.  相似文献   

Seizing the Moment: Reflections on Play Opportunities for Disabled Children in the Early Years     

Alison Bishop  John Swain  & Hazel Bines 《British Journal of Educational Studies》1999,47(2):170-183

Current policy in relation to special needs prioritises early intervention and inclusive education, at least as 'good intentions' This article argues for a paradigmatic shift away from individualist models of learning and disability. The social context of play is emphasised as the crucial arena for realising such good intentions, as long as it is geared to responding to, and developing, the self-determination, control, and identity of young disabled children becoming disabled adults in a disabling society.  相似文献   

Preservice Teachers Adrift on a Sea of Knowledges     

Kay Martinez 《Asia-Pacific Journal of Teacher Education》1998,26(2):97-106

The paper argues for fresh recognition of the complexities faced by preservice teachers, particularly during the practicum, where they are expected to bring their stockpile of diverse, and sometimes conflicting, knowledges about effective teaching to immediate use with classroom learners. The paper abo draws on insights from postmodern theorising on the privileging of knowledges. While the major focus of the paper is on issues surrounding multiplicity of knowledges about effective classroom teaching, it is also recognised that much of learning to teach occurs in affective, ethical and interpersonal ways as well as cognitive. Several suggestions are made to assist preservice teachers negotiate the complexities of the process of becoming teachers. It is argued that the practicum in preservice teacher education can be seen as a rich site for further exploration of this process—and should be resourced commensurately. Such explorations have the potential to illuminate the ways in which preservice teachers mesh knowledges about effective teaching with their own personal values and beliefs within the specific contexts of their classrooms. Associated with the recognition of the complexities of the processes involved, is a call for university and school based teacher educators to model, with respect to their programmes and practices, the same level of critical reflection they advocate for student teachers.  相似文献   

School psychologists' perceptions of priorities for dealing with the dropout problem     

Carla J. Egyed  David E. McIntosh  Kay S. Bull 《Psychology in the schools》1998,35(2):153-162

A sample of 444 (245 males and 199 females) Nationally Certified School Psychologists were surveyed to determine which causes of dropping out should be national priorities. A Principal Axis Factoring with oblimin rotation was conducted using the 42-item School Psychologist's Dropout Survey. The five factors which emerged were Criminal/Victimization, Different from Peer Group, School Conflict, Dysfunctional Family/Lack of Support, and Family Responsibilities. The factors comprised of items with loadings of .40 or higher were added together for each factor to obtain subscale total scores for each participant. Then, for each subscale all total scores were added together and divided by 444 to obtain an average subscale total score for the entire sample. This process was followed for all five subscales. Finally, the average subscale scores were ranked to identify which causes of dropping out were viewed by school psychologists as the most important national priority. School psychologists perceived school conflicts and dysfunctional families as the primary causes of dropping out that should be national priorities. © 1998 John Wiley & Sons, Inc.  相似文献   

Effects of diagnostic label,race, gender,educational placement,and definitional information on prognostic outlook for children with behavior problems     

Terry A. Stinnett  Kay S. Bull  Danel A. Koonce  Jennifer O. Aldridge 《Psychology in the schools》1999,36(1):51-59

Across the United States, children with behavioral and emotional problems receive one of a variety of labels if they are determined eligible for special education services. Labels like SED, EBD, and BD can result in lowered or negative expectations that others have for these children. This study investigated the effects of label, child's gender and race, child's educational placement, and availability of definitional information on prognostic judgments for children with behavior problems. Three‐hundred‐sixty‐three undergraduate students enrolled in teacher education courses read a vignette and completed a prognostic outlook questionnaire. The questionnaire items asked for judgments about the likelihood of further behavioral disruption, the likelihood of developing and maintaining adequate interpersonal relationships, and requested an estimate of overall adjustment of the child. The vignette described an elementary school child with behavior problems and its content was held constant. Gender (boy vs. girl), race (African American vs. Caucasian), educational placement (receiving special education services full‐time through inclusion vs. self‐contained), diagnostic label (BD vs. EBD vs. SED) and definition of the disorders (present vs. absent) were varied. There was a label × race × placement interaction and a label × definition interaction for the behavioral disruptiveness dependent measure. Under the inclusion condition White children who had the SED or EBD label were rated to be significantly more likely to be disruptive than children with the BD label. For the 2‐way interaction when no definitional information was given children who had the SED label were rated more likely to be disruptive than children who had either the EBD or BD labels. There was also a significant gender × race × definition interaction on the overall adjustment measure. However, post hoc contrasts were not significant and no conclusions were drawn other than that the effect was minimal. There was a significant main effect of gender on the interpersonal relationships variable. Girls were judged as significantly more likely to develop appropriate interpersonal relationships with others than were boys. No other significant effects were noted. © 1999 John Wiley & Sons, Inc.  相似文献   

From the Editor     

Zahava D. Doering  Kay Larson 《Curator: The Museum Journal》2008,51(4):314-341

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‘They call me headmaster’: Malawian and Australian women leaders     

Kay Whitehead  Elaine Andretzke  Valesi Binali 《Gender and education》2018,30(2):156-171

This article explores commonalities in the lives and work of women head teachers in Malawian secondary schools and women principals in Australian Lutheran schools. In both Australia and Malawi women are under-represented in school leadership and often appointed to complex schools and communities. We commence with a brief discussion of Malawi and Australia’s political and educational histories which have much in common, before outlining current selection policies for school leadership. The second part of the article explores women leaders’ initial and ongoing challenges in relation to their school systems, daily work and domestic lives. The final section focuses on their perspectives of current strategies to address women’s under-representation as leaders in their respective school systems. Notwithstanding the stark contrast in socio-economic contexts, we highlight enduring transnational inequalities in women leaders’ lives and work in Malawian secondary and Australian Lutheran schools.  相似文献   

Reclaiming education: ‘fake news’, research and social justice     

Louise Hayward  Steve Higgins  Kay Livingston  Dominic Wyse 《Curriculum Journal》2018,29(1):1-3

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