Irish primary school children's definitions of ‘geography’     

Susan Pike 《Irish Educational Studies》2013,32(1):75-91

This research reviews a sample of fifth-class children's definitions of geography. It was carried out after the publication of the Revised Primary School Curriculum (1999) but before any staff development had taken place for the implementation of this curriculum. Since the data was collected, staff development for the 1999 curriculum in geography has been timetabled for the 2005–2006 school year.

The data collected revealed most children had a clear idea what geography was, with the majority of children (97.3%) referring to one or more aspects of geography. Over half the children defined geography as being about themes and places. A clear emphasis on the learning of place names and fact learning came through in definitions. There were limited references to learning key ideas or concepts. Skills, with the exception of ‘maps’, were mentioned by few children. No child mentioned fieldwork. The definitions written by the children tended to reflect geography topics they had covered in school textbooks. The findings suggest areas of the 1999 curriculum that will be new to teachers and children and point to the challenges for the implementation of the curriculum.  相似文献   

Transaction and transformation at Trinity: private sponsorship,core values and Christian ethos at England's most improved academy   总被引：3，自引：2，他引：1  

Mark A. Pike 《牛津教育评论》2013,39(6):749-765

The Academies Programme in England, whereby new schools may be privately sponsored and managed but publicly funded, has expanded rapidly with over 200 academies already open before 2010 and many more likely given the education policies promoted by Michael Gove as Conservative Secretary of State for Education. A significant number of academies are sponsored by Christian organisations and this article draws upon the author's recent case study of Trinity Academy which has both a business sponsor and a Christian ethos. Trinity Academy, which is located at the heart of a former mining community in South Yorkshire and serves a social priority area with a history of educational underachievement, was designated ‘England's Most Improved Academy’ and the ‘Most Improved School in Yorkshire and Humberside’ just prior to the commencement of the research. In this article the contribution made by Trinity is assessed and the perspectives of sponsor, school leaders, teachers and 14‐year‐olds are evaluated. The concept of the ‘transaction’ to indicate exchange and interdependence informs both research design and analysis. The nature and quality of transactions between those who ‘author’ the authorised ‘texts’ of school life and the young people and teachers who ‘read’ and respond to these value‐laden ‘texts’ at Trinity Academy are reported. The conclusion is drawn that transactions between Trinity Academy's students, its ‘secular’ core values and its Christian ethos, and also between the public and private sectors, have supported an innovation in schooling that has transformed the opportunities and life‐chances of young people. Transactions such as those at Trinity are advocated as an ethical and socially just means of bringing about transformation in educational attainment while providing moral education that fosters autonomy and critical thinking.  相似文献   

NSSE Benchmarks and Institutional Outcomes: A Note on the Importance of Considering the Intended Uses of a Measure in Validity Studies     

Gary R. Pike 《Research in higher education》2013,54(2):149-170

Surveys play a prominent role in assessment and institutional research, and the NSSE College Student Report is one of the most popular surveys of enrolled undergraduates. Recent studies have raised questions about the validity of the NSSE survey. Although these studies have themselves been criticized, documenting the validity of an instrument requires an affirmative finding regarding the adequacy and appropriateness of score interpretation and use. Using national data from NSSE 2008, the present study found that the NSSE benchmarks provided dependable means for 50 or more students and were significantly related to important institutional outcomes such as retention and graduation rates.  相似文献   

'The Money's Good,The Fame's Good,The Girls are Good': The role of playground football in the construction of young boys' masculinity in a junior school     

Jon Swain 《British Journal of Sociology of Education》2000,21(1):95-109

This paper looks at the influential part played by the game of football in the social construction of hegemonic masculine practices among a group of Year 6 boys in an English junior school, which is an area that remains under-researched. Football forms a large part of school life for many children (the majority of whom are boys) and is sated with masculinising associations: this paper argues that football acts as a model for the boys, and they use the game as a way of constructing, negotiating, and performing their masculinity. Football is seen as a key signifier of successful masculinity, and its practices are a major influence on hegemonic masculinities, which are performed and defended in relation to other masculinities and femininities that become subordinated and marginalised. Girls are excluded from the games, along with some of the boys in the subordinated group who become feminised by their lack of skill and competence, and are subjected to homophobic abuse, as the hegemonic group acts within the 'cultural imperative' of heterosexuality. The games of playground football are viewed as a series of ritualised and fantasised performances, and this paper proposes that the body plays an essential role in the formation of masculine identities, with competitive displays of skill and strength. The school policies and organisation of football are also considered, and the power struggles and tensions this causes, not only between pupils, but also between teachers and pupils, and between teacher and teacher.  相似文献   

Technology in Science Teacher Education: Survey of Current Uses and Desired Knowledge among Science Educators     

Jon E. Pedersen  Randy K. Yerrick 《Journal of Science Teacher Education》2000,11(2):131-153

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Editorial: Intelligent Information and Communications Technology for education and training in the 21st century     

Linda La Velle  & Jon Nichol 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(2):99-107

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What publishers need in international copyright treaties     

Jon A. Baumgarten 《Publishing Research Quarterly》1992,8(2):12-20

Publishers may reasonably expect international copyright treaties to (1) assurerecognition of publishers' contributions to literary works, (2) provide legal and politicalsecurity in the preservation of exclusive rights, (3) maintainpredictability in the contours of international commercial life, (4) establish standards ofenforcement, (5) beadaptable to rapidly changing technologies, and (6) conveydirection so that the copyright monopoly serves rather than subverts the values of free expression. Jon A. Baumgarten is a partner in Proskauer Rose Goetz & Mendelsohn, Washington, D.C., New York, California, London, Paris, and Brussels. He is a former general counsel, U.S. Copyright Office, and serves as copyright counsel to the Association of American Publishers. The views expressed here are the writer's and do not necessarily represent positions of the AAP. This article was adapted from a presentation at the seminar “East Meets West: Copyright and the Publisher in a Market Economy”, Hamburg, March 1991.  相似文献   

Assessment measures     

Gary R. Pike 《Assessment Update》1989,1(4):8-9

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Factors Behind Decentralisation in Education Systems: a comparative perspective with special reference to Norway     

Jon Lauglo 《Compare》1990,20(1):21-39

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Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs     

Julie A. Thomas  Jon E. Pedersen  Kevin Finson 《Journal of Science Teacher Education》2001,12(4):295-310

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