Examination Results of Visually Impaired Students

The research undertaken by John Dunkerton, Senior Teacher at Exhall Grange School in Coventry, provides important statistical evidence about the achievements of visually impaired students in GCSE and A-level examinations.     

Book Reviews

Book reviewed in this article: Developing the Arts in Primary Schools: Good Practice in Teacher Education C. SHARP Art in the Primary School J. Lancaster A Tool for Learning: Some Functions for Art in Pirmary Education M. Rubens & M. Newlands     

Queensland's Itinerant Teacher Service, 1901–1930

Moving from homestead to homestead, in a horse and cart, to bring schooling to isolated children in Queensland's outback was the role of itinerant teachers at the turn of the century. Later, the horse and cart was replaced by motor cars and motor bikes, but the harsh conditions of the ‘bush’ were never really conquered. The Itinerant Teacher Service was no longer in existence by the Thirties, being replaced by the Primary Correspondence School which offered a service itinerant teachers could not. The travelling teachers, however, were significant in bringing a degree of literacy and numeracy to ‘bush’ children and in preparing the way for the smooth inception of the Primary Correspondence School.     

A Crisis of Confidence in Vocational Education: The Perceptions of Young Workers in Manufacturing Industry

Mary James, University of Cambridge Institute of Education, The Pastoral and the Academic: Conflict and Contradiction in the Curriculum, Sally Power. London: Cassell, 1996. 164pp. hb ISBN 0 304 33223 2, £40.00, pb ISBN 0 304 33225 9, £12.99

Deborah Braithwaite, Support Service (EBD), Chatham, Kent, Managing Behaviour in the Primary School, J. Docking. London: David Fulton, 1996. 160pp. pb ISBN 1 85346 397 3, £13.99

Val Golightly, Sutton Primary School, Sutton, Cambridgeshire, Quality Circle Time in the Primary School, by Jenny Mosley. Wisbech: LDA, 1996. 255pp. pb ISBN 1 85503 299 5, £19.95

Janet Edwards, Centre for Citizenship Studies in Education, School of Education, Leicester University, Today's Child, Tomorrow's Adult, edited by Tim Khan. Coventry: Community Education Development Centre, 1995. 47pp. pb ISBN 0 9477607 24 2, £7.50 plus 10% p&;p

Janet Edwards, Centre for Citizenship Studies in Education, School of Education, Leicester University, Bringing Learning to Life: Involving the Community in the National Curriculum, by David Howe and Joan Wilson. Coventry: Community Education Development Centre, 1995. 72pp. pb ISBN 0 947607 21 8, £9.95 plus 10% p&;p

Richard Byers, University of Cambridge Institute of Education, Adding Value? Schools' Responsibility for Pupils' Personal Development, edited by Sally Inman and Martin Buck. Stoke on Trent: Trentham Books, 1995. 182pp. pb ISBN 1 85856 044 6, £12.95     

基于教师专业发展的教材创新构想与实践——以《小学数学课程与教学论》为例

为了基础教育课程改革的需要,回应《小学教师专业标准（试行）》的出台,有必要对高师小学教育专业的必修课程《小学数学课程与教学论》的教材进行改革和创新。教材创新从确定教材目标、理清教材结构、编写教材大纲、精选教材内容等方面入手,旨在培养师范生具有小学数学教师专业发展的理论知识和教学实践技能,不断提高他们研究小学数学教学的能力。     

中小学教师培训转型发展的理论基础及实践走向

中小学教师培训正经历着从基于主客关系的传统范式向基于主体间性的新型范式的转型。文章从这种转型背后的理论基础予以分析,并展示了国际上已出现的几种转型范式,最后结合我国中小学教师的现状,概括提出了转型的重点与方向。     

Changing Direction at Tile Hill Wood

Carol Giles, coordinator for special needs, Tile Hill Wood School, Coventry, and Scott Dunlop, senior educational psychologist, Coventry Child Guidance Centre, describe the way a 'whole school approach' has been introduced into a girls' comprehensive school with close support from colleagues.     

基于“标准”的小学教育专业思想政治理论课教学创新研究

本文在解读《小学教师专业标准（试行）》的基础之上,从完善教学目标、充实教学内容、改进教学方法、转变评价机制等方面推进小学教育专业思想政治理论课的教学创新,以促进小学教育专业学生专业道德和专业能力的发展,为培养高素质小学教师服务。     

Reviews

Joyce Taylor, Joseph Lancaster, The Poor Child's Friend: Educating the Poor in the Early Nineteenth Century
Damian F. Hannan, Emer Smyth, John McCullagh, Richard O'Leary and Dorren McMahon, Co-Education and Gender Equality
Michael Barber, The Learning Game: Arguments for an Education Revolution
John Devine, Maximum Security: The Culture of Violence in Inner-City Schools
Derek Briton, The Modern Practice of Adult Education — A Post-Modern Critique
Paul Croll (ed), Teachers, Pupils and Primary Schooling: Continuity and Change
M. Morris and I. Schagen, Green Attitudes or Learned Responses?
Hywel Thomas and Jane Martin, Managing Resources for School Improvement: Creating a cost-effective school
Richard Aldrich, Education for the Nation
Elliot W. Eisner, Cognition and Curriculum Reconsidered
Making Sense of Primary Inspection . By Ian Sandbrook 442
Madan Sarup, Identity, Culture and the Postmodern World
Phil Hodkinson, Andrew C. Sparkes and Heather Hodkinson, Triumphs and Tears: Young People, Markets and the Transition from School to Work
John Furlong and Richard Smith (eds), The Role of Higher Education in Initial Teacher Training
Jeni Riley, The Teaching of Reading: The Development of Literacy in the Early Years of School
Brian Stratford and Pat Gunn (eds), New Approaches to Down Syndrome
Maurice Craft (ed), Teacher Education in Plural Societies, An International Review . Edited     

Reviews

Book reviewed in this article:
Listen with Teacher : And none of it was nonsense: the power of storytelling in schools , Betty Rosen.
Speaking Meekly : Language and Literacy in the Primary School , Margaret Meek and Colin Mills (eds.)
A Map for a Minefield : The Primary Language Book , Peter Dougill and Richard Knott
"Speak what we feel, not what we ought to say" : Oracy Matters Teaching and Learning in the Spoken Language, M. McLure, T. Philips and A. M. Wilkinson (Eds.)
Strategical Readers : Developing Response to Poetry , Patrick Dias and Michael Hayhoe, O.U. 1988     

立足区域的教师培养项目实践与反思

教师是推动教育事业发展的基础,是提高教育质量、办好人民满意教育的关键。"长海县中小学卓越教师培养项目"基于县情,突破瓶颈,利用"典型驱动"策略,培养卓越教师,打造卓越课堂,实现卓越发展,从而带动区域教师队伍整体素质提升。     

中小学教师教育技术培训的“区域化发展”研究——以陕西省中小学教师教育技术的相关培训项目为例

教师的教育技术能力被视作衡量教育信息化发展进程的重要指标,而面向教师群体发展的教育技术培训就成为教育信息化研究的重要工作。文章以陕西省中小学教师教育技术培训项目为例,从影响培训项目实施的区域化因素出发,分别在宏观战略、实施环节和具体措施三个方面阐释了在省级区域如何有效地开展教师教育技术培训。     

田家炳基金重庆中小学英语教师培训项目的实践与探索

2008在重庆启动的香港田家炳基金会中小学英语教师培训项目,目前已经取得显著成效,主要体现在：形成了英语教师培训的新模式——＂重庆模式＂;提升了学员英语专业素养和教学实践能力;增强了自主发展信念和终身学习的意识,更新了教育观念。该项目在培训模式上进行的实践和探索对开展其它教师培训具有一定的启示作用。     

Reviews

D. Shorrocks-Taylor, National Testing: Past, Present and Future
R. Pring, Philosophy of Educational Research
P. Ovens, Reflective Teacher Development in Primary Science
N. Harris and K. Eden with A. Blair, Challenges to School Exclusion
A. Pollard and P. Triggs, with P. Broadfoot, E. McNess and M. Osborn, What Pupils Say: Changing Policy and Practice in Primary Education
P. Mahony and I. Hextall, Reconstructing Teaching: Standards, Performance and Accountability
D. Gillborn and D. Youdell, Rationing Education: Policy, Practice, Reform and Equity
W. Bartlett, T. Rees and A.G. Watts, Adult Guidance Services and the Learning Society
A. Oldknow and R. Taylor, Teaching Mathematics with ICT
D. Nabuzoka, Children with Learning Disabilities: Social Functioning and Adjustment
P. Hannon, Reflecting on Literacy in Education
L. Morley and N. Rassool, School Effectiveness: Fracturing the Discourse
J. Sayer, The General Teaching Council
J. Oakhill and R. Beard (ed.), Reading Development and the Teaching of Reading     

Daily Evaluation in the Classroom

Children's day by day progress can be measured through precision teaching. James Muncey, senior educational psychologist, and Hugh Williams, educational psychologist, Coventry School Psychological Service, describe its value in both ordinary and special schools     

Target Setting in Special Schools

Jim Muncey, Chief Adviser, City of Coventry Education Service, and John McGinty, Headteacher, Wainbody Wood School, examine a model which ensures that target setting in special schools reflects both national demands and the particular nature of special provision.     

Book Reviews

Books reviewed:
Suzanne E., Wade Preparing Teachers for Inclusive Education: Case Pedagogies and Curricula for Teacher Educators
David, Abbott, Jenny, Morris and Linda, Ward Disabled Children and Residential Schools: A Study of Local Authority Policy and Practice
Neville, Harris, Karen, Eden and Ann, Blair Challenges to School Exclusion
Pamela, Munn, Gwynedd, Lloyd and Mairi, Ann Cullen Alternatives to Exclusion from School
D. O., Braithwaite and T. L., Thompson Handbook of Communication and People with Disabilities Research and Application
Judith, Ackroyd Literacy Alive
Paul, Croll and Diana, Moses Special Needs in the Primary School: One in Five?
Sheila, Wolfendale Special Needs in the Early Years: Snapshots of Practice
Deirdre, Martin Teaching Children with Speech and Language Difficulties
S., Janert Reaching the Young Autistic Child: Reclaiming Non-Autistic Potential through Communicative Strategies and Games
Anita, Keates Dyslexia and Information and Communications Technology: A Guide for Teachers and Parents     

大学与中小学合作:教师专业发展学校的质量保证

教师专业发展学校是实现教师教育一体化的重要载体,大学与中小学的合作镶嵌在学校教育实践的脉络之中。当前,教师专业发展学校大学与中小学合作面临的问题是:文化冲突难以逾越;组织机构正规化程度不够、冲突难以协调;资金、时间等资源问题难以保障;教师负担过重。解决上述问题的思路在于:寻求合作伙伴,实现互惠双赢;按自愿原则挑选参与合作人员,扩大合作范围;签署合作协议,规定双方义务;强化行政干预,建立三位一体合作模式;寻求国家政策和财政支持。     

Active Approaches to Social Education

An active approach to personal and social education, now familiar in many secondary schools, has been adapted to working with pupils in a range of special schools through an in-service programme for staff. Sylvia Lindoe, senior lecturer, Westhill College of Education, Birmingham, and Julia Bond, deputy head, Alice Stevens School, Coventry, describe the project.     

“全科-应用型”小学教育本科专业人才培养刍议

小学教育本科专业人才培养需要顺应时代要求,走“全科-应用型”小学教师培养道路。“全科-应用型”小学教师,是指能基本胜任小学小班化需要的专业知识广博和专业能力全面的优质小学教育师资。根据“小学教师专业标准”和“全科-应用型”人才培养定位,文章构建了小学教育本科专业人才培养“345”模式,即确立“三大目标领域”、倡导“四年-贯实施机制”和重点打造“五类专业实践能力”。