Showing papers by "All Saints' College published in 1998"
TL;DR: In this paper, the authors describe a test, covering 155 third-year undergraduates in 15 different institutions, to examine the extent to which certain core first-year material is retained and understood.
Abstract: The paper describes a test, covering 155 third‐year undergraduates in 15 different institutions, to examine the extent to which certain core first‐year material is retained and understood. The topics considered explore ideas such as the definition of differentiability, the principle of mathematical induction, understanding of basis and dimension, and perceptions about the real numbers. Also included are a question in mechanics and one on elementary aspects of group theory. As well as recording the students’ results (according to the criteria set out below), the paper includes an; lysis of the answers given by the students to each question and also some of their comments, as recorded on their scripts. Their misconceptions indicate that the foundations laid in the first year, on which their subsequent knowledge is built, is often very flimsy. Data collected include information on the final degree award of most of the test group. It is found that even among those students who subsequently achieved good degre...
35 citations
TL;DR: In this paper, the authors examined the role and significance of co-operation between small primary schools in rural areas across England and Wales and found that despite recognition of these detrimental pressures, clustering is likely to remain central to a wider set of local coping strategies which are making a significant contribution to the viability of rural education provision.
Abstract: Summary This paper examines the role and significance of co‐operation (clustering) between small primary schools in rural areas across England and Wales. By increasing the range of resources available and enlarging staff and pupil peer groups, clustering can counter many of the challenges that confront curriculum delivery in small schools. However, effective inter‐school liaison can be impeded by fears surrounding the loss of individual school autonomy and logistical barriers caused by the nature of rural localities. Just as significantly, reductions in local authority support for cluster schemes combined with increased incentives to compete for pupils may be curtailing useful co‐operation. Findings from a sample of small‐school headteachers suggest, however, that despite recognition of these detrimental pressures, clustering is likely to remain central to a wider set of local coping strategies which are making a significant contribution to the viability of rural education provision.
30 citations
TL;DR: The authors argued that the debate was not only over-polarised but that it did not take appropriate account of a scholarly review of related research by Professor Jeanne Chall which had been published a few years earlier.
Abstract: Summary This paper re‐examines some aspects of the ‘real books‐reading scheme books’ debate which erupted into the British literacy education field a decade ago. It argues that the debate was not only over‐polarised but that it did not take appropriate account of a scholarly review of related research by Professor Jeanne Chall which had been published a few years earlier. Subsequent research has further supported Chall's arguments. The paper indicates how the use of reading scheme and real books can be reconciled in curriculum programmes which are sensitive to how learning needs change in the course of early literacy development. It also notes the related significance of some current developments in the field, such as the National Literacy Project and the Literacy Task Force.
6 citations