Showing papers in "British Journal of Educational Studies in 1992"

Learning to Teach in Higher Education

Abstract: Part 1: Learning and Teaching in Higher Education 1.Introduction 2.Ways if Understanding Teaching 3.What Students Learn 4.Approaches to Learning 5.Learning form the Student's Perspective 6.The Nature of Good Teaching in Higher Education 7.Theories of Teaching in Higher Education Part 2: Design for Learning 8.The Goals and Structure of a Course 9.Tecahing Strategies for Effective Learning 10.Assessing for Understanding Part 3: Evaluating and Improving the Quality of Teaching and Learning 11.Evaluating the Quality of Higher Education 12.What Does it Take to Improve Teaching?

The Learning University: Towards a New Paradigm?

Abstract: Old assumptions and new practices change and higher education - the new discourse missions, aims and objections - what may be new? out of the box - continuing education university-wide finishing school or service station - what mix? access, quality and success - old and new criteria staff development and organizational learning the fallacy of the ivory tower.

Standards and quality in education

Abstract: (1992). Standards and quality in education. British Journal of Educational Studies: Vol. 40, No. 1, pp. 4-22.

Understanding teaching : beyond expertise

Abstract: Emphasizing the folk wisdom of teachers' classroom practice, their significant routines and how they are undermined by imposed innovations and the importance of teachers' tacit knowledge, the author argues that change should not be introduced against the grain of teacher intuition.

Becoming a Reader: The Experience of Fiction from Childhood to Adulthood

Abstract: Introduction 1. Early childhood: the reader as player 2. Later childhood: the reader as hero and heroine 3. Adolescence: the reader as thinker 4. College and beyond: the reader as interpreter 5. Adulthood: the pragmatic reader.

Initial teacher education : policies and progress

Abstract: Background information and a justification for well-planned stages of professional education and training, as well as a comparison of the present system in Britain with those in other countries. Arguments for alternative structures are considered along with recent government initiatives.

National curriculum in Australia: An instrument of corporate Federalism

Abstract: (1992). National curriculum in Australia: An instrument of corporate Federalism. British Journal of Educational Studies: Vol. 40, No. 3, pp. 218-238.

Assessment in Early Childhood Education.

Abstract: Introduction Concepts of Assessment - Vic Kelly An Overview Progression, Observation and Assessment in Early Education - Geva Blenkin The Context Assessment and the Nursery Curriculum - Victoria Hurst and Margaret Lally Assessment in Nursery Education - Margaret Lally and Victoria Hurst A Review of Approaches Assessment at Key Stage 1 - Marian Whitehead Core Subjects and the Developmental Curriculum Assessment at Key Stage 1 - Sue Pidgeon Teacher Assessment through Record-Keeping Bilingualism and Assessment - Eve Gregory and Clare Kelly In Conclusion - Geva Blenkin and Vic Kelly

Primary school teacher‐time and the national curriculum: Managing the impossible?

Abstract: (1992). Primary school teacher‐time and the national curriculum: Managing the impossible? British Journal of Educational Studies: Vol. 40, No. 2, pp. 163-173.

The changing work of infant teachers: Some policy issues

Abstract: The first comprises key empirical studies in this country (egs. Hilsum & Cane, 1971; Hilsum & Strong, 1978), which mapped out baseline data on the working days of junior and secondary school teachers. The studies were influential in dispelling the myth of teaching as a 'nine-to-four' job, primarily because they showed that a substantial proportion of working time was spent out of contact with pupils. However, the data are twenty years old, and there has been no systematic follow-up, although recent atheoretical surveys of teacher time spent on work (egs. NAS/UWT, 1990; Campbell & Neill, 1990; Lowe, 1991) provide a limited basis for bringing the empirical picture up to date. A second group of studies, mainly enquiries of a conceptual kind, concerns the politics and sociology of teaching. Some of these (egs. Grace, 1978; Burgess, 1983) have contributed to our understanding of the experience of teaching in the institutional context of secondary schools. There has been international interest in the politics of teachers' work (egs. Connell, 1985; Lawn & Grace, 1987; Reyes, 1990) and a renewed interest in teacher professionalism and teachers' organisations (egs. Ozga & Lawn, 1981; Lawn, 1985; Ozga, 1987; King, 1987; Poppleton & Riseborough, 1990). A perspective on teachers' careers (Sikes et al. 1985) and in particular gender-related opportunities (egs. Purvis, 1981; Delyon & Widdowson Migniuolo, 1989; Skelton, 1987) has also characterised recent work. Insofar as these conceptual studies have placed teaching as work into a central frame of analysis they are useful, but they have four substantive limitations.

Quality control in teacher education

Abstract: (1992). Quality control in teacher education. British Journal of Educational Studies: Vol. 40, No. 1, pp. 38-50.

Discipline in Schools : Psychological Perspectives on the Elton Report

Abstract: Chapter 1. Discipline in Schools: The Report of the Committee of Enquiry Chaired by Lord Elton Roy Bennett Chapter 2. Teacher Training and Classroom Discipline Frank Merrett and Kevin Wheldall Chapter 3. Discipline is for the Whole School Ted Glynn Chapter 4. Keeping Them Clever: Preventing Learning Difficulties From Becoming Behaviour Problems Colin Smith Chapter 5. Whole School Approaches to Disruption: What Part Can Psychology Play? Robert Burden Chapter 6. Effective Classroom Behaviour Management: Positive Teaching Kevin Wheldall and Frank Merrett Chapter 7. An Ecosystemic Approach to Classroom Behaviour Problems Paul Cooper and Graham Upton Chapter 8. Good Relationships and Classroom Management Skills Nigel Hastings Chapter 9. Discipline in Schools: A Concluding Report Josh Schwieso.

Quality control in higher education

Abstract: The danger in writing on this issue currently is that one becomes trapped in the here and now, in the particularities of the current debate in the context of the White Paper, Higher Education: A New Framework. 1 I propose to begin with this but to move on to much broader and more fundamental issues.

Lessons in Cross-National Comparison in Education

Abstract: DOCUMENT RESUME

Quality control in education and schools

Abstract: Here, Mortimore extends the discussion by Pring in Chapter 1 on quality and standards. Mortimore calls for the de-politicization of education, and explores quality control in schools. He suggests schools should themselves be able actively to define what they consider to be quality, to pinpoint clear standards of achievement, and to decide exactly how these are measured. He rejects league tables which compare raw achievement scores, because no account is taken in these statistics of how far a child has developed.*INTRODUCTIONIn current debates about education, the terms ‘quality control’ and ‘standards’ are frequently heard. They are used interchangeably in relation to claims about whether things are getting better or worse. Given that education is one of the major spending departments of government, it is not surprising that there is so much debate about whether value for money is being achieved. Yet one unfortunate characteristic of much of the debate carried out in recent times is that the message has been premised more on rhetoric than on evidence. Underpinning this rhetoric, however, are some fundamental questions. In his paper, Richard Pring (1991) draws attention to the debate between different views of education, liberal education and vocational education. Whilst using slightly different terms, in a recent article Carolyn Stone and I described the conflict between seeing education as an instrumental activity designed to achieve specifiable and uncontroversial educational goals and the Aristotelian view of education as an ethical activity guided by values which, themselves, are open to continual debate and refinement by those practitioners and other members of society (Mortimore and Stone, 1991). These views represent contrasting positions. For many people, however, education must be about both elements. It must be about the development, to the maximum potential, of all individualsjust as it must be about developing the maximum potential of our society with its specific needs and requirements. Ideally, there would be little conflict between these two needs and it would be possible to develop to the maximum individuals within a context that is good for society as a whole.

Initial teacher training: the professional route to technician status

Abstract: Summary Trends in the status of teacher education can be examined through proposals for alternative models of course structure and delivery and the implications of these for teacher trainers and teachers. This paper implies that there exists a political will to move responsibility for teacher training from Colleges of Education and Universities to ‘training’ schools. It indicates that, while the introduction of a market led education service suggests greater autonomy for teachers and schools, the reality is that through strengthening the role of bureaucracy in education, the Government retains strong central control over the whole service.

Understanding Intelligence@@@Intelligence and Realism: A Materialist Critique of IQ

Abstract: Introduction - individual social differences fundamental contradictions in Binet's theory the pyschometric g reconsidered processes of behaviour or organs of the mind? positivism and the \"construct of intelligence\" the new test and measurement revisionism intelligence and measurement revisionism rethinking scaling and measurement in psychometry the real problem of test bias.

Schools and universities in the training of teachers: The demonstration school experiment 1890 to 1926

Abstract: Government is currently undertaking a rare review of the way teachers are trained as part of its decade of educational reforms. Grave disquiet has been expressed by Ministers over the adverse effects of many years of inept experimentation and adherence to dubious ideologies. Particularly singled out for attack has been a supposed preoccupation with the theoretical aspects of professional training. The absence of substantial research in the important area of teacher training makes such opinions a matter ofjudgement and there is a contrary school of thought which argues that the professional induction of teachers this century has been anything but radical, being characterised by adherence to traditional practices and conventions. The present interest by government is exceptional, no government since the war having shown any serious interest in the complex and difficult processes which by common consent among educationists for generations, are desirable to produce a highly educated and competent teaching force. It may be instructive in a period of controversy at the end of the century to draw attention to an experiment at its beginning which raised many of the same issues. The example has been chosen because at its centre was the theory/ practice dichotomy which was then becoming a debating point as knowledge of child development increased, as the processes of education come under scrutiny, as notions of teacher professionalism evolved, but most of all, as the universities engaged in the training of teachers and judged the traditional methods of the training colleges and pupil teacher system to be restrictive and inflexible. How far university involvement was in fact radical and innovative must remain speculative as little research has probed this important extension of professional training. It is clear, however, that J. J. Findlay, from 1903 Professor of Education in the University of Manchester, was one of the few to have a clear perception of what that role entailed. In his Inaugural lecture, The Training of Teachers', he