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Copyright of Studia Universitatis Babes-Bolyai, Psychologia-Paedagogia is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article analyses the activities and early outcomes of an ongoing co-designed and co-delivered research impact project entitled "Decolonising the English Literature A-Level". It draws on examples from three case studies, classroom experiences, and student and teacher feedback to show how efforts to support the decolonisation of taught content and pedagogies aimed at A-Level learners can generate benefits for students relating to knowledge and understanding; skills development; personal motivation and well-being; academic attainment; and educational and career ambitions and prospects. [ABSTRACT FROM AUTHOR]

Background: Literature is scarce regarding the psychological predictors of chess expertise and A-level chess performance. Methods: A cross-sectional study was designed and conducted on a total number of 90 Hungarian and Romanian competitive chess players. More than half were males, the average age was 32.07 (SD=12.99). The study aimed to explore the predictive influence of age, gender, number of hours spent practicing, preferences for rational and intuitive thinking styles, self-efficacy, and emotionality on the likelihood of obtaining a publicly accessible ELO rating within the range of 1800-2500 (indicating at least A-level expertise or higher). Binary logistic regression was applied to examine the weight of each predictor. Results: The data evinced the statistically significant role of gender, and rational thinking style on A-level chess expertise and from all the conclusive predictors the most determinant was the rational thinking style which raised the chance of high expertise more than 60 times. Conclusions: Practice contributes positively to the development of A-level competence. However, the most crucial factor in predicting high chess expertise and performance is the preference for rational thinking style. ZUSAMMENFASSUNG. Hintergrund: Es gibt nur wenig Literatur über die psychologischen Prädiktoren für Schachkenntnisse und A-Level-Schachleistungen. Methoden: Es wurde eine Querschnittsstudie konzipiert und an insgesamt 90 ungarischen und rumänischen Wettkampfschachspielern durchgeführt. Mehr als die Hälfte waren Männer, das Durchschnittsalter betrug 32,07 Jahre (SD=12,99). Ziel der Studie war es, den prädiktiven Einfluss von Alter, Geschlecht, Anzahl der Trainingsstunden, Präferenzen für rationale und intuitive Denkstile, Selbstwirksamkeit und Emotionalität auf die Wahrscheinlichkeit zu untersuchen, eine öffentlich zugängliche ELO-Bewertung im Bereich von 1800-2500 (was mindestens A-Niveau oder höher bedeutet) zu erhalten. Es wurde eine binäre logistische Regression angewandt, um das Gewicht der einzelnen Prädiktoren zu untersuchen. Ergebnisse: Die Daten zeigten die statistisch signifikante Rolle des Geschlechts und des rationalen Denkstils für die Schachkompetenz auf A-Niveau. Von allen schlüssigen Prädiktoren war der rationale Denkstil der bestimmendste, der die Chance auf eine hohe Kompetenz um mehr als das 60fache erhöhte. Schlussfolgerungen: Übung trägt positiv zur Entwicklung der A-Level-Kompetenz bei. Der wichtigste Faktor bei der Vorhersage von hoher Schachkompetenz und Leistung ist jedoch die Präferenz für den rationalen Denkstil. Schlüsserwörter: Schachexpertise, ELO-Bewertung, A-Level, Emotionalität, Selbstwirksamkeit, rationales Denken, intuitives Denken, Praxis, Erwachsene

In the UK, most prospective university students study 'traditional' academic qualifications such as A-Levels. However, increasing numbers of students are entering UK higher education with 'non-traditional' or vocational qualifications. This has provoked debate about the relationships between entry qualifications and degree outcomes; this paper investigates this relationship in sport and exercise science. Data from five large cohorts of undergraduates at a post-1992 university in the Midlands of England are analysed to investigate predictors of degree outcomes. The models predict better degree outcomes for those with higher UCAS tariff points; who studied A-Levels; who were female and white. Students entering with only vocational qualifications were more likely to be BME, male, and from poorer backgrounds. Therefore, the apparent associations between entry qualifications and outcomes can misrecognise the importance of the qualifications themselves. Students are not randomly distributed between post-16 qualification pathways and any associations with degree outcomes might be a function of factors that influenced choices at aged 16. This is particularly important now, amidst major reforms of post-16 qualifications in England, including the development of the new Technical Level qualifications. [ABSTRACT FROM AUTHOR]

The English A-level assessment system between 2000 and 2018 was a modular design split in two: the AS year and the A2 year. The music technology A-level had three coursework tasks, including a 'sequenced realized performance' (SRP) where students recreated songs in a digital audio workstation (DAW). The Department for Education (DfE) introduced more rigorous GCSE and A-level specifications throughout 2016–19 to raise standards, and there was a clearer emphasis on examined components and a move away from coursework-based assessments. As part of this, the SRP task was removed from the assessment. In response, the research question of this article is: what do students learn about composing and production when sequencing non-original music? Findings suggest recreating existing music embeds better critical listening skills, which then feed back into students' own productions. It also teaches the technical aspect of learning how a DAW works and common contemporary techniques used within one. [ABSTRACT FROM AUTHOR]

Mary Midgley challenges the dominant conceptions of human nature, ethics, community and ecology taught at A-Level. This article considers some of the key themes of her thinking. [ABSTRACT FROM AUTHOR]

In public and private sectors alike, decision-making is increasingly carried out through the employment of 'algorithmic actors' and artificial intelligence. The apparent efficiency of these means in the eyes of politicians and the public has made recourse to them possible. Along with this belief in their efficiency, however, fears emerge that nonhuman actors have displaced judicious human decision-making. This article examines this belief and its contestation, drawing on overlapping notions of 'delegation' in the political sociologies of Bruno Latour and Pierre Bourdieu. We undertake two case studies of attempts to delegate decision-making to algorithms: the 2020 UK 'A-level' grade determination and the Australian 'robodebt' welfare funds recovery scheme. In both cases, the decision-making delegated to algorithms was publicly discredited as critics invoked a different form of fairness than the one used by those deploying the technology. In the 'A-level' case, complainants drew on a grammar of individual merit, while complainants in the 'robodebt' case made a technical critique of the algorithm's efficiency. Using a theory of delegation, we contribute to understanding how publics articulate resistance to automated decision-making. [ABSTRACT FROM AUTHOR]

Our main objective is to verify whether learners improved their level of EFL written production through blogging from the perspective of the Cooperative Learning approach. The learners participating in this experiment were in their 1st academic year of A-levels within the Spanish education system. Their level of English was B1 according to the CEFR. Having identified the learners' level related to EFL written production, one research question was established to confirm whether learners improved their level of written production through blogging. From this research question, the following starting hypothesis was created: 1. Blogging helps learners increase their EFL written production within the Cooperative Learning approach. The chosen method was action-research implying, thus, that quantitative outcomes were analyzed. The results were quite satisfactory implying, in consequence, that this current paper is worth and interesting since not much research has been published at non-university education and, in particular, in A-level studies. [ABSTRACT FROM AUTHOR]

This paper draws on doctoral research exploring the lived experiences of secondary school students during their first year of A-level study, through the theoretical lens of the Threshold Concept Framework. A longitudinal design frame based on Interpretative Phenomenological Analysis is employed, thus providing an original use of this methodology in education research to address the paucity of inquiry exploring the difficulties experienced by students as they transition from the General Certificate in Secondary Education (GCSE) to A-level. In this context, I argue that students' encounters with threshold concepts (TCs) are significant for them, posing a degree of cognitive and affective challenge which serves to exacerbate the difficulty of transition already caused by increased workload and pressure. The findings offer insights into students' struggles adjusting to shifting identity and membership of communities further intensified by the integrative, discursive and transformative nature of TC acquisition. The longitudinal research design also surfaces positive aspects of growing awareness of the integrative power of TCs. Recommendations are made for further research involving students, teachers and academics to explore TCs in a range of other subjects and settings in secondary schools in the context of recent and significant changes to GCSE and A-level curricula. [ABSTRACT FROM AUTHOR]

The current A-level biology curriculum includes a broad coverage of all the biosciences which demands knowledge of a wide range of biological vocabulary. Students (n = 184) from two UK universities were presented with a list of vocabulary, associated with a 'Revise Biology' text which highlighted key terms that students should know. Lecturers (n = 26) were asked which of these terms they expected students to know, or be aware of. Findings revealed that students' claimed knowledge of vocabulary exceeded lecturer expectations. In addition, there were a number of terms which students did not understand and lecturers did not expect them to know, which could be removed from A-level biology courses. This is discussed in relation to whether A-level curricula need to be so content heavy and whether lecturers would benefit from knowing more about their students' knowledge of discipline-specific terms. [ABSTRACT FROM AUTHOR]

Conducting cutting-edge biomedical research in schools and further education college laboratories has its challenges, but these are not insurmountable. In 2008, we established a successful cutting-edge research project into a debilitating human disease, in a secondary school environment. Here we provide a narrative describing the process behind the project, and then reflect not only on the process, but also on the benefits for school students, teachers and university researchers from engagement in such a collaborative project. We describe how, with significant financial input from a major biomedical charity, we were able to expand the initial project into Authentic Biology, a national programme of research in schools across the UK. Authentic Biology has resulted in six schools establishing their own novel research projects, mainly relating to human disease, and working in collaboration with their local university. Authentic Biology is a model for longterm school/college/university collaboration that is highly effective, productive and measurable through outcome. The challenge ahead is how to sustain the technical and financial support for such programmes.

This article reports on data from a large-scale study investigating students’ mathematical transitions to higher education. Three hundred and seventy-one undergraduate bioscientists were surveyed in order to investigate their perceptions and experiences of studying post-compulsory mathematics, as preparation for the mathematics elements of their degree. A-level Mathematics was well-received, with more than three-quarters of participants describing the qualification as good preparation for their degree. Participants particularly valued the statistics units at A-level. However, A-level Further Mathematics was perceived to be less useful preparation, although participants reported that it was enjoyable and challenging. Ongoing qualification reform, as well as the proliferation of post-compulsory mathematics options, means that universities and schools would do well to consider how best to maximise bioscience students’ mathematical preparation prior to beginning their undergraduate studies. [ABSTRACT FROM AUTHOR]

This article draws on recent research from the Pre-Degree Summative Assessment in Art Design and Media Study, conducted at UCL Institute of Education, which found that pre-degree art and design qualifications at levels 3 and 4 vary greatly in their appropriateness as a preparation for degree level study in art subjects. Central to the article are findings concerning external assessment processes and assessor selection and training. The research was commissioned by the awarding body of University of the Arts London in response to the then imminent Department for Education ( DFE) directives for additional external assessment in all level 3 and 4 vocational pre-degree programmes. Our research revealed the negative consequences of assessment becoming a bureaucratic process of measuring what is most easily measurable. In such instances it can become a task that is devoid of 'expert' knowledge and opinion. As the research demonstrates, the consequences for art education are serious. The title is appropriated from Bourdieu's sociological examination 'But who created the 'creators'?' which casts a critical eye on the broader social landscape in which art and artists are produced and imbricated into the wider cultural order. To ask, who assesses the assessors? Is, of course, to ask a different kind of question, but never-the-less it is one which deserves to be opened out to scrutiny beyond the specificity of individual qualifications. This article's contribution argues for a more sustainable and radically transparent assessment regime in which professional expertise can be shared across the UK's secondary, further and higher education continuum. [ABSTRACT FROM AUTHOR]

A new, interdisciplinary high school geoarchaeology curriculum unit, titled "Living with Volcanoes," was created and tested in two pilot lessons with 30 high school students total studying geography and classical civilization in northern England. Students were highly engaged during the curriculum unit and showed positive learning gains and favorable shifts in perceptions as measured immediately before and after its implementation. Geoarchaeology combines disciplinary knowledge from geoscience and archaeology to construct novel approaches to past human inhabitation and environmental interaction. The curriculum unit was designed to introduce this field to high school students, following guidelines from interdisciplinary studies, and it was modified iteratively, based on interviews with four high school teachers of relevant classes. It combines short lectures and group work in a 90 min, interactive format to address a variety of questions surrounding the eruption of Mt. Vesuvius and its impact on the town of Pompeii and other nearby areas. Pilot survey and observational data, combined with feedback from students and teachers, were used to modify the curriculum unit. Restructured case study questions now provide better scaffolding for students, and teachers are provided with an answer key to better support facilitation. "Living with Volcanoes" has the potential to be utilized in cross-disciplinary recruitment for both geoscience and archaeology, at the high school and introductory postsecondary level. This broader, interdisciplinary approach to curriculum development may be applied to other fields of geoscience that transcend common disciplinary boundaries. [ABSTRACT FROM AUTHOR]

First year undergraduate courses in higher education tend to be designed based on assumptions of students’ prior knowledge. Almost 600 undergraduates at five UK universities, studying biological sciences, were given an MCQ test in their first week at university, based on biology A-level (pre-university examination) core criteria. Results demonstrated low-level retention of basic concepts. There was variation between subject area and examination board and an inverse correlation between MCQ score and time since taking A-levels. By discovering what students remember from their pre-university learning, undergraduate courses can be designed to be more student-focused and so develop a deeper-learning teaching strategy. The results also suggest that, if A-levels are to be redesigned to enhance their impact for students entering higher education, creating programmes which encourage retention of key concepts should be a key factor to consider. [ABSTRACT FROM AUTHOR]

The concept of psychological literacy has grown in importance within psychology education at all levels, in the UK and globally, in recent years. Increasingly, psychology educators and policy makers are seeking to emphasise the relevance and usefulness of psychology within everyday life, within the workplace, and as an element of global citizenship. The Division of Academics, Researchers and Teachers in Psychology (DART-P), recognising this recent development, hosted a symposium at the British Psychological Society (BPS) Annual Conference 2015, at which the concept of psychological literacy was explored within the context of higher and pre-tertiary psychology education. The aim of the symposium, reflected in this article, was to explore current thinking, developments and practice within contemporary psychology education, with a view to stimulating critical discussion and reflection on psychological literacy and its delivery within both pre-tertiary and higher education contexts. Ultimately, the symposium, and this article, are intended to facilitate exploration of the opportunities provided by psychology education, at all levels, to develop students as psychologically literate citizens. This article summarises the talks and discussions which occurred during the symposium. Firstly, we introduce the concept and literature surrounding psychological literacy and its importance to modern psychology education. This is followed by a case study illustrating one way in which psychological literacy has been embedded into the curriculum within a university undergraduate programme. We move to consider the development of thinking about psychological literacy in a historical context, linking it to societal benefits and Miller's (1969) concept of 'giving psychology away'. This raises the question of the extent to which pre-tertiary psychology education can equip students with psychological literacy, and the impact of the growing numbers of people who have studied psychology upon society. In England and Wales, the most popular pre-tertiary psychology qualification is the A level, which has undergone recent revisions, and so we consider the contribution of the new A level psychology specifications to psychological literacy. In conclusion, this paper offers some thoughts about the implications of the growth in emphasis on education for psychological literacy, reflecting the discussions held during the plenary session at the end of the symposium. [ABSTRACT FROM AUTHOR]

In recent years, there have been concerns in the UK regarding the uptake of particular subjects in post-compulsory education. Whilst entries for Advanced level (A-level) subjects such as media studies have experienced considerable growth, entries for A-level physics have, until recently, been declining, prompting fears of a skills crisis in future generations. This study applied an established psychological theory, the theory of planned behaviour, to explore the drivers behind students’ subject choice at A-level, specifically focusing on students’ intentions to study physics and media studies. Multiple regression analyses supported the predictive validity of the theory in this context, with the three predictor variables (attitude, subjective norm and perceived behavioural control) accounting for 66% of the variance in students’ intentions to study physics and 68% of the variance in students’ intentions to study media studies. Furthermore, for both subjects, attitude and subjective norm were found to be significant predictors of intentions. Hence, students with higher intentions to study physics or media studies exhibited a more positive attitude towards choosing this subject and perceived greater social pressure from significant others. Analysis of the beliefs underlying students’ subject choices suggested that the influence of parents was particularly important to students, as were beliefs about the positive outcomes of choosing physics or media studies in terms of student’s future career and education prospects. This suggests that initiatives aimed at increasing the uptake of subjects such as physics in the future might be best targeted in these areas. [ABSTRACT FROM PUBLISHER]

This paper presents a simplified perspective of classroom teaching and learning informed by hermeneutic phenomenology where teachers and students interact in suggested processes of interpretation, conceptualisation and actualisation. This paper is based on the premise that it is important to first understand the dynamics of teacher and student interaction within the classroom before successful implementation of policy and curriculum can take place. This perspective was used in a case study that explored how two A-level classes in an urban comprehensive state school in England engaged with and actualised English Literature as a subject. Literature lessons were observed for one week after which the respective literature teachers and three students from each class were interviewed while documentary analysis was carried out to identify how curriculum and policy makers conceptualise English Literature. The use of this perspective facilitated comparisons and revealed distinct differences between how policy makers, teachers and students interpreted, conceptualised and actualised the subject. Thus, an understanding of the classroom as drawn from a hermeneutic phenomenological perspective can illuminate how teachers and students engage with the syllabus which could then inform the construction of policies, curricula and syllabi that include a perspective of how they may be actualised. [ABSTRACT FROM AUTHOR]

The transition from school or college to university education is an exciting time for most students, but also one that is filled with new challenges. Students are faced with new styles of teaching and learning, and are required to be more independent and acquire new skill sets. For psychology students, there may be an additional challenge in the form of studying a subject that is novel to them, or they may need to revise their understanding of the nature of their subject from their perception pre-university. This article will review some of the current literature on student transitions, and on psychology students ' preparation for degree-level study, and will recommend collaborative working and increased dialogue between the pre-tertiary and university sectors as one way to smooth the transition [ABSTRACT FROM AUTHOR]

There has been much concern recently in the UK about the decline in the number of students studying physics beyond age 16. To investigate why this might be we used data from a national database of student qualifications and a multilevel modelling technique to investigate which factors had the greatest impact on the uptake of physics at Advanced Level (A-level) in a particular year. Each factor of interest was entered into a separate model, while accounting for prior attainment and gender (both well-known predictors of A-level uptake). We found that factors associated with greater probability of uptake included better attainment in physics (or combined science) and maths qualifications at age 16 in comparison to other subjects, and (for girls only) attending an independent or grammar school. While it is difficult to address these factors directly, the results imply that more needs to be done to improve relative performance at General Certificate of Secondary Education, perhaps by increasing the supply of specialist physics teachers at this level and to overcome the perception (especially among girls) that physics is a particularly difficult subject. [ABSTRACT FROM PUBLISHER]

Copyright of Research Papers of the Wroclaw University of Economics / Prace Naukowe Uniwersytetu Ekonomicznego we Wroclawiu is the property of Uniwersytet Ekonomiczny we Wroclawiu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, I examine ethnic inequalities in educational attainment in England and Wales. I focus on the two main educational transitions in England and Wales: the transition at age 16, from compulsory to post-compulsory education, and the transition at age 18, from school to university. I take into account the distinction made by Boudon (1974) between ‘primary’ and ‘secondary’ effects, and ask how far overall ethnic inequalities in educational attainment can be attributed to primary or secondary effects. The paper first assesses the extent of gross ethnic inequalities in the chances of making each transition, before asking how far the picture is altered by controlling for social class background. I then determine the relative importance of primary and secondary effects in creating ethnic inequalities in educational attainment. Results show that both primary and secondary effects are operating to produce ethnic inequalities in educational attainment. In general, where ethnic groups are disadvantaged relative to the white majority, this is due to their lower average levels of performance. But conditional on their performance, ethnic minority students are much more likely to choose to make educational transitions, suggesting that if performance effects were eliminated, all ethnic minority groups would be advantaged relative to the white majority. [ABSTRACT FROM AUTHOR]

There has, for some years, been a growing concern about participation in university-entrance level mathematics in England and across the developed world. Extensive statistical analyses present the decline but offer little to help us understand the causes. In this paper we explore a concern which cannot be explored through national data-sets, namely the retention of mathematics students on Advanced level (A-level) mathematics courses. Drawing on survey data from 15 secondary schools in the Midlands of England, we examine subject differences in decisions to study, withdraw from, and continue in a range of A-level subjects. Not only is the rate of attrition from mathematics higher than most other subjects, but there are substantial differences between schools. In order to explore this high rate of attrition further we consider one school (Queensbury Park) in which a large proportion of students decided not to continue with their study of mathematics from Year 12 to Year 13. Drawing on performance data and focus group interviews we explore some of the reasons for the students’ decisions. [ABSTRACT FROM PUBLISHER]

Discussions of student transition from the study of languages in UK high schools to the study of languages at university usually focus on the vertical transition, comparing the differences in curricula and approach to languages taken in each sector. Whilst acknowledging that this aspect of the student transition is important, this article explores the transition in a broader disciplinary context by raising questions about how other subjects students have studied before entering higher education may help or hinder the transition. As well as drawing on relevant literature in the Arts and Humanities field, we also discuss the findings of a case study, which investigated the views of students and teachers in one English university and one English high school. [ABSTRACT FROM PUBLISHER]

Despite the abundant literature on educational measurement there has been relatively little work investigating the psychological processes underpinning marking. This research investigated the processes involved when examiners mark examination responses. Scripts from two geography A-level examinations were used: one requiring short and medium length responses and one requiring essays. Six examiners marked 50 scripts from each of the two examinations and were later asked to think aloud whilst marking four to six scripts from each examination. Coding and analyses identified different types of reading behaviours, social, emotional and personal reactions and provided insight into the nature of evaluations. Some differences between examiners and between question types were identified. Analysis of associations between marker behaviours and marker agreement suggested that positive evaluations, comparisons and thorough reading were important to avoiding severity. Potential implications for marker training and for the impact of technological changes to assessment systems are discussed. [ABSTRACT FROM AUTHOR]

The effects of impeller size, agitation and aeration on the rate of yeast growth were investigated using bench-top bioreactors. This exercise, carried out over a six-month period, served as an effective demonstration of the importance of different operating parameters on cell growth and provided a means of determining the optimisation conditions for biomass production. The project involved collaboration with a research student at University College London and provided the team of young school students (age range 16-18 years) with an excellent experience of academic and industrially relevant research, embracing many of the elements associated with working in the field of biochemical engineering: this was one of the principal objectives of the exercise. [ABSTRACT FROM AUTHOR]

This article feeds into the discussion of transitional issues begun in Volume 2 of Arts and Humanities in Higher Education. It draws on research into A-level students' expectations of university English and how these compare to the experiences of first-year students, university lecturers and A-level teachers. The data presented are drawn from innovative focus group sessions which gave pre-higher education and first-year university students a range of exercises to encourage them to focus on their expectations and experiences of studying English. These data were supplemented with teacher and lecturer interviews. The article concentrates on students' expectations of independent study and the experience of reading. The findings show that there is a mismatch between student expectations and the realities of university study. It is hoped that the outcomes of this research will contribute to a more informed transition from school to university by informing students' expectations before they enter university. [ABSTRACT FROM AUTHOR]

At award meetings for public examinations in the UK examiners make decisions about which examination scripts exhibit the competence which is expected at grades A, B and E for A-level. One of the indicators used to distinguish between competence at different grades is grade descriptors. These are written descriptions of examiners' personal constructs of each grade, which are tacit knowledge. It is important that candidates and teachers are aware of the characteristics which are expected to be exhibited at these grades. To develop grade descriptors for an Accounting A-level (i.e. to make Accounting examiners' tacit knowledge explicit) quantitative data were taken from samples of approximately 40 candidates chosen randomly from subsets of the Accounting examination population who had chosen each question and achieved each grade. Quantitative analysis was used to identify questions where there was a clear difference between the performance of candidates who achieved adjacent grades. Using Kelly's Repertory Grid, Accounting experts identified the qualitative differences in the responses made to these questions by candidates achieving different grades. These qualitative data were edited to form grade descriptors. The Accounting examiners' tacit knowledge was made explicit as grade descriptors. Examiners' tacit knowledge which they use to make judgements about the grade worthiness of scripts constitutes characteristics which distinguish work at different grades. [ABSTRACT FROM AUTHOR]

The purpose of the paper is to demonstrate how a research diary methodology, designed to analyse A-level and GNVQ classrooms, can be a powerful tool for examining pedagogy and quality of learning at the level of case study. Two subject areas, science and business studies, are presented as cases. Twelve teachers and thirty-four students were studied over a four-week period in May 1997 and contrasts were drawn between lessons from three A-level physics teachers/three Advanced GNVQ science teachers and two A-level business/economics teachers/four Advanced GNVQ business teachers. Lessons were analysed within a cognitive framework which distinguishes between conceptual and procedural learning and emphasizes the importance of metacognition and epistemological beliefs. Two dimensions of lessons were identified: pedagogical activities (e.g. teacher-led explanation, teacher-led guidance on a task, question/answer sessions, group discussions, working with IT) and cognitive outcomes (e.g. structuring and memorizing facts, understanding concepts and arguments, critical thinking, problem-solving, learning core skills, identifying values). Immediately after each lesson, teachers and students (three per class) completed structured research diaries with respect to the above dimensions. Data from the diaries reveal general and unique features of the lessons. Time-ofyear effects were evident (examinations pending in May), particularly in A-level classrooms. Students in business studies classes reported a wider range of learning activities and greater variety in cognitive outcomes than did students in science classes. Science students self-rating of their ability to manage and direct their own learning was generally low. The phenomenological aspects of the classrooms were consistently linked to teachers' lesson plans and what their teaching objectives were for those particular students at that particular time of the year. [ABSTRACT FROM AUTHOR]