Showing papers in "Educational Review in 2003"
Journal Article•
TL;DR: For instance, this paper found that the learning styles, attitudes, and approaches of high school students differ from those of twenty-twenty-year-old college students, and that the styles and attitudes of adult learners differ yet again.
Abstract: STUDENTS n essential component of facilitating learning is understanding learners. The learning styles, attitudes, and approaches of high school students differ from those of eighteento twenty-twoyear-old college students. The styles, attitudes, and approaches of adult learners differ yet again. How well do college and university faculty, administrators, and staff understand these differences? How often do they take the differences into account when designing programs or courses? Boomers Gen-Xers Millennials
946 citations
Journal Article•
TL;DR: For example, this article found that most technology-based courses produce learning outcomes that are simply "as good as" their traditional counterparts, in what is referred to as the "no significant difference" phenomenon.
Abstract: Every college and university in the United States is discovering exciting new ways of using information technology to enhance the process of teaching and learning and to extend access to new populations of students. For most institutions, however, new technologies represent a black hole of additional expense. Most campuses have simply bolted new technologies onto a fixed plant, a fixed faculty, and a fixed notion of classroom instruction. Under these circumstances, technology becomes part of the problem of rising costs rather than part of the solution. In addition, comparative research studies show that rather than improving quality, most technologybased courses produce learning outcomes that are simply “as good as” their traditional counterparts—in what is often referred to as the “no significant difference” phenomenon. 1 By and large, colleges and universities have not yet begun to realize the promise of technology to improve the quality of student learning and reduce the costs of instruction.
494 citations
TL;DR: This paper explored the limitations of education for national citizenship, and reflected on the deficit models of young people which are often presented in justifying citizenship education, and concluded that a re-conceptualised education for cosmopolitan citizenship needs to address peace, human rights, democracy and development, equipping young people to make a difference at all levels, from the local to the global.
Abstract: Since citizenship is a contested concept, education for citizenship is also a site of debate and controversy. This article explores the limitations of education for national citizenship, and reflects on the deficit models of young people which are often presented in justifying citizenship education. Extending political theorist David Held's model of cosmopolitan democracy, the authors propose the term education for cosmopolitan citizenship. They explore the features of education for citizenship in the context of globalisation, noting that citizenship education addresses local, national, regional and global issues. Such a perspective is critical in preparing young people to live together in increasingly diverse local communities and an interdependent world. The authors report on research carried out with young people living in multicultural communities in Leicester, UK, to explore understandings of community and levels of civic engagement. They explore the multiple identities and loyalties of these young people and identify sites of learning for citizenship in homes and communities. Drawing on these findings, the article concludes that a re-conceptualised education for cosmopolitan citizenship needs to address peace, human rights, democracy and development, equipping young people to make a difference at all levels, from the local to the global.
318 citations
TL;DR: In this article, the authors highlight some key principles and precedents in the emergence of global education in the UK and North America and identify the core elements that need to be present before any initiative can claim to be "global education".
Abstract: With the Department for International Development (DfID) funding being made available to support a 'global dimension' in the school curriculum it seems an appropriate time to review the field of global education in the UK. This article therefore highlights some key principles and precedents in the emergence of this field in the UK and North America. It identifies the 'core elements' that need to be present before any initiative can claim to be 'global education' and concludes with a note on appropriate use of 'global' terminology.
196 citations
TL;DR: In this paper, the authors argue that rather than endeavouring to develop improved tools to undertake the educational psychologist's traditional functions (classification, prediction, selection), they should seek a paradigm shift in which dynamic approaches are utilised to assist psychologists and teachers to collaborate in devising classroom-based educational interventions.
Abstract: This paper outlines current developments in dynamic assessment, an approach that has great intuitive appeal for many professional psychologists and teachers, yet which has, to date, failed to take root in mainstream practice. In highlighting the nature and potential of dynamic approaches, the paper will take issue with those who conceive of these as little more than superior versions of traditional IQ tests. In this respect, it is argued that rather than endeavouring to develop improved tools to undertake the educational psychologist's traditional functions (classification, prediction, selection), we should seek a paradigm shift in which dynamic approaches are utilised to assist psychologists and teachers to collaborate in devising classroom-based educational interventions. The paper concludes by calling for controlled studies that examine the utility of prescriptions based upon dynamic approaches.
180 citations
TL;DR: This paper found that male student teachers of upper primary children (7-11 year-olds) were more concerned about and supportive of traditional images of masculinity than those men who were training to teach lower primary pupils (3-8-year-olds).
Abstract: The drive to recruit more male primary teachers is an aim of several western countries, including England. One of the explanations for increasing the number of men teachers is to counteract the 'feminisation' of primary schooling. The assumption underpinning such a strategy is based on sex role socialisation theories which have been superseded by more sophisticated and complex understandings of gender identities. In an attempt to explore differences between the perceptions of male (and female) teachers, a national study investigating the attitudes of student teachers towards gender and primary schooling was undertaken. The findings indicated that male student teachers of upper primary children (7-11 year-olds) were more likely to be concerned about and supportive of traditional images of masculinity than those men who were training to teach lower primary pupils (3-8-year-olds).
169 citations
Journal Article•
146 citations
TL;DR: In this paper, the authors address important issues related to boys' education within the context of a backlash politics against feminism and draw on relevant and significant literature in Australia, the UK and North America to shed light on the ways in which a resurgence of the 'Right' has operated to colonise the pedagogical space in relation to setting the boys' educational agenda.
Abstract: In this paper we address important issues related to boys' education within the context of a backlash politics against feminism. We draw on relevant and significant literature in Australia, the UK and North America to shed light on the ways in which a resurgence of the 'Right' has operated to colonise the pedagogical space in relation to setting the boys' educational agenda. Some important theoretical and ethodological issues for both teachers and researchers are addressed.
139 citations
Journal Article•
TL;DR: This article defined media and computer literacy as "the ability to understand how television and film manipulate viewers" and "the skills to use a computer to perform various tasks, such as accessing the Web".
Abstract: W hen I ask people to define, in one or two sentences, the word literacy—what literacy is and what it enables people to do—the answers I receive are quite similar. To most people, literacy means the ability to read and write, to understand information, and to express ideas both concretely and abstractly. The unstated assumption is that “to read and write” means to read and write text. Although media and computer literacy are occasionally mentioned in these definitions, media literacy is most often defined as the ability to understand how television and film manipulate viewers, and computer literacy is generally defined as the skills to use a computer to perform various tasks, such as accessing the Web. If I also ask people about the nature of language, I usually receive the response that language enables us to conceptualize ideas, to abstract information, and to receive and share knowledge. The underlying assumption, so accepted that it is never stated, is that language means words. Twenty-five years ago, a rather popular book was entitled Four Arguments for the Elimination of Television.1 Clearly, that vision of the world was not realized: television has not been eliminated,
122 citations
TL;DR: In this article, the authors draw on both the critical scholarship in masculinities, as well as their own experience to make visible the counter-hegemonic masculine performances of a group of young men in school in order to offer alternative possibilities of masculine practice.
Abstract: This article takes up the growing concern regarding boys and schooling which is receiving international attention. Critical of the contemporary discourses of 'panic' that do not address the complexities and diversity of the lives of boys in schools, the authors draw on both the critical scholarship in masculinities, as well as their own experience. In addition to highlighting the heteronormative privilege which many boys have historically been granted, the article makes visible the counter-hegemonic masculine performances of a group of young men in school in order to offer alternative possibilities of masculine practice. Finally, the authors suggest that the debate about boys in schooling may benefit from a focus on the social gendered performances of boys rather than on the claim that girls are receiving too much attention or on educational deficiencies.
116 citations
TL;DR: The authors examined the relationship between the resources young people have available to them and their resourcefulness in drawing upon these resources to forge their futures, and suggested that success and its costs are mediated through forms of lived femininity that have currency within local economies of value.
Abstract: Based on an analysis of longitudinal, qualitative data from three biographical interviews carried out over a three-year period with approximately 100 young people, and informed by relevant theoretical approaches around notions of social capital, we examine the relationship between the resources young people have available to them and their resourcefulness in drawing upon these to forge their futures. To analyse the relationship between individual resources and the wider social context we use three case studies of young women from the most socially deprived or excluded of five research sites, at the transition from compulsory schooling. We suggest that 'success' and its costs are mediated through forms of lived femininity that have currency within local economies of value. We consider how our insights might contribute to debates on social capital, and draw some tentative conclusions about wider policy discussions that are centred on uncritical understandings of 'success'.
TL;DR: The authors explored the expectations held by a group of student teachers in York, England and Stavanger, Norway and found that only a low percentage of students were absolutely certain they will have enough time to do a good job.
Abstract: Research on student teachers' expectations regarding teaching as a career may help explain the reasons underlying problems of teacher recruitment and teacher retention which are causing concern in many countries. This study explores the expectations held by a group of student teachers in York, England and Stavanger, Norway. Questionnaires were completed by 121 York PGCE students and 75 Stavanger B.Ed. students. A majority of students in both groups were absolutely certain that they will be doing a socially worthwhile job, will be happy with the amount of holiday, and will feel elated by pupil achievement. However, only a low percentage in both groups were absolutely certain they will have enough time to do a good job. A majority of student teachers in both groups also regard teaching pupils as more important than their specialist subject, expect a proportion of the job to involve bad times (most often between 11 and 25% of the time), expect to be involved in management within a few years, and expect to st...
Journal Article•
TL;DR: The authors explored the primary school as a key social and cultural site for the production of heterosexualities and utilises Judith Butler's concept of the "heterosexual matrix" to explore the regulation of hetero/sexuality and in particular the interconnectedness of heterosexuality, homosexuality and hegemonic masculinity.
Abstract: This paper explores the primary school as a key social and cultural site for the production of heterosexualities and utilises Judith Butler's concept of the 'heterosexual matrix' to explore the regulation of hetero/sexuality and in particular the inter-connectedness of heterosexuality, homosexuality and hegemonic masculinity. Drawing on ethnographic fieldwork from a study of children's constructions of their gender and sexual identities it explores the different ways in which Year 6 (10/11-year-old) boys engage with, practise and occupy 'heterosexualities' and how integral, yet complex and contradictory heterosexual performances are to the production of 'proper' boys. For example, constructing heterosexualised masculinities through boyfriend/girlfriend discourses is especially problematic for boys when intimacy with girls can be simultaneously contaminating and masculinity confirming. The paper also illustrates how primary school boys define and produce their heterosexualities through various public projections of (hetero)sexual fantasies, imagined (hetero)sexual futures, misogynistic objectifications of girls and women, and homophobic/anti-gay performances towards boys and sexualised forms of harassment towards girls.
TL;DR: This paper found that by mid-adolescence, boys identified as reluctant readers (those who can, but choose not to read) generally resist appropriating family reading dispositions which privilege selected print-based materials invested with a school approved form of cultural capital.
Abstract: This paper draws on Rogoff's (1995) notions of guided participation and participatory appropriation and Bourdieu's (1991) notions of habitus and cultural capital to provide a more complex examination of boys and reading reluctance than is currently available. Drawing on questionnaire and interview data from teenage boys and their parents in a highly educated middle-class school community, we found that by mid-adolescence, boys identified as reluctant readers (those who can, but choose not to read) generally resist appropriating family reading dispositions which privilege selected print-based materials invested with a school approved form of cultural capital. Through the voices of these boys, a powerful sense of their agency emerges in their decisions to pursue specific types of print and electronic-based leisure reading which carry immediate pragmatic and social investment and which contribute to the construction of their masculine identities at this point in their lives. Through the voices of their paren...
Journal Article•
TL;DR: For working-class young men the transition to manhood was once inextricably linked to the movement from school to work as discussed by the authors, and today, with the widespread de-scaling of industry the relationship between masculinities, education and labour needs critical re-appraisal.
Abstract: For working-class young men the transition to manhood was once inextricably linked to the movement from school to work. Today, with the widespread de-scaling of industry the relationship between masculinities, education and labour needs critical re-appraisal. The paper argues that emerging post-industrial masculinities cannot be fully understood through micro-institutional approaches that make school the sole focus of inquiry. Instead, contemporary school masculinities must also be situated in the intersecting pathways of family biography, history, locality and global transformations. This historically-informed ethnography investigates how and why a male school subculture should wish to preserve a 'traditional' white working-class masculinity in changing times. Here, 'local lads' were found to resist global change by accentuating pride of place and deploying the embodied grammar of manual labour. This modern 'curriculum of the body', as exemplified through rituals of football-fandom, was found to give cor...
Journal Article•
TL;DR: The ubiquitous computing movement is suffering an identity crisis as a result of its own success as discussed by the authors, which is why teaching should proceed on the assumption that every student and faculty member has appropriate access to the Internet.
Abstract: The ubiquitous computing movement is suffering an identity crisis as a result of its own success. At its zenith, the movement was led by campuses where all students had laptop computers, all similarly configured. Then, as now, the objective of the movement was that teaching should proceed on the assumption that every student and faculty member has appropriate access to the Internet. ◗Today there are over one hundred laptop campuses. Most are in Canada and the United States. Within larger universities are another fifty-plus subgroups, especially colleges of business and engineering, that require commonly configured laptops of students and faculty in the programs. Beyond these universal laptop programs, we estimate that at least half of all colleges and universities in the United States are “practicing ubiquity”—that is, teaching proceeds on the assumption that every student and faculty member has appropriate access to the Internet. Ironically, the tight definition of ubiquitous computing no longer prevails because the concept itself has become ubiquitous. Ubiquitous T h e St at u s
TL;DR: In this article, the authors present qualitative evidence and quantitative data for the effectiveness of Bookstart as an intervention strategy to facilitate literacy learning in children's early years in Birmingham, UK.
Abstract: Bookstart, an early intervention strategy to develop the foundations of literacy in children's early years, was developed in Birmingham 10 years ago. Virtually all the research, conducted over that time, which made it a national and international project, was quantitative in nature. This research is contextualised and reviewed in the early sections of this paper. However, the importance of the data presented here is that they are qualitative and represent the views of professionals engaged in a Bookstart project in one borough. The article shows how both qualitative evidence and quantitative data point in the same direction to the effectiveness of Bookstart as an intervention strategy to facilitate literacy learning in the early years.
TL;DR: In this paper, the authors suggest that conflicting rights and legal preferences result in segregative provision being more prevalent for pupils with emotional and behavioural difficulties (EBD) than other rights, legal and civil, also have to be taken into account and that these rights conflict.
Abstract: Inclusion, as a place in mainstream schools, is frequently advocated for pupils with special educational needs. For pupils with special educational needs that lie on the continuum of emotional and behavioural difficulties (EBD) this form of inclusion is often not an aspect of the provision they receive. This form of inclusion is based upon a rights argument mainly seen from one perspective, that of Human rights. This papers suggests that other rights, legal and civil, also have to be taken into account and that these rights conflict. Drawing upon case law as illustrations we suggest that conflicting rights and legal preferences result in segregative provision being more prevalent for pupils with EBD. We conclude that there are inadequate legal provisions to assist in the inclusion of pupils with EBD within mainstream schools where this is appropriate. Current changes in the law only provide a framework; changes in attitudes will need to follow.
Journal Article•
TL;DR: The authors argue that the Holocaust does contain useful lessons, not only for individual students, but for the educational system as a whole, and that the history of the Holocaust can be used to teach important lessons for all of us.
Abstract: The Holocaust currently forms part of the National Curriculum in England and Wales and is mandatory in several other countries. Its teaching is frequently justified on the grounds of providing a range of important lessons. However, in recent years this claim has met with a growing scepticism, not least because of the persistence of genocide over the past half century. In the course of this article I outline and respond to the views of three historians--Lionel Kochan, Peter Novick and Nicholas Kinloch--who question the social and moral significance of Holocaust education. In contrast to their pessimism I contend that the Holocaust does contain useful lessons, not only for individual students, but for the educational system as a whole.
TL;DR: Using data from individual and group interviews, this article explored the reasons why ten young men, ages 15-20, in three secondary schools in London, Ontario, Canada chose to participate voluntarily in gender equity work.
Abstract: Using data from individual and group interviews, this paper explores the reasons why ten young men, ages 15-20, in three secondary schools in London, Ontario, Canada chose to participate voluntarily in gender equity work The critical importance of teachers' work is discussed, along with the role family and peer group experiences played in shaping the gender consciousness of the young men The paper concludes with a consideration of the ways in which young men actively engaged in doing gender equity work with their peer group and argues that additional attention must be given to providing male students with the intellectual tools to understand masculinities and gender relations
TL;DR: In this paper, the authors explore the possibility of using physical movement, particularly dance, to contribute to anti-oppressive pedagogies in the physical education classroom, and argue that dance offers particular potential for disruptive and discomforting experiences, as well as pleasurable ones, for students within school and university physical education.
Abstract: In this paper I explore the possibility of using physical movement, particularly dance, to contribute to anti-oppressive pedagogies in the physical education classroom. I argue that, despite the misgivings of some feminist scholars, a focus on the constructedness of masculinities can allude to, rather than prescribe, powerful pedagogical responses. I suggest that the potential of dance movement, as opposed to other movement forms, as a pedagogical tool lies in its capacity to problematise the taken-for-grantedness of bodies and embodiment (and in the case of the research I present in this paper, heterosexual male embodiment). And while it is certainly true that all forms of physical movement are inscribed and circum scribed by the gendered social contexts in which they occur, I argue that dance offers particular potential for disruptive and discomforting experiences, as well as pleasurable ones, for students within school and university physical education.
TL;DR: In this article, the Traffic Light (TL) scheme has been formulated to monitor and manage pupils' attendance within schools in a more controlled manner, and two variations of the scheme adapted by schools for their own purposes.
Abstract: Some secondary schools have experienced significant problems related to pupils' attendance over a considerable period of time. Therefore, it has proved necessary to start to develop and implement innovative long-term strategic approaches to tackling truancy and other forms of non-attendance from school. This article focuses upon the traffic lights (TL) scheme which has been formulated to monitor and manage pupils' attendance within schools in a more controlled manner. The conventional approach to introducing the TL scheme is described. This is followed by two variations of the scheme adapted by schools for their own purposes. Evidence from each of the three utilisations of the TL scheme has suggested that overall attendance within the schools has been significantly improved with gains of around 8% reported. Finally, the article illustrates how the TL scheme can be adapted to help reduce potential cases of exclusion.
TL;DR: In this paper, the authors explore the reasons for pupils behaving appropriately in class, in several subjects of the school curriculum, and perceived teachers' strategies to maintain discipline, and find that in computer science, physical education, mathematics and the Greek language, pupils adopt significantly more self-determined reasons for behaving appropriately than in foreign languages, physics and religious education.
Abstract: The purpose of this study was to explore the reasons for pupils behaving appropriately in class, in several subjects of the school curriculum, and perceived teachers' strategies to maintain discipline. One hundred and forty-five pupils, aged 13-15 years, responded to questionnaires about reasons for behaving appropriately and their perceptions of strategies used by their teachers to maintain discipline. The present study is an extension of Papaioannou's (1998) study. The results indicated that in all subjects of school curriculum the reasons for pupils being well-behaved are mainly self-determined. In computer science, physical education, mathematics and the Greek language, pupils adopt significantly more self-determined reasons for behaving appropriately than in foreign languages, physics and religious education. Despite the differences among teachers' specialties, in order to maintain discipline teachers usually employ strategies that emphasise intrinsic reasons for discipline. In all school subjects there is a strong correlation between reasons for pupils' good behaviour and their perceptions about strategies used by their teachers to maintain discipline.
Journal Article•
TL;DR: In this article, Wm. A. Wulf discusses the possibility of the railroad coming to our village and the possibility that cheap factory buttons will come on the trains, but they will never compete with my craftsmanship.
Abstract: It’s New Year’s Day, 1895. My name is Hans. For seven generations my family has made the finest buttons in the region, using the good local horn. ■ Today I learned that the railroad is coming to our village. My friend Olaf says that cheap factory buttons will come on the trains, but they will never compete with my craftsmanship. ■ I think he is right, and wrong. They will come, but they will compete with my buttons. I must make some choices. I can become a distributor for the new buttons, or I can invest in the machinery to make buttons and export them. Or, closest to my heart, I can refine my craft and sell exceptional buttons to the wealthy ■ My family’s business is dead. I cannot stop the train; I must change.1 By Wm. A. Wulf