THE PLOWDEN REPORT'S RECOMMENDATIONS FOR IDENTIFYING CHILDREN IN NEED OF EXTRA HELP     

Neil Ferguson  Patricia Davies  Roy Evans  Phillip Williams 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):210-213

The inadequacies of an area or school‐based approach to the problem of identifying children who are in need of extra help at school are illustrated with data collected from the infant reception classes of 12 schools. These sample schools were each nominated for one of three categories according to the characteristics of the areas which they served. The two local education authorities involved each nominated an advantaged school, a settled working‐class school, and four deprived schools. The socio‐economic and developmental characteristics of the infant reception class intakes of these categories of school type were examined. The findings were that categories of school type are not as socio‐economically disparate as may often be assumed; and that there appears to be a sizeable relationship between school type and the school entrants’ developmental characteristics, but there are too many exceptions to this general trend to justify the use of school characteristics for identifying ‘children at risk’.  相似文献   

SUNDAY SCHOOL TEACHERS AND TEACHING: MEMORIES AND METAPHORS     

Laura B. Lewis 《Religious education (Chicago, Ill.)》2013,108(3):385-401

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Book Reviews     

Roy Lowe 《History of education》2013,42(3):309-319

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New Horizons for Environmental Education     

Wilhelmina Hill  Roy C. White 《The Journal of environmental education》2013,44(2):43-46

Abstract

Ecology and Our Endangered Life-Support Systems, Eugene P. Odum. Sunderland, Massachusetts: Sinauer Associates, Inc., 1989. 283 pages. Paperback, $15.95. Reviewed by Frank Knight.

Nontoxic, Natural, &; Earthwise, Debra Lynn Dadd. Los Angeles, Jeremy P. Tarcher, Inc. 1990. 360 pages. Paperback, $12.95. Reviewed by Diane Wiessinger.

Dreamers and Defenders: American Conservationists, Douglas H. Strong. Lincoln and London: University of Nebraska Press, 1988. 295 pages. Paperback, $9.95. Reviewed by John F. Disinger.

Seabrook Station: Citizen Politics and Nuclear Power, Henry F. Bedford. University of Massachusetts Press, 1990. 224 pages. Hardback, $22.95. Reviewed by Margaret Millett Zemach.  相似文献   

The swinging of a pendulum     

Roy Richards 《Education 3-13》2013,41(1):23-28

This paper reports on the findings of a funded research project that explores the implementation of the Every Child Matters (ECM) agenda within the Greater Merseyside area. The research team explore how primary schools and external agencies are currently working together to deliver this agenda in order to highlight areas of good practice as well as potential sites of conflict. The aim is to develop an effective response to the challenges currently faced by schools and other agencies in meeting the requirements of the principles underpinning the ECM agenda. The research project implemented a mixed-method case-study approach, using questionnaires, policy documentation and stakeholder interviews as data sources. Responses were elicited from members of school staff, parents and professionals from the education welfare, health and social services to gauge their perceptions of how well they felt schools and agencies were responding to the challenges of implementing the ECM agenda. There is strong evidence of effective multi-agency working, particularly in relation to children who are ‘at risk’ or have special educational needs, and in terms of contributions to the curriculum and life of the school for all pupils. There are also clearly identified areas for further development, for example on shared operational frameworks. There are also concerns that poor resourcing and a lack of practical support could hamper the embedding of reforms.  相似文献   

Planned educational change in Japan: the case of elementary science instruction   总被引：1，自引：0，他引：1  

Catherine Lewis  Ineko Tsuchida 《教育政策杂志》2013,28(5):313-331

Available evidence suggests that Japanese elementary science education has shifted, in recent decades, away from lecture‐style, rote ‘teaching as telling’ toward ‘teaching for understanding’. How has this change been accomplished? Drawing on our ongoing study of innovations in Japanese elementary science instruction, we describe three features of the Japanese system that may facilitate planned change. First, we describe Japan's broad national goals for elementary education and the alignment of textbooks with these goals. We point out that Japan's national goals focus on the whole child (social, ethical and intellectual development), a breadth which, we speculate, may reduce the kind of pendulum swings between goals of academic and social development that have plagued some other countries’ educational policies. In addition, we note that the national goals are abstract and are translated into classroom practice through the collaborative work of teachers. Second, we describe three routes through which the national goals are translated into classroom practice: research lessons, teachers’ research groups, and national elementary schools. Finally, we speculate on some elements of the educational context (for example, collaborative habits and norms, beliefs about the pace and nature of change, and the practice of self‐critical reflection) that may support planned educational change in Japan.  相似文献   

A Newark High School Tests Two Approaches to Poetry     

Alexander Lewis  Henry M. Goldstein  Leon Mones 《Clearing house (Menasha, Wis.)》2013,86(4):241-243

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Dowagiac High School’s Conduct Questionnaire     

James A. Lewis 《Clearing house (Menasha, Wis.)》2013,86(6)

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Audiences and Providers of Distance Education     

R. Roudi Nazarinia Roy  Walter R. Schumm 《The American journal of distance education》2013,27(4):209-225

Abstract

As noted by Moore (2007 Moore, M. G. 2007. “The handbook in brief: An overview”. In Handbook of distance education, 2nd, Edited by: Moore, M. G. xv–xxix. Mahwah, NJ: Erlbaum.  [Google Scholar], xxiii), the fifth section of the second edition of the Handbook of Distance Education focused on “some of the main consumers and suppliers of distance education programs,” including elementary and secondary education, community colleges, universities, the corporate sector, continuing professional education, the armed forces, and the virtual organization. Each chapter considered the historical development of distance education within each arena as well as policy developments and possible future trends.  相似文献   

Moving Beyond the Politics of Exclusion of Sexual Minorities in Schools     

Debra A. Harley 《Equity & Excellence in Education》2013,46(4):381-383

Macgillivray, I. K. (2004).

Sexual orientation & school policy: A practical guide for teachers, administrators, and community activists.

New York: Rowman & Littlefield Publishers.

ISBN 0-7425-2508-2 Paperback. 224 pages. $26.95.  相似文献