WHAT IS THE PURPOSE OF LEARNING SCIENCE? AN ANALYSIS OF POLICY AND PRACTICE IN THE PRIMARY SCHOOL     

Sandra  Eady 《British Journal of Educational Studies》2008,56(1):4-19

ABSTRACT:  The paper explores the current rationale for primary science in England with a focus on how competing perspectives arising from perceptions of educational ideology and policy discourse have helped to shape current practice. The aim will be to provide a conceptual understanding of this by focusing specifically on how policy has influenced practice. In particular it will consider the way in which discourse and policy text have contributed to the emergent rationale for primary science which in many ways reflects conflicting influences, views and policies. Data were collected over a year from a regional survey and from four case-study primary schools. The findings suggest that teachers in primary schools face tensions between promoting both an educational and a political rationale for learning primary science. The paper will conclude by suggesting that the justification for primary science should be based on what we already know about how children learn science as well as helping them to develop an understanding of science and how it influences and is intrinsically linked to the needs of society.  相似文献   

Canadian university students’ gendered attitudes toward plagiarism     

Sahar Bokosmaty  John Ehrich  Michelle J. Eady  Kenton Bell 《Journal of Further & Higher Education》2019,43(2):276-290

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An Investigation of Possible Correlation of General Anxiety with Performance in Eleven‐plus Scores in Year 6 Primary School Pupils     

Sandra Eady 《教育心理学》1999,19(3):347-359

ABSTRACT This study focuses on measuring levels of anxiety experienced by 11‐year‐olds in their last year at primary school and aims to investigate the effect of anxiety on pupils’ performance in eleven‐plus tests. The Taylor Manifest Anxiety Test was used to determine individual levels of anxiety amongst a Year 6 cohort. Their final test scores in the eleven‐plus examination were used as a measure of their overall performance. Correlations were carried out to see if there was any link between levels of anxiety and performance in eleven‐plus for the group as a whole and in terms of gender. There appeared to be no significant link between levels of high anxiety and poor exam performance. However, although there seemed to be no apparent correlation, highly anxious boys performed well in the eleven‐plus examination, as did highly anxious girls.  相似文献