Education and skills
01 Jun 2013-
About: The article was published on 2013-06-01 and is currently open access. It has received 1186 citations till now. The article focuses on the topics: Skills management & Life skills.
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TL;DR: This paper explored differences between leavers and stayers in terms of the process of their resilience responses and found that leavers showed weaker self-efficacy beliefs than stayers, who tended to get more support and help from school adminis...
Abstract: With the increasing concern about the high attrition rate among beginning teachers, it is essential that we come to a better understanding of why teachers leave the profession. This study explored differences between leavers and stayers in terms of the process of their resilience responses. Major psychological factors such as value, self-efficacy, beliefs and emotions were foregrounded to understand how leavers and stayers are similar or different in negotiating and interpreting external environments. This study employed semi-structured interviews for seven leavers and seven stayers who had teaching experiences of less than five years. The findings of this study showed that both leavers and stayers had intrinsic interests in working as a teacher. Also, both groups identified similar challenges of working as a teacher, such as classroom management and effective delivery of lessons. However, leavers showed weaker self-efficacy beliefs than stayers, who tended to get more support and help from school adminis...
353 citations
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16 Aug 2012TL;DR: The Brain and Individual Differences in Arithmetic as mentioned in this paper The role of Attitudes and Emotions in Mathematical Difficulties and Implications for Helping Children with their ArithmeticalDifficulties.
Abstract: Introduction. Children, Adults Males, Females: Weaknesses and Talents. There is No Such Thing as Arithmetic Ability - Only Arithmetical Abilities. Relationships Between Arithmetic and Other Abilities. Counting and After: The Importance of Individual Differences. Is Arithmetic a Foreign Language? Representing Numbers and Arithmetic Problems in Differnt Forms and Translating Between Them. Derived Fact Strategies. A Good Guess: Estimation and Individual Differences. Arithmetic Facts, Procedures and Different Forms of Memory. Effects of Culture, Language and Experience. The Brain and Individual Differences in Arithmetic. "Maths Doesn't Like me Anymore": The Role of Attitudes and Emotions. Implications for Helping Children with Their Arithmetical Difficulties. Conclusions.
327 citations
TL;DR: The authors investigate whether changes to the School Admissions Code appear to have altered the published admissions policies and the social composition of particular schools and show that the 2003 and 2007 school admissions codes appeared to have been at least in part responsible for changes in the social compositions of pupils at schools with criteria and arrangements that were subsequently deemed inadmissible.
Abstract: Data from three school admissions surveys and the National Pupil Database are combined to investigate whether changes to the School Admissions Code appear to have altered the published admissions policies and the social composition of particular schools. We show that the 2003 and 2007 School Admissions Codes appear to have been at least in part responsible for changes in the social composition of pupils at schools with criteria and arrangements that were subsequently deemed inadmissible. Although the average impact is relatively small, the direction of the impact is consistent with the observation that school segregation across England has declined a little at the same time that regulations were tightening. Our regression analysis of changes in individual school compositions is able to show this relationship holds even when changes in neighbourhood composition are accounted for. These measured associations that we identify suggest that, if the differentiation of school intakes is a concern, then regulating admission arrangements does appear to have an impact.
240 citations
TL;DR: In this paper, the authors examine how education policy, in the form of a statutory assessment system used in the first year of primary schools, defines the ideal learner, and argue that this restrictive notion of what a good learner looks like can work to systematically exclude some children from positions of success.
Abstract: This article examines how education policy, in the form of a statutory assessment system used in the first year of primary schools, defines the ‘ideal learner’. This ideal model is important because it prescribes the characteristics and skills a child needs to display in order to be recognisable as a learner. An analysis of the content of the assessment itself is used alongside ethnographic data from classrooms where the assessment is conducted, to demonstrate how the values inherent in the assessment and its associated practices reflect neoliberal discourses. Rational choice, self-promotion and individual responsibility for learning are all valued within this framework, and children’s transitions into recognisable student-subjects are dependent on their adoption of these values. It is argued in conclusion that this restrictive notion of what a ‘good learner’ looks like can work to systematically exclude some children from positions of success.
216 citations
TL;DR: In this paper, the authors explored the research regarding the effects of pre-K-12 school-based social and emotional learning (SEL) interventions on reading, mathematics, and science achievement.
205 citations