Children's views of Teaching Assistants in primary schools     

Clare Fraser  Sara Meadows 《Education 3-13》2013,41(4):351-363

This study reports primary children's perceptions of the role of the Teaching Assistant (TA) in three state primary schools in South West England. Through the use of a questionnaire and semi-structured interviews, an exploration was made of how children view TAs, who are commonly found delivering the curriculum alongside the teacher in the classroom. A simple questionnaire was completed by 419 junior children and 86 infant and junior pupils were interviewed, giving children a ‘voice’ about an environment which they inhabit for a substantial proportion of their lives. The results show that children between the ages of 5–11 perceive the role of the TA to be of value and their work to be useful and helpful. Their accounts of the TAs' work in general and in relation to themselves, in particular, were clear and insightful. They distinguish between teacher and TA in terms of training, vocation and responsibility. Most children consider themselves to be confident and willing to ask for help but a significant minority reported that they preferred not to ask for help. The implications of the findings for further research on children's views and for educational practice are discussed.  相似文献   

Elinor M. Brent-Dyer’s Chalet School Series: Literature as an Historical Source     

Clare Lidbury 《Children‘s Literature in Education》2013,44(4):345-358

This article examines whether Elinor M. Brent-Dyer’s Chalet School books—a series of girls’ school stories spanning the late 1920s to the early 1970s—can be regarded as historical sources for the study of physical education and dance in girls’ boarding schools during this period. An overview of her experience as teacher and headmistress, an examination of the training and role of PE teachers during this time, and observations on the role other staff played in games coaching and dance teaching confirms that this children’s literature is an accurate representation. The incorporation of contemporary details in her writing, through referencing current events for example, strengthens the case for acknowledging this. However it is concluded that the source becomes less accurate in the latter half of the series when Brent-Dyer lost contact with the education world and with young people.  相似文献   

The Effects of Class Size on Classroom Processes: 'It's a Bit Like a Treadmill – Working Hard and Getting Nowhere Fast!'     

Peter Blatchford  & Clare Martin 《British Journal of Educational Studies》1998,46(2):118-137

Despite current moves in the UK to limit class sizes for young children in school, there is still a disturbing lack of research evidence on the effect of class size differences on pupils' educational progress and experience. Past research has concentrated on the effects on outcomes such as pupils' school attainments in basic areas. Much less is known about classroom processes that might mediate any such effects, though such knowledge is more useful for practice and policy. Drawing on a current programme of research at the Institute of Education, University of London, this paper identifies five processes likely to be connected to class size: within class grouping practices, the nature and quality of teaching, pupil attention in class, pupil adjustment to school and effects on teachers' morale, stress and enthusiasm. Relevent research is reviewed, and in line with this research the paper concentrates on the primary school years.  相似文献   

Studies in mustard seeds and substitutes: I. Chinese colza (Brassica campestris chinoleifera Viehoever)     

Arno Viehoever  Joseph F. Clevenger  Clare Olin Ewing 《Journal of The Franklin Institute》1921,191(4):543-544

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Call for papers for a Special Themed Issue of Literacy: Assessment,Accountability and Policy – April 2017     

David Reedy  Clare Dowdall  Jill McClay 《Literacy》2016,50(1):52-52

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Editorial     

Jill McClay  Clare Dowdall 《Literacy》2016,50(2):53-54

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Editorial          下载免费PDF全文

Jill McClay  Clare Dowdall 《Literacy》2015,49(3):113-114

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Oppression: the experiences of a lesbian teacher in an inner city comprehensive school in the United Kingdom     

Clare Sullivan 《Gender and education》1993,5(1):93-101

This article deals with the everyday working life of a lesbian teacher working in a secondary school. It compares her experiences and the problems she faces with those of other lesbian and gay teachers.  相似文献   

TAFE to higher education: Pathway to mid-career upgrading     

Clare McBeath 《The Australian Educational Researcher》1989,16(3):45-52

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‘Girls can like boy toys’: junior primary school children's understandings of feminist picture books     

Clare Bartholomaeus 《Gender and education》2016,28(7):935-950

Few studies have examined children's understandings of feminist picture books, and thus their potential usefulness for disrupting dominant discourses and providing alternate storylines. This article draws on research conducted in Australia with a class of 6- and 7-year-olds, examining students’ responses to four feminist picture books. The students provided diverse responses to the books, at times reflecting what I viewed as the (feminist) messages of the books and sometimes picking up on other themes or (re)interpreting them as supporting dominant gender discourses. The challenges to understanding the books in straightforward ways related both to the books themselves as well as the gender discourses available to the students. This article argues that there are three key challenges to the feminist potential of these books: a reliance on categories of ‘girl’ and ‘boy’, children's lack of identification with book characters, and the influence of intertextual knowledge.  相似文献