排序方式： 共有55条查询结果，搜索用时 15 毫秒
51.
The Education Reform Act (ERA) 1988 represents the most significant piece of legislation to have entered the education system in postwar Britain. Although all its “effects” have yet to materialize, this paper argues that aspects of ERA legislation will have a very damaging impact upon both the level and quality of PE provision in some state schools. The tone of this paper is necessarily speculative; but the analysis, based on the authors' ongoing research in primary and secondary schools, will suggest that ERA may exacerbate social and educational divisions within the education system and make it very difficult for some teachers to provide a quality “PE for all.” 相似文献
52.
Penney Clark 《History of education》2013,42(5):681-703
This article examines the controversy that ensued when the Education Department of the province of Ontario, Canada, granted the tender to publish elementary school readers to the T. Eaton Company, a department store, in 1909. This decision eliminated an important source of income for retail booksellers, who could not compete with the consumer appeal of a department store, or with its option of mail‐order service. Over the next decade, the booksellers fought vociferously, using a variety of strategies, in an effort to mitigate the effects of this decision on their profits. The booksellers' struggle was part of a larger campaign on the part of retailers to oppose mail‐order provision of consumer goods in Canada. This historical case study contributes to our understanding of the effects of political influences and commercial pressures on the provision of textbooks, which are central to instruction in a publicly funded school system. 相似文献
53.
The ecosystemic approach offers a new perspective on emotional and behavioural difficulties in schools by offering a particular analysis of the interactional patterns observable in social systems. The authors describe the origins of this approach in the realm of family therapy and the field of general system theory, and demonstrate its application to emotional and behavioural difficulties in schools through a survey of relevant literature and the presentation of case study material. 相似文献
54.
This paper centres on research that investigated the contemporary policy, curriculum and pedagogical landscape of Health and Physical Education (HPE) in Aotearoa New Zealand, in the light of increasing impressions that provision was moving to an ‘open market’ situation. Publicly available information sourced via the Internet was used to examine the public and privately funded initiatives, programmes and resources targeted towards the provision of HPE across all phases of education. The data arising revealed an array of government and non-governmental agencies and organisations acting as producers of resources and deliverers of HPE-related programmes in schools. It also clearly pointed to structural convergence between government and non-government sectors. This paper locates the findings from the research amidst developments in policy relations and networks spanning education, health and sport, and presents a theoretically oriented critical re-examination of the structural reconfiguration of contemporary HPE in Aotearoa New Zealand. Analysis brings together insights from Ball and Junemann's work on policy networks and Bernstein's theorising of the social construction of discourse to explore linkages between policy and pedagogic relations, and the discourses and practices in HPE. Attention is directed to the significance of changes in the nature of both the Official Recontextualizing Field and Pedagogic Recontextualizing field, and the connections between the two fields. Changes in the recontextualizing fields are discussed in relation to official pedagogic discourse of HPE and the pedagogic discourse of reproduction. This analysis brings to the fore prospective curriculum and pedagogic implications of new policy networks and new networks of providers associated with provision of HPE in schools. Discussion acknowledges potentially varied readings of contemporary developments and addresses the opportunities and challenges for teachers and teacher educators in Aotearoa New Zealand and internationally. 相似文献
55.
An earlier paper published in this journal described the pilot study and first two phases of a longitudinal study that examined the possibility of preventing the emergence of written language difficulties, by addressing the ability of pre-schoolers to make phonological judgements (Layton, Deeny, Upton and Tall, 1996). The literacy development of the children involved in the study was assessed when they had been in mainstream education for approximately two years. It was discovered that there were no significant differences, in terms of written language achievement, between the children who had received phonological training while in nursery school and their peers in a control group whose training programme had not featured phonological awareness activities. These findings challenge the view that training pre-schoolers to attend to the sound structure of words promotes later literacy development. The results are considered in the context of other research findings, and then the study is discussed in both quantitative and qualitative terms, with some comment on the feasibility of identifying pre-schoolers at risk for literacy failure on the basis of poor phonological awareness. 相似文献