Aspirations,education and inequality in England: insights from the Effective Provision of Pre-school,Primary and Secondary Education Project     

Will Baker  Pam Sammons  Iram Siraj-Blatchford  Kathy Sylva  Edward C. Melhuish  Brenda Taggart 《牛津教育评论》2013,39(5):525-542

Educational and occupational aspirations have become an important reference point in policy debates about educational inequality. Low aspirations are presented as a major barrier to closing educational attainment gaps and increasing levels of social mobility. Our paper contributes to this on-going debate by presenting data on the educational aspirations of students from the Effective Provision of Pre-School, Primary and Secondary Education Project in England. We analyse factors that help predict students holding high aspirations. Our findings reveal generally high aspirations across all students but also differences by income group and other background factors. We evaluate the significance of these findings for the existing literature and public policy discussions about the importance of raising educational aspirations. In particular, we question the way in which low aspirations are framed by policy-makers as a major problem in debates around educational inequality.  相似文献   

Under new management: the challenge of the 1990s,LA: Medical,Health and Welfare Libraries Group Conference, 7–10 July 1989, University of East Anglia,Norwich.     

Pam Prior 《Health information and libraries journal》1989,6(4):224-225

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The Meaning of Commitment to Teaching: The Views of Beginning Teachers     

Peter Carpenter  Pam Byde 《Asia-Pacific Journal of Teacher Education》1986,14(1):13-26

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Relationships between families’ use of Sure Start Children’s Centres,changes in home learning environments,and preschool behavioural disorders     

James Hall  Pam Sammons  Rebecca Smees  Kathy Sylva  Maria Evangelou  Jenny Goff 《牛津教育评论》2019,45(3):367-389

UK Sure Start Children’s Centres (SSCCs) aim to lessen behavioural disorders yet we lack evidence concerning how this is achieved. This study evaluates one possible mechanism: improved home learning environments (HLEs). Data come from a longitudinal study of 2568 families and children recruited at a mean age of 14 months from 117 SSCCs in England in 2012. Behavioural disorders were measured at 38 months via the Strengths and Difficulties Questionnaire. HLEs were measured at 14 and 38 months via parental interview. Families’ use of SSCCs was measured via parental interview at 14, 22, and 38 months. This study suggests that the use of SSCCs is associated with fewer preschool behavioural disorders via intermediate changes to the quality of HLE’s. Implications are discussed for social policies and for early years’ professionals.  相似文献   

Mixed methods,mixed outcomes? Combining an RCT and case studies to research the impact of a training programme for primary school science teachers     

Judith Bennett  Pam Hanley  Ian Abrahams  Louise Elliott  Maria Turkenburg-van Diepen 《International Journal of Science Education》2019,41(4):490-509

A randomised controlled trial (RCT) and a series of case studies were used to determine the impact of two variants of an intervention (a professional development programme) aimed at improving primary school science teachers’ subject and pedagogic content knowledge, and enhancing their subject leadership ability. Ninety-six schools were randomly assigned to full or partial treatment groups or a ‘business-as-usual’ control group. Quantitative data were collected from teachers and pupils through an assessment of scientific knowledge based on standardised assessment items. Qualitative data were collected through interviews and lesson observation initially in thirty case study schools. There were three data collection points: pre- and post-intervention, and one year later.

[Guskey, T. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.] Levels of Professional Development Evaluation model was used as the analysis framework. The quantitative data from the teachers’ subject knowledge assessment indicated neither the full nor the partial training programmes had a statistically significant impact on teachers’ performance. In contrast, the qualitative data suggested that many teachers in the full treatment group believed that their subject knowledge had improved and reported increased confidence in their teaching of science. Lesson observations provided corroborating evidence of change in teachers’ practice, and some modest evidence of wider change in schools. There was no statistically significant improvement in pupil performance in subject knowledge assessments when teachers had participated in the intervention. In the context of research methods, the study suggests that a mixed-methods approach to evaluation is likely to yield a more rounded and nuanced picture of the overall impact of an intervention.  相似文献   

Engaging New Faculty in the Scholarship of Teaching     

Lynn C. Koch  Lisa A. Holland  Daniel Price  G. Leticia Gonzalez  Pam Lieske  Alison Butler  Kathryn Wilson  Mary Louise Holly 《Innovative Higher Education》2002,27(2):83-94

This article describes how scholarly teaching projects were conceived, implemented, and evaluated by junior faculty from a variety of disciplines at a medium-sized midwestern university. The authors explore: considerations in designing scholarly teaching projects, methods used to evaluate teaching effectiveness, and outcomes of the teaching projects. Finally, two of the teaching projects illustrate how junior faculty with diverse courses, class sizes, and teaching concerns approached the task of improving their teaching.  相似文献   

Becoming and being a talented undergraduate student     

Pam Millward  Janna Wardman  Christine Rubie-Davies 《高等教育研究与发展》2016,35(6):1242-1255

This article reports on a case study of one New Zealand university faculty involved in the second phase of a three-phase study investigating the experiences of talented undergraduate students. Talented undergraduate students are a largely forgotten group in research. The current study sought to investigate who the talented students were, and then what their lived experiences as talented undergraduate students were. The study involved 128 undergraduate students who provided information about their experiences as high achieving students in an undergraduate degree program. Approximately 10% of all students enrolled across five different undergraduate degree programs in the faculty were defined as talented undergraduate students. These students were ethnically diverse and largely older than we had anticipated. The majority had not previously been identified as talented and many had been largely unsuccessful educationally, prior to embarking on their undergraduate studies. Several students experienced challenging personal circumstances, such as financial hardship and extensive family responsibilities. The grit or resilience demonstrated by these students seemed to explain the essence of the phenomenon of being a talented undergraduate student in this faculty.  相似文献   

Career plateauing: Implications for career development specialists     

Dr. Andrew Weiner  Rory Remer  Pam Remer 《Journal of Career Development》1992,19(1):37-48

Conclusion While career plateauing is a major challenge facing contemporary organizations, possible solutions are available. The career development specialist possessing a variety of skills geared toward both proaction and reaction can be instrumental in designing interventions which minimize the negative impact of plateauing. While career plateauing can be a devastating problem for many high achieving, self-sacrificing baby boomers, for others it may present an opportunity to escape the internal pressures for success. Much of what happens to a plateaued employee is determined by the resources possessed by the employee as well as the organization's response to the employee. The activities of the career development specialist constitute much of what is considered the organization's response. A career plateau may mark the beginning of a period characterized by frustration and depression or it may present the opportunity for a new challenge or reappraisal of life direction and goals.  相似文献   

Reassessing RCTs as the ‘gold standard’: synergy not separatism in evaluation designs     

Pam Hanley  Bette Chambers  Jonathan Haslam 《International Journal of Research & Method in Education》2016,39(3):287-298

ABSTRACT

Randomised controlled trials (RCTs) are increasingly used to evaluate educational interventions in the UK. However, RCTs remain controversial for some elements of the research community. This paper argues that the widespread use of the term ‘gold standard’ to describe RCTs is problematic, as it implies that other research methods are inferior. The usefulness of RCTs can be greatly enhanced when used in conjunction with implementation-specific measures (e.g. observation tools, attitude/engagement surveys and interviews). The proposal is advanced through case studies of two evaluations. One relates to the development of science subject leader skills and expertise at primary school level and the other to co-operative learning of primary maths. Both evaluations randomised schools to the intervention or the business-as-usual control, and compared impact using subject knowledge tests. Integral to each study was a process evaluation which looked at evidence from classroom practice along with feedback from the teachers and pupils themselves. We contend that this enabled much more holistic and richly interpretative pieces of research. The paper concludes that privilege for particular paradigms should be set aside when designing effective evaluations of educational interventions, and that it is insufficient to ask ‘what works?’ without also asking ‘why?’, ‘where?’ and ‘how?’.  相似文献   

Book reviews     

Pamela Nilan  W. S. Simpkins  Jan Gay  Susan Davies  Dale Burnett  David Laird 《The Australian Educational Researcher》1990,17(1):69-80

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