排序方式： 共有55条查询结果，搜索用时 31 毫秒
31.
Vernon Gayle Susan Murray Roxanne Connelly 《British Journal of Sociology of Education》2016,37(3):350-370
In Britain, educational qualifications gained at school continue to play an important and central role in young people’s educational and employment pathways. Recently there has been growing interest in documenting the lives of ‘ordinary’ young people. In this paper we analyse the Youth Cohort Study of England and Wales in order to better document the experiences of those with ‘middle’ levels of school General Certificate of Secondary Education (GCSE) attainment. The overall pattern of school GCSE attainment is one of increasing levels of performance. GCSE attainment is still highly stratified. Girls performed better than boys, and there were some marked differences in attainment for pupils from the main minority ethnic groups. Most notably, parental socio-economic positions are the most important factor. The analyses fail to persuade us that there are clear boundaries that demark a ‘middle’ category of school GCSE attainment. We conclude that sociologists should study ‘ordinary’ young people; however, school GCSE attainment is best understood as a continuum, and measures such as the number of GCSEs or point scores are preferable. 相似文献
32.
Alan J. Marsh 《Educational Psychology in Practice》2018,34(2):208-221
As UK governments continue with the economic policy of deficit reduction from 2010, many Local Authorities’ (LAs) Educational Psychology Services (EPSs) have begun to develop “traded” models of service delivery in order to maintain jobs and secure services. Nevertheless, EPSs still provide a core service delivery to schools, settings and geographical patches for statutory and pre-statutory work, which needs to be equitably distributed within the team to apportion demands and workloads. This article will discuss how a work-allocation model has developed in recent years, with reference to case studies from three diverse LAs. 相似文献
33.
Ken Reid 《Emotional and Behavioural Difficulties》2013,18(3):165-183
This paper presents the methodology and some of the findings on school behaviour obtained for the National Behaviour and Attendance Review (NBAR) in Wales. This work was undertaken over two years between 2006 and 2008. The Report was widely circulated in Wales to schools, local authorities, health and social service departments, as well as a wide range of professional and voluntary organisations in the autumn of 2008. The Review was written, led and chaired by the author. The Report was presented to the Minister for Children, Lifelong Learning and Skills and the Welsh Assembly Government, who subsequently endorsed the full Report on a cross-party basis. Thereafter, an Implementation Group was established to carry forward the 92 recommendations on attendance, behaviour, parenting, multi-agency working and children and young people. The methodology included both qualitative and quantitative approaches. This paper, however, focuses upon the findings obtained from the professional focus groups located throughout Wales during both Stage One and Stage Two of the review process. The evidence is discussed in context and both the core and supporting recommendations formulated from this approach are presented in the text. 相似文献
34.
Following from Lewis, Jones, and Baker (this issue), this article analyses the relationship between the new concept of “translanguaging” particularly in the classroom context and more historic terms such as code-switching and translation, indicating differences in (socio)linguistic and ideological understandings as well as in classroom processes. The article considers the pedagogic nature of translanguaging in terms of language proficiency of children, developmental use in emergent bilinguals, variations in input and output, relationship to the subject/discipline curriculum, deepening learning through language development, cognitive development, and content understanding, and the role of children, including Deaf children, and in the use of translanguaging in educational activity. The conceptualisation of translanguaging is also shown to be ideological. 相似文献
35.
John Jerrim Luis Alejandro Lopez-Agudo Oscar David Marcenaro-Gutierrez 《British Educational Research Journal》2022,48(3):420-445
In this paper we investigate the link between the language in which pupils take the Programme for International Student Assessment (PISA) test and the scores they achieve in this assessment, focusing upon the case of Wales. Using five rounds of PISA data and an instrumental variable approach, we show how pupils who took the test in Welsh score around 0.3 standard deviations (30 PISA test points) lower in reading, mathematics and science than their peers who took the test in English. This finding is robust to different model specifications and statistical approaches. We argue that this may indicate that the academic performance of teenagers in Wales may be underestimated in PISA – particularly amongst those who take this test in Welsh. 相似文献
36.
ABSTRACT The 1988 Education Reform Act legislated for a National Curriculum not for one nation but for two, Wales and England. This article reviews the way in which attempts to develop a distinctive curriculum in Wales for one subject, geography, were thwarted by the dominance among key policy‐makers in England of views about the study of place which were unsympathetic to the idea of the school curriculum being a vehicle for the development of a sense of community and national identity. Drawing on evidence from a survey of secondary school geography teachers in Wales, it considers the extent to which the teaching of geography is seen by teachers as a means of achieving such educational goals. 相似文献
37.
Leslie J. Francis David W. Lankshear Emma L. Eccles 《British Journal of Religious Education》2020,42(1):56-64
AbstractAs a consequence of the 1944 Education Act church schools were given the choice of opting for voluntary controlled status or for voluntary aided status. In voluntary aided status the Church had more control but carried greater costs. Within England and Wales this distinction is still maintained. This study measures the attitude toward Christianity of 4581 year 4, 5 and 6 students (8- to 11-years of age) attending 87 Church in Wales primary schools, and compares the responses of 1678 students attending controlled schools with the responses of 2903 students attending aided schools. After controlling for sex, age and frequency of church attendance, voluntary aided status is associated with a more positive attitude toward Christianity. In other words, aided status does make a difference to the attitudinal dimension of students’ religiosity. 相似文献
38.
David James 《Journal of Education & Work》2019,32(3):251-265
ABSTRACTIn the context of devolution, this paper argues that there is a distinctively Welsh flavour to FE and Skills policy, but that its nature and formation needs to be understood both intrinsically and relationally, especially in terms of its relationship to parallel policy developments in England. Consideration is given to structural aspects and significant changes in the ‘economic narrative’, and also to the reflection of certain values in policy and policy mechanisms. It is argued that policy learning of a sort visible in the realm of economic innovation is not yet apparent in the FE and Skills arena in Wales, where an avoidance of key features of English policy remains a touchstone. Finally, the paper sets out how a ‘relational’ approach is particularly helpful in appreciating these issues and in understanding the challenges in a major FE and Skills reform process in Wales. 相似文献
39.
This paper reports on an interview study of eight teachers engaged in the Sustainable Schools Programme (SSP) in New South Wales, Australia. Teacher views on key components of education for sustainability are compared with the underlying socially critical approach of the SSP and the NSW policy on environmental education. Their views on active student engagement in the SSP are also revealed. The findings, which indicate that some teachers hold a view of education for sustainability consistent with key assumptions inherent in the SSP, are encouraging. However, remarks by most of the teachers suggest that wider professional support is needed if the SSP, and indeed the NSW policy on environmental education more broadly, are to be implemented as intended. 相似文献
40.
John Furlong 《Teachers and Teaching》2019,25(5):574-588
ABSTRACTFor nearly 40 years the quality and value of the contribution of universities to initial teacher education has been brought into question. This is particularly so in England where the ongoing ‘discourse of derision’ has resulted in universities no longer being seen as necessary partners in the process. More recently, similar challenges have taken place in other countries such as USA and Australia. However in 2013, when the Welsh Government turned its attention to the apparent low quality of its current provision, rather than challenging the role of universities, it chose to strengthen their contribution. There were however to be important changes that insisted that universities put the student teacher learning at the heart of course planning, that universities clarify their own distinctive contribution and that they work in close collaboration with schools. While this approach to initial teacher education is not new, this is the first time that such a model has been implemented on a national scale. This paper outlines the nature, rationale and underlying research for the reforms in Wales. It concludes by speculating on their likely impact in raising the quality of provision and securing the future contribution of universities to teachers’ learning. 相似文献