40 results
Search Results
2. Is homework worth the paper it's written on?
- Author
-
Edwards, Wendy
- Subjects
- *
HOMEWORK , *STUDENT assignments , *STUDENT attitudes , *TEACHERS , *BRITISH education system , *STRESS in youth - Abstract
The article presents information on a study in which the author asked students, families and teachers in Great Britain if homework caused stress. It is noted that all agreed that homework caused stress and students from the highest-achieving schools thought that they received too much homework. The author observes that this might be because schools are putting more pressure on their students to achieve.
- Published
- 2020
3. Towards an inclusive understanding of bullying: identifying conceptions and practice in the primary school workforce.
- Author
-
Woolley, Richard
- Subjects
- *
SCHOOL bullying , *PRIMARY schools , *SCHOOL employees , *BRITISH education system , *EDUCATION research - Abstract
Bullying is defined in a variety of ways in different contexts, and each individual school in England is required to develop its own working definition, parameters and policy. This paper explores a variety of definitions from government and third sector organisations in the UK, making comparison with those from other contexts. In particular, it considers whether bullying is repeated behaviour or experience, and how labels such as target, victim and perpetrator have the potential to damage individual identities. It highlights common themes and differences across definitions and interpretations, comparing them with those of staff (n =131) drawn from research in 16 schools in one large local authority area in England, detailing their conceptions and experiences of bullying. These staff identify whether, where and how bullying is encountered in their settings, how they address such issues, and whether there are particular stimuli on which they focus. It concludes that a redeveloped, clear and understandable definition of bullying is needed that is accessible to all stakeholders in schools, including children. This needs to be inclusive in its focus, unambiguous and applicable across a broad range of settings, leaving aside the historical baggage associated with the subject. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
4. Italian signposts for a sociologically and critically engaged pedagogy. Don Lorenzo Milani (1923–1967) and the schools of San Donato and Barbiana revisited.
- Author
-
Mayo, Peter
- Subjects
- *
TEACHERS , *SCHOOLS , *EDUCATIONAL sociology , *BRITISH education system , *EDUCATION - Abstract
This paper provides a critical exposition and analysis of the work of an acclaimed Italian educator, Lorenzo Milani, and ideas that emerged from his experiences in two Tuscan localities. His work is well known in Italy and many parts of southern Europe. Despite the translations of his works into English and Spanish, in the early 1970s, and their use in sociology of education classes in the United Kingdom, he seems to have had a very limited impact on the Anglo-North American-dominated critical education field. The paper revisits his ideas, in this 90th anniversary year, indicating their contemporary relevance and the signposts they provide for a critically and sociologically engaged pedagogy. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
5. Post-fabrication and putting on a show: examining the impact of short notice inspections.
- Author
-
Clapham, Andrew
- Subjects
- *
SCHOOL inspections (Educational quality) , *TEACHERS , *EDUCATION policy , *BRITISH education system - Abstract
This paper explores inspection, performativity and fabrication within the context of two English schools. Case studies are employed to compare and contrast the inspection experiences of two teachers at different points in their career trajectories. The paper focuses on comments made by Sir Michael Wilshaw, the head of the Office for Standards in Education (Of STED), that schools were 'putting on a show' during inspections. Empirical evidence is presented which suggests that the key informants invested emotional, physical and intellectual capital into the perpetual readiness incumbent in high-stakes inspection process-an investment which was anything other than putting on a show. The paper proposes that, in the cases in point, the changing nature of school inspections led to 'post-fabrication', that is, inspection readiness was omnipresent to such an extent that it was not a fabricated version of events. The findings presented here have implications for teachers, school leadership teams, policy makers and all those interested in inspection. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
6. The construction of British Chinese educational success: exploring the shifting discourses in educational debate, and their effects.
- Author
-
Francis, Becky, Mau, Ada, and Archer, Louise
- Subjects
- *
BRITISH education system , *CHINESE-speaking students , *EDUCATIONAL attainment , *SOCIOECONOMIC factors , *ACADEMIC achievement , *TEACHERS - Abstract
The high achievement of British Chinese students in the British education system is established in the official literature and has recently been subject to increased attention and comment; albeit it remains the case that few studies have asked students or their families about the factors contributing to their success. This paper revisits findings from an earlier research project that investigated the extent to which British Chinese students and their parents value education (and their rationales), their experiences of British education, and the construction of British Chinese students by their teachers. The study revealed the ‘hidden racisms’ experienced by British Chinese students, the problematisation of their perceived approaches to learning by British teachers in spite of their high attainment, and the benefits, costs, and consequences of their valuing of education. This article contextualises these prior findings within more recent discourses and debates around ‘Chinese success’, precipitated by increased policy attention to the educational attainment of different groups of students, especially from low socio-economic backgrounds. It argues that these discourses on one hand elevate Chinese successes and teaching methods (in contrast to prior narratives), but on the other they continue to exoticise and ‘Other’ the British Chinese, misrecognising educational practices common among White middle-class parents. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
7. 'Are we being de-gifted, Miss?' Primary school gifted and talented co-ordinators' responses to the Gifted and Talented Education Policy in England.
- Author
-
Koshy, Valsa and Pinheiro‐Torres, Catrin
- Subjects
- *
GIFTED & talented education , *EDUCATION policy , *BRITISH education system , *TEACHERS , *TEACHER development , *ABILITY in children , *TEACHER attitudes , *ELEMENTARY education - Abstract
Over a decade ago the UK government launched its gifted and talented education policy in England, yet there has been very little published research which considers how schools and teachers are interpreting and implementing the policy. By seeking the views of the gifted and talented co-ordinators (For ease of reference, the term gifted and talented (G&T) co-ordinator is used throughout the paper as a generic shorthand for the research participants who were either designated school gifted and talented co-ordinators or teachers or head teachers with responsibility for policy implementation) with responsibility for addressing the requirements of the policy, the study reported in this paper explored how primary schools in England responded to the policy. Drawing on data gathered using questionnaires with a national sample of primary schools as well as follow-up in-depth interviews with a sample of G&T co-ordinators, the authors report their findings. The study found that there was considerable unease about the concept of identifying and 'labelling' a group of pupils as 'gifted and talented'. G&T co-ordinators found it difficult to interpret the policy requirements and were responding pragmatically to what they considered to be required by the government. Curriculum provision for the selected group of gifted and talented pupils was patchy. The paper concludes by identifying a need for further professional development for teachers and by challenging the policy's over-emphasis on identifying and labelling gifted and talented pupils. We posit whether the gifted and talented education policy would have been better introduced and enjoyed greater success by leaving the identification of pupils to one side and by placing greater emphasis on developing effective learning and teaching strategies instead. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
8. What the papers say.
- Subjects
- *
TEACHING , *BRITISH education system , *TEACHERS , *PARENTS , *SCHOOL children - Abstract
Presents information on the supplement "The Secret Diary of a Teacher," published in a 2004 issue of "Private Eye" newspaper in Great Britain. Shame of the teaching profession according to a teacher; Views of a teacher on the attitude of pupils' parents.
- Published
- 2004
9. Literacy as a social practice in the early years and the effects of the arts: a case study.
- Author
-
Theodotou, Evgenia
- Subjects
- *
LITERACY , *SOCIAL interaction , *BRITISH education system , *SOCIAL practice (Art) , *TEACHERS - Abstract
Literacy as a social practice has a fundamental role in children’s lives especially in the early years context, in which social interactions are in the centre of knowledge achievement. Several pieces of research investigate the positive contribution of the arts in children’s literacy development in the early years settings. However, most of them focus on the aspect of emergent literacy and phonological awareness, with some indirect arguments about literacy as a social practice. Having this in mind and the importance of literacy as a social practice, this project was designed. The purpose of this paper is to examine the effects of the arts in the development of literacy as a social practice in the early years settings. The intervention used the ‘Play and Learn through the Arts’ (PLA) programme for a full school year in a case study with 5–6-year-old children in Greece. The outcomes were measured using authentic assessment techniques and a semi-structure interview. The findings showed the positive contribution of the arts in the development of literacy as a social practice in the early years setting. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
10. ‘That great educational experiment’: the City of London Vacation Course in Education 1922–1938: a forgotten story in the history of teacher professional development.
- Author
-
Robinson, Wendy
- Subjects
- *
ELEMENTARY school teachers , *TEACHER development , *TEACHERS' workshops , *BRITISH education system , *TEACHER education , *TWENTIETH century , *HISTORY of education - Abstract
Each summer between 1922 and 1938, up to 500 elementary school teachers from across Britain, and some from overseas, joined together in London for a two-week residential vacation course. Organised by Evans’ Brothers Publishers and patronised by leading educationists, politicians and policy-makers, the City of London Vacation Course came to be regarded as an important annual educational institution and a cutting-edge exemplar of teacher professional development. In spite of this apparent fame, it appears to have been entirely overlooked in the history of teacher education. This paper seeks to recover the lost story of the City of London Vacation Course and documents its educational and professional focus and its social and cultural function. Locating it within a wider educational, economic and political climate, the paper also examines how the City of London Vacation Course somehow captured and embodied the promise of an emergent new professionalism for elementary teachers during that period. [ABSTRACT FROM PUBLISHER]
- Published
- 2011
- Full Text
- View/download PDF
11. Part 2: Other Current Live Consultations.
- Subjects
- *
BRITISH education system , *HIGHER education , *TEACHERS , *PROFESSIONAL education - Abstract
The article offers information on a consultation regarding the involvement of teacher in the development of confidential assessment materials. The similarity of the consultation to Ofqual’s review of the benefits and risks of the long-established practice whereby some teachers who contribute or write to exam papers also teach the qualification is mentioned.
- Published
- 2018
12. The pedagogy of the impressed: how teachers become victims of technological vision.
- Author
-
Convery, Andy
- Subjects
- *
HIGH technology & education , *TECHNOLOGICAL innovations , *TEACHING methods , *TEACHERS , *BRITISH education system , *POCKET computers - Abstract
Whilst researching a teacher's use of miniature 'handheld' computers (PDAs) with students, it became apparent that the related research literature implied unwarranted benefits arose from using this technology in the classroom setting. Focusing closely upon one exemplar UK government-commissioned research study, this paper attempts to illustrate how such technological rhetoric is created and sustained, and how voices which promote the adoption of technology become privileged and established. These rhetorical claims espousing technology appealed to readers' 'vision' and consistently emphasised innovation at the expense of reflection on teachers' thinking and practices. Such studies appear to find a receptive audience from policy-makers whose own statements about educational technology display a similar foundation of faith and conjecture. However, these unrealistic expectations inhibit teachers' pragmatic attempts to integrate technology in classroom contexts, and the teachers subsequently become blamed for the failure of technology to fulfil its promise. This paper attempts to illustrate how dominant technological claims can be interrogated from a perspective that represents teachers' interests. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
13. Tomorrow we live: fascist visions of education in 1930s Britain.
- Author
-
Fisher, Pamela and Fisher, Roy
- Subjects
- *
FASCISM & education , *BRITISH education system , *EDUCATION & politics , *SOCIOHISTORICAL analysis ,BRITISH social policy - Abstract
The present paper explores the fascist vision for education in 1930s Britain through the presentation of extracts from official publications of the British Union of Fascists (BUF), as well as from the writings of Party members. The paper presents a socio-historical study of British adherents to fascism and provides an account of their thinking in relation to education and schooling, exposing a milieu of ideologues, Party functionaries and serving teachers who were animated by their political commitment. Following a brief outline of the early years of British fascism, there is an account of some key members and their educational ideas, followed by a discussion of the BUF's educational policies and of its approach to internal education and training. The orientation of the BUF and its membership to education, and the Party's formulated policies in this field present a modernist vision that was calculated to have particular appeal to educational professionals. There is a consideration, through memoirs, of the experiences of two BUF members who were teachers. The paper reveals a relatively hidden episode in the social history of British educational politics; one that contained paradoxes of intent and outcome, and of means and ends, when ostensibly progressive and socially elevating concepts were employed in ways that had an ultimately destructive impact on individuals, both personally and professionally, as well as on whole societies. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
14. Politics, change and compromise: restructuring the work of the Scottish teacher.
- Author
-
Doherty, RobertA. and McMahon, MargeryA.
- Subjects
- *
EDUCATION policy , *TEACHERS , *EDUCATIONAL change , *BRITISH education system , *EFFECT of education on economic development ,SCOTTISH politics & government - Abstract
The restructuring of teachers' work in Scotland, under the reforms of both the New Right and the New Left, has not exhibited the starkness and radical edge evident in the history of reform in England. This paper argues that the professional context of Scotland's teachers has changed, if perhaps in a Caledonian form, under the action of the same forces that have been altering the educational landscape south of the border and internationally. While comparisons with England tend to place Scotland in a more favourable light in relation to the recasting of the professional context of teachers, there is a danger of overstating the social democratic virtues of policy-making and educational reform under New Labour. Three examples are discussed by way of illustrating the performativity climate within which Scotland's teachers now work: the use of development planning, quality indicators and statistical monitoring; the Standards in Scotland's Schools etc. Act 2000; and the agreement on pay and conditions of employment for teachers following from the McCrone report (McCrone, G. A Teaching Profession for the Twenty First Century (Edinburgh, SEED, 2000)). We conceive the role of the teacher as being essentially malleable: what is expected and desired of teachers is susceptible and sensitive to the historically and politically contingent. The paper argues that the professional context of Scotland's teachers has been restructured by the same reform imperatives manifest internationally across education systems. However, the form and constitution of restructuring in Scotland can only be illuminated in relation to the interaction and compromises of such reform imperatives within the national political climate and policy-making process. The paper concludes that this vernacularization of international trends goes some way towards accounting for a distinctive Caledonian form of 'modernization'. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
15. What the papers say.
- Author
-
Hubbard, Ben
- Subjects
- *
BRITISH education system , *NEWSPAPERS , *MATHEMATICS education , *TEACHERS - Abstract
Provides an overview of stories concerning British education published in several newspapers including "Daily Telegraph," "Guardian" and "The Economist." Criticism against teachers for their lack of knowledge in English and mathematics; Proposed policy of Prime Minister Tony Blair on university fees; Reason of Professor Lord Skidelsky of Warwick University for failing an A-level Russian paper.
- Published
- 2003
16. Teachers Talking: teacher involvement in Education Action Zones.
- Author
-
Theakston, Janet, Robinson, Karen D., and Bangs, John
- Subjects
- *
TEACHERS , *BRITISH education system - Abstract
This paper discusses some of the findings of two research projects initiated by the National Union of Teachers (NUT): a survey of all Round One Education Action Zone (EAZ) NUT school representatives, which sought their views on working in an EAZ school and an evaluation of the role of teachers in EAZs on behalf of the NUT by PricewaterhouseCoopers. The paper considers the extent and effectiveness of teacher involvement in the EAZs at all stages of the initiative, from the initial application process to the implementation and delivery of zone programmes. [ABSTRACT FROM AUTHOR]
- Published
- 2001
- Full Text
- View/download PDF
17. The Gender Agenda in Teacher Education.
- Author
-
Poole, Marilyn and Isaacs, Dallas
- Subjects
- *
BRITISH education system , *GENDER role , *SEX discrimination against women , *TEACHERS , *TEACHER training - Abstract
This paper explores some of the relationships between the understanding of gender equity and gender issues in education held by academic staff in an institute of higher education, and their views on the importance of incorporating gender into the curriculum. The paper discusses findings pertaining to how academics approach gender issues in their teaching in their relationships with students and with other members of staff In so doing the question is raised--what messages are trainee teachers receiving about gender issues? The findings also discuss some of the pedagogical implications arising from the absence of theoretical perspectives or orientations in relation to gender in preservice teacher education. [ABSTRACT FROM AUTHOR]
- Published
- 1993
- Full Text
- View/download PDF
18. What the papers say.
- Subjects
- *
BRITISH education system , *NEWSPAPERS , *FINANCIAL crises , *TEACHERS - Abstract
Focuses on some reports concerning issues on education in Great Britain that was published by newspapers in the country. Outcome of the Excellence in Cities program of the government discussed in "The Times"; Account on the impact of the financial crises in the country to teachers in the "Daily Mail"; Update on the school funding crisis in the country in the "Independent."
- Published
- 2003
19. What the papers say.
- Subjects
- *
BRITISH education system , *HISTORY education , *TEACHERS - Abstract
Presents articles on education in Great Britain. Details of an article on education in the U.S. as reflected in the television program 'Buffy the Vampire Slayer'; Details on Great Britain's Schools Minister David Miliband; Assessment of the teaching of history among pupils; Criticism against a deal that gives Scottish teachers better terms than their counterparts south of Scotland's border.
- Published
- 2002
20. Providing for the professional development of teachers in England: a contemporary account of a government-led intervention.
- Author
-
Burstow, Bob and Winch, Chris
- Subjects
- *
TEACHERS , *EDUCATION policy , *BRITISH education system , *TEACHER development , *VOCATIONAL guidance for teachers , *MASTER of education degree , *CONTINUING education - Abstract
The complex nature of the work of a teacher in England was thrown into fresh relief in 2010 by the marked contrast between the outgoing New Labour administration and the incoming Coalition. The paper addresses the false dichotomy between views of teaching as craft and teaching as profession and proceeds to a consideration of the actuality of the middle-ground. It then seeks to place the bespoke (and short-lived) Master’s in Teaching and Learning degree within its recent historical and philosophical context. We consider its validity within a meaningful developmental cycle and its continuation as a significant addition to the available professional development resource. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
21. GOVERNMENTAL PROFESSIONALISM: RE-PROFESSIONALISING OR DE-PROFESSIONALISING TEACHERS IN ENGLAND?
- Author
-
Beck, John
- Subjects
- *
BRITISH education system , *EDUCATION policy , *TEACHERS , *PROFESSIONALISM , *PROFESSIONS , *MODERNIZATION (Social science) , *EDUCATIONAL change , *HISTORY of political parties , *GOVERNMENT policy - Abstract
This paper draws on recent work by John Clarke and Janet Newman and their colleagues to analyse a relatively coherent governmental project, spanning the decades of Conservative and New Labour government in England since 1979, that has sought to render teachers increasingly subservient to the state and agencies of the state. Under New Labour this has involved discourse and policies aimed at transforming teaching into a ‘modernised profession’. It is suggested that this appropriation of both the concept and substance of professionalism involves an attempt to silence debate about competing conceptions of what it might be to be a professional or to act professionally. The overall process is thus arguably one of de-professionalisation in the guise of re-professionalisation. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
22. The things (we think) we (ought to) do: Ideological processes and practices in teaching
- Author
-
Pachler, Norbert, Makoe, Pinky, Burns, Michele, and Blommaert, Jan
- Subjects
- *
EDUCATIONAL ideologies , *TEACHER attitudes , *PROFESSIONALISM , *BRITISH education system , *EXPERIENTIAL learning , *TRAINING of student teachers - Abstract
Ideologies of education and of teaching are complex and layered, and they contain macro-social, institutional as well as micro-ideological levels. Building on cases from the UK and South Africa, this paper argues that notions of ‘professionalism’ among teachers display such ideological layering, and that such notions are heavily invested with interests that transcend the operational or institutional scales. In the case of the UK, we discuss the way in which a teacher described her experience of taking a degree course, exposing a rift between individual, experiential knowledge and institutional, organisational knowledge, characteristic of the large-scale transformations of the educational field in the UK. In the South African case, we show how a white teacher instructing black township children deploys images of the disciplined body that derive from the Apartheid ‘old order’. In both cases we see that views of professionalism are infused with micro-ideological, practical beliefs as well as with macro-ideological social and political views. In terms of the implications of our line of argument for teacher education we conclude that student teachers should be taught explicitly about the discourses by which teaching is constructed so that they are able to reflect more critically on their professional practice. [Copyright &y& Elsevier]
- Published
- 2008
- Full Text
- View/download PDF
23. Supporting Teachers in Scottish Schools: Has the Money Been Well Spent?
- Author
-
Wilson, Valerie and Davidson, Julia
- Subjects
- *
EDUCATIONAL finance , *EDUCATION policy , *SCHOOL district management , *TEACHERS , *EDUCATIONAL accountability , *BRITISH education system , *CENTRAL-local government relations , *GOVERNMENT policy ,SCOTTISH politics & government - Abstract
Traditionally, education in Scotland has been viewed as a national service that is locally administered. This research casts new light on that relationship between the Scottish Executive and local authorities by drawing on evidence from an evaluation of the implementation of the additional support staff element of the Teachers' Agreement which determined not only teachers' pay structure but also established the professional conditions under which they would work. The paper identifies how local authorities and schools spent the grant aid on staff and equipment, how many additional support staff were appointed, and what impact they were reported to be having on teaching and learning. Information was gathered from a postal survey of all 32 Scottish local authorities and a random sample of 267 schools, and also from interviews held in six case study schools. The findings show that: all the grant aid could not be accounted for, the target number of support staff was not achieved, and their deployment and impact varied across local authorities and schools. By way of conclusion it poses the question: 'Was the money well spent?' [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
24. Teachers' approaches to finding and using research evidence: an information literacy perspective.
- Author
-
Williams, Dorothy and Coles, Louisa
- Subjects
- *
TEACHING research , *EDUCATION research , *INFORMATION literacy , *TEACHER training , *INNOVATION adoption , *BRITISH education system - Abstract
The use of research evidence produced by others is seen as central to the reflective practice of school teachers. There have been many recent UK initiatives aimed at improving access to research evidence, but there are still concerns about the lack of engagement by teachers. Previous research has looked at this issue from different perspectives, including the content and relevance of educational research, the relationships between researchers and teachers, accessibility and presentation of research and the culture of the school. The research presented here seeks to make a contribution to understanding the diffusion of research in the teaching profession by examining the issues from an information literacy perspective. This paper examines the use of research information by UK school teachers, placing an emphasis on their information literacy- i.e. teachers' strategies and confidence in their abilities to find, evaluate and use research information, which is defined as the published output of a planned piece of research. Survey data were collected from 312 teachers and 78 head teachers from nursery, primary and secondary schools in Scotland, England and Wales. The sample included a wide range of teaching experience, ages, subject responsibilities, school locations and sizes, although there was a bias towards teachers who were motivated to use research evidence. Interviews were conducted with 28 teachers from primary, secondary, nursery and special education schools, and a further 15 teachers took part in group exercises. Interview and group exercise samples were more varied in their levels of research involvement. A mixed methodology was used. The questionnaire survey sought background data on more general attitudes towards research, as well as data on information access and confidence in finding and using general and research information. This was supplemented by qualitative evidence on information strategies and experiences from scenario or vignette interviews. Group exercises in which teachers discussed their responses to specific examples of research information were useful in focusing on strategies for evaluating information. While survey respondents were, on balance, positively motivated towards the use of research evidence, their actual use of information from research was limited. They considered the most prominent barriers to their use of research information were associated with lack of time and lack of ready access to sources. This is likely to be a limiting factor in terms of the development of teacher confidence in finding, evaluating and using the kinds of information sources which are increasingly available to support their professional development. In fact survey evidence from the more research-motivated sample indicated that teachers were considerably less confident in finding and using research information than general information. Their confidence was slightly higher in finding research information (e.g. 67.1% and 60.9% were either confident or very confident in defining information needs and locating information respectively) compared to using research information (for example, 56.5% were either confident or very confident in organizing and synthesizing information). However, evidence from the more mixed interview and group exercise samples also revealed a range of concerns about lack of skills and knowledge needed to search and evaluate information effectively. The findings suggest that information literacy may be a factor in limiting the use of research information, exacerbating the perceived challenges of lack of time and lack of ready access to information sources. From an information perspective, teachers' use of research evidence is likely to be enhanced by greater development of information literacy; more attention to local information dissemination strategies; and the development of an information culture and ethos within schools. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
25. Conceptions of effort among students, teachers and parents within an English secondary school.
- Author
-
Stables, Andrew, Murakami, Kyoko, McIntosh, Shona, and Martin, Susan
- Subjects
- *
STRUGGLE , *ABILITY research , *ACADEMIC achievement , *BRITISH education system , *STUDENTS , *TEACHERS , *PARENT attitudes , *ATTITUDE (Psychology) - Abstract
‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualitative and quantitative data from questionnaires and interviews with teachers, students and parents at an English comprehensive school were collected. Analysis reveals that understandings of ‘effort’ are not uniform. Rather, ‘effort’ is a shorthand term, which can be used variably, therefore can be construed as a tool of negotiation, or a form of investment in a set of aims distinctive to each group or individual case. There is a strong case for more sustained research into the operationalizing of such key concepts in schools and other professional and workplace settings. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
26. Academisation: policy is lagging behind ideology.
- Author
-
Laws, David
- Subjects
- *
BRITISH education system , *ACADEMIES (British public schools) , *PUBLIC schools , *BRITISH preparatory schools , *TEACHERS - Abstract
The article discusses the a White Paper released by the government to force academisation of all schools in Great Britain as of May 20, 2016. The government pushes to turn low-performing schools into academies through new leadership and governance. It also notes that the opposition raises concerns over funding, curricular freedom, and training of underperforming teachers.
- Published
- 2016
27. Double standards help STA keep teachers in the dark.
- Author
-
Tidd, Michael
- Subjects
- *
TEACHING , *SCHOOL children , *TEACHERS , *BRITISH education system - Abstract
The article discusses the working of Standards and Testing Agency (STA) for school pupils and teachers. Topics include struggle faced by the Department for Education in securing the exam papers; claim upheld by STA for not permitting teachers to see the full guidance provided to markers; and failure in long-term risk to the quality of teaching practice.
- Published
- 2017
28. Early years changes have "snuck in under the radar".
- Subjects
- *
TEACHERS , *EDUCATIONAL change , *BRITISH education system - Abstract
Provides information on the "Children's Workforce Strategy," a consultation paper published by the British Department for Education and Skills, which would completely reorganise what early years teachers do. Goal of the government in publishing the paper; Level of change stated in the paper; Comment of John Bangs, assistant secretary responsible for the education department at the National Union of Teachers, on the paper.
- Published
- 2005
29. SAGE AWARDS: ADVANCE NOTICE.
- Subjects
- *
EDUCATION awards , *TEACHERS , *EDUCATION research , *THEORY-practice relationship , *BRITISH education system , *CONTESTS - Abstract
The article announces that SAGE Publications and the British Educational Research Association (BERA) are sponsoring an award program for BERA members. The program will support and encourage excellence in the application of research in practice. SAGE will present cash awards, plus a selection of educational books, for the best accounting of putting research into practice in an educational setting. Two awards will be given: one for excellence in 16+ settings, and one for schools, early years, and social care or health settings. , Publishing advice will be provided to the authors of the best papers. Awards will be presented at the 2007 Practitioner Day Conference.
- Published
- 2007
- Full Text
- View/download PDF
30. Gender and Education Special Issue 2007.
- Subjects
- *
TEACHER training , *TEACHERS , *OCCUPATIONAL training , *BRITISH education system , *EDUCATION , *GENDER - Abstract
This article is a call for papers on issues related to gender and teacher education in Great Britain. It aims to draw upon new work which offers critical perspectives of the effects of change on the gendered discourses and reproductive practices of the field, and on the individual and communal identities of teacher educators and student teachers, across and within differing national contexts. The particular focus is on pre-service teacher education.
- Published
- 2005
- Full Text
- View/download PDF
31. THE WEEK IN HIGHER EDUCATION.
- Subjects
- *
HIGHER education , *BRITISH education system , *TEACHERS , *POLITICAL parties - Abstract
This section offers news briefs on higher education in Great Britain as of September 12, 2013. The School of Management's deputy dean for operations Niall Piercy introduced a provision where management academics at Swansea University may be placed on teaching-only contracts until they offer four research papers. Alan Sked, professor of international history at the London School of Economics, has established an anti-European Union party.
- Published
- 2013
32. The week.
- Author
-
Shaw, Michael
- Subjects
- *
BRITISH education system , *TEACHERS , *LICENSE policy , *PROFESSIONAL licenses - Abstract
The article offers news briefs related to education in Great Britain. Ed Balls, the Schools Secretary, announced that teachers could face Management of Technology (MOT)-style tests for them to be up to scratch in the classroom. The licence to teach proposal in the 21st-century schools white paper included the scrapping of the National Strategies. Bernice McCabe, headteacher of North London Collegiate School, criticised the government's skills agenda.
- Published
- 2009
33. True addicts stick at it.
- Author
-
Walpole, Henry
- Subjects
- *
BRITISH education system , *TEACHERS , *ELEMENTARY school teaching - Abstract
The author offers humorous wisdom on teaching from his years in the classroom in Great Britain. Teachers measure time by planning their year around holidays. He thinks they are great procrastinators with concern to grading papers. Writing supplies and stickers become an obsession among them. The differences between students featured in recruitment ads on television and actual students in the classroom are described.
- Published
- 2006
34. English exams bypass Bard.
- Author
-
Mansell, Warwick
- Subjects
- *
TEACHERS , *EXAMINATIONS , *BRITISH education system - Abstract
Reports on the reaction of teachers of key stage 3 students toward exam questions without any relations to the playwright William Shakespeare in Great Britain. Debate over questions requiring no knowledge of the playwright's works; Presentation of a sample question; Decision of the Great Britain Qualifications and Curriculum Authority to change the paper for next year.
- Published
- 2004
35. Dads and Sons literacy campaign.
- Subjects
- *
BRITISH education system , *LITERACY programs , *TEACHERS , *PRISON sentences - Abstract
Presents news briefs related to education in Great Britain as of August 9, 2002. Support given by retailer Comet for the DfES Dads and Sons literacy campaign; Prison sentence faced by a teacher who gave stolen GSCE papers to her pupils the night before their exam.
- Published
- 2002
36. DIARY.
- Subjects
- *
BRITISH education system , *TEACHER organizations , *TEACHERS , *GOVERNMENT policy - Abstract
Highlights developments in education in Great Britain as of July 2001. Lack of credibility of membership statistics released by the Professional Association of Teachers; Suggestions for the Government White Paper on teachers for autumn 2001.
- Published
- 2001
37. Week in perspective.
- Author
-
Slater, Jon
- Subjects
- *
BRITISH education system , *ACADEMIC achievement , *SCHOOL closings , *TEACHERS , *PUBLIC opinion - Abstract
Discusses issues and developments in education in Great Britain as of September 22, 2000. Test results of 11-year old students; Closure of hundreds of schools in the aftermath of the blockade of oil refineries by farmers and truckers; Problems in the launch of the Green Paper on Council Funding; Poll results showing that people believe that teachers deserve more respect than they get.
- Published
- 2000
38. We can work it out.
- Author
-
De Gruchy, Nigel
- Subjects
- *
TEACHERS , *EDUCATORS , *BRITISH education system , *EDUCATION policy , *WAGES - Abstract
Presents the opinion of Nigel de Gruchy, the general secretary of the National Association of Schoolmasters Union of Women Teachers on the future of the teaching profession in Great Britain. How the Government must make teaching a more attractive position; The need for a properly-managed appraisal system; The Green Paper on the future of teaching; The demand for higher pay for good teachers with high-quality in return.
- Published
- 1998
39. Coming soon to a school near you ...
- Author
-
Rafferty, Frances
- Subjects
- *
BRITISH education system , *TEACHERS , *STUDENTS - Abstract
Provides information on what students and teachers in Great Britain can expect for the 1998-1999 school year. New ministers in the Department for Education and Employment; The Green Paper on the modernization of the teaching profession; The National Union of Teachers salaries conference; The National Year of Reading literacy program and the adoption of the literacy hour; School funding issues; The education action zones; Other news.
- Published
- 1998
40. First Thoughts.
- Author
-
Wilby, Peter
- Subjects
- *
PENS , *TEACHERS , *BRITISH education system , *SCHOOL children - Abstract
The article reports that Great Britain Department for Education has set up a committee to decide which colour pens teachers need to use when marking children's work. Between Good Friday and Easter Sunday, the department released the report of its marking policy review group. It also warned that extensive written comments in different colour pens is an example of labour-intensive practices.
- Published
- 2016
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.