A comparative analysis of primary teacher professionalism in England and Finland   总被引：4，自引：1，他引：4  

Rosemary Webb  Seppo H?m?l?inen  Anneli Sarja  Eija Kimonen  Raimo Nevalainen 《比较教育学》2004,40(1):83-107

Policy‐makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and ‘commercialized professionalism’ whilst in Finland they are influenced by notions of ‘teacher empowerment’. This article analyses findings on the theme of teacher professionalism derived from re‐interviewing a sample of English and Finnish teachers in 2001 as a follow‐up to earlier ethnographic research in six schools in each country during 1994–1996. Issues of professionalism are addressed through three broad themes: the impact of curriculum and pedagogical reforms; working together to implement these reforms; and accountability and control. It is argued that in each country teachers' conceptions of their professionalism were undergoing reconstruction. These conceptions were shaped by past and present ideology, policy and practice and displayed multiple and situational dimensions.  相似文献   

Students' Understandings of Gravity in an Orbiting Space-Ship     

Sharma  Manjula D.  Millar  Rosemary M.  Smith  Andrew  Sefton  Ian M. 《Research in Science Education》2004,34(3):267-289

We report on an investigation of students' ideas about gravity after a semester of instruction in physics at university. There are two aspects to the study which was concerned with students' answers to a carefully designed qualitative examination question on gravity. The first aspect is a classification of the answers and a comparative study of the ways the problem was tackled by two large groups of students who had different backgrounds in physics and were exposed to different teaching styles. The second aspect is to investigate how students link concepts to solve the problem. We used a phenomenographic analysis of student responses to extract patterns of reasoning and alternative conceptions behind the solutions. We found no differences between the classes of answers given by students in the two courses. Our analysis also identifies a hierarchy in the complexity of the hypothetical reasoning pathways, which we interpret as reflecting the ways in which students may link concepts and resolve conflicts as they solve the problem. The hypothetical reasoning pathways may help educators to develop instructional material or lecture room dialogue in order to tease out key issues. An unexpected finding is that there is a discrepancy between our conclusion that the two groups of answers are similar and the distribution of marks awarded by the examiner – which implies that the quality of the answers is different for the two groups.  相似文献   

Invented Science: A Framework for Discussing a Persistent Problem of Practice     

Rosemary S. Russ  Leema K. Berland 《学习科学杂志》2019,28(3):279-301

A central goal of science education reform is for students to participate in scientific sense making rather than to merely acquire science facts. However, even in classrooms utilizing reform-based pedagogies, students are typically allowed to construct knowledge only insofar as they construct expected knowledge. In this report and reflection, we use activity theory to demonstrate how this pervasive tension between learning correct ideas and constructing one’s own ideas often results in unacknowledged slippage between competing activity systems within reform efforts. We use an analogy to the domain of spelling to introduce invented science—a framework for describing the activity of science learning that reduces this slippage by giving knowledge construction true priority over the canon. We describe the origins and purposes of invented spelling to theorize the nature of learning in invented science. We conclude by articulating the theoretical and practical implications of this analogy for science teaching and learning.  相似文献   

Heading for the Top — the career experiences of a group of women deputies in one LEA     

Rosemary Grant 《Gender and education》1989,1(2):113-125

This paper focuses upon the career attitudes and experiences of a group of women deputies in one LEA. It sets out to explore their construct of ‘career’ and asks, in particular, whether this matches that of the ‘career ambitious’ teacher sketched out in the research literature. The findings, based on in‐depth interviews, suggest that this is not the case. Few of the women deputies, for instance, claimed to have followed specific career plans or consciously participated in ‘career games’. A number of possible explanations are explored, and some interesting tensions noted. Does it perhaps hinge on the external circumstances that impact on women's careers? Is it an expression of women's allegiance to a value system which defines ‘career success’ in quite different ways? Is it a consequence of the nature of the role itself and the separate career track followed by senior women teachers in this authority? The biographical accounts of these deputies provide no easy answers, but rather serve to illustrate the complexity of women's career experiences.  相似文献   

Using teacher inquiry to support technology-enhanced formative assessment: a review of the literature to inform a new method     

Rosemary Luckin  Wilma Clark  Katerina Avramides  Jade Hunter  Martin Oliver 《Interactive Learning Environments》2017,25(1):85-97

In this paper we review the literature on teacher inquiry (TI) to explore the possibility that this process can equip teachers to investigate students’ learning as a step towards the process of formative assessment. We draw a distinction between formative assessment and summative forms of assessment [CRELL. (2009). The transition to computer-based assessment: New approaches to skills assessment and implications for large-scale testing. In F. Scheuermann & J. Björnsson (Eds.), JRC Scientific and technical reports. Ispra: Author; Webb, M. (2010). Beginning teacher education and collaborative formative e-assessment. Assessment & Evaluation in Higher Education, 35, 597–618; EACEA. (2009). National testing of pupils in Europe: Objectives, organisation and use of results. Brussels: Eurydice; OECD. (2010b). Assessing the effects of ICT in education (F. Scheuermann & E. Pedró, Eds.). Paris: JRC, OECD]. Our review of TI is combined with a review of the research concerning the way that practices with technology can support the assessment process. We conclude with a comparison of TI and teacher design research from which we extract the characteristics for a method of TI that can be used to develop technology-enhanced formative assessment: teacher inquiry into student learning. In this review, our primary focus is upon enabling teachers to use technology effectively to inquire about their students’ learning progress.  相似文献   

Reflective Practice through Critical Friendship: some possibilities     

Michael Golby  Rosemary Appleby 《Cambridge Journal of Education》1995,25(2):149-160

This paper examines a ‘critical friendship’ over a period of one school term. A secondary English teacher and a university lecturer in education came together in school to consider the possibilities for mutual professional development. They drew upon a belief that both their practices could be improved through mutual critical discussion. Here they present illustrations from their experience as a means towards a discussion of some principles for the development of participative reflective practice based on working partnerships. This experience and the lessons derived from it may be of relevance to others considering possibilities for forging stronger links between schools and higher education institutions. A general conclusion is that there are important practical constraints to come to terms with. Moreover, even in a relatively confident and relaxed working relationship there are great sensitivities on both sides. These need to be acknowledged, rather than submerged in mechanical routines.  相似文献   

Effects of televised modeling and active participation on rule-governed question production among native American preschool children     

Rosemary A. Swanson  Ronald W. Henderson 《Contemporary educational psychology》1977,2(4):345-352

Preschool native-American children were randomly assigned to observation of TV modeling only, observation of TV modeling plus active participation, and control conditions to determine if providing an opportunity to perform behaviors displayed by televised models is more effective than observational learning alone in inducing preschool children's rule-governed production of causal questions. Performance of both experimental groups was significantly superior to controls at posttesting, but only the TV plus active participation group surpassed controls at retention testing. The TV modeling plus participation group asked significantly more causal questions than the TV modeling only group on posttest and retention trials. Implications are discussed for social learning theory and research for instructional programming for minority group children who are faced with the requirements of two cultures.  相似文献   

The Social Construction of School Exclusion Rates: Implications for evaluation methodology     

Graham Vulliamy  Rosemary Webb 《Educational studies》2001,27(3):357-370

Experience from a three-year Home Office funded evaluation of a project intended to reduce school exclusions is used to explore methodological dilemmas raised by the current emphasis upon 'evidence-based' policy formation. The social construction of school exclusion rates poses problems of reliability and validity, especially when such rates are simultaneously being used for target setting. In principle, the concept of 'evidence-based' can refer to a wide variety of research questions and appropriate research methodologies. Despite this, moves towards interpreting 'evidence-based' as predominantly measurement and outcomes oriented can be found both in government evaluation guidelines and in procedures for systematic reviews of research. Given the complexity of educational innovations, any neglect of research into the processes of change in naturalistic settings will not only lead to a restricted awareness of a project's impact but also to a failure to understand what certain apparent outcomes actually mean.  相似文献   

Working Collaboratively on Topic Tasks     

Rosemary Webb 《Cambridge Journal of Education》1990,20(1):37-52

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Exploring teachers’ curriculum decision making: insights from history education     

Richard Harris  Rosemary Reynolds 《牛津教育评论》2018,44(2):139-155

This paper explores teachers’ decision making by examining the topics that 11 history teachers from 10 schools in England chose to teach and how they approached teaching these topics. Data were gathered from curriculum documents and semi-structured interviews in which teachers’ topic choices and approaches to history were explored. Most teachers adopted a disciplinary approach to history teaching but one focused on analytical structures rather than processes. Additionally the findings suggest a large degree of uniformity in the topics chosen despite the freedom provided within the policy documents for history teaching in England. Few teachers had given much consideration to approaches that demonstrate the ‘usability’ of history for young people. This suggests a need to engage teachers more fully in robust curriculum debates given their central role in enacting curricula.  相似文献