Issues of relevance in Kenyan mathematics and science curricula

Are ‘Mathematics’ and ‘Science’ such universal notions that one curriculum can serve equally well in all societies, subject only to exemplification from local circumstances? Or do different human cultures construct and use ‘Mathematics’ and ‘Science’ so differently that each culture needs to construct its own curriculum to teach its own children? At issue is whether curricula developed in industrialised states can be readily transferred or adapted to developing countries.Taking as its starting point the fates of the Scools Mathematics and the Schools Science Projects in Kenya, — both adaptations of British models, — this paper reviews the research addressed to these questions. Its conclusion is that definitive answers are not yet possible. Nevertheless, what evidence there is seems to question the possibilities of transferability or even of simple adaptation.     

School systems and social equity in western and communist countries: A historical-comparative appraisal

In outlining the problem of this article the author discusses the conceptual relationship between ‘equality’ and ‘equity’ with regard to educational opportunity and to their controversial interpretation in Western and Soviet sources. After a historical retrospective the analysis is focused on the clarification of ‘equality of educational opportunity’, its implementation in school systems and its differentiating definition by James S. Coleman. The recent development characterised by a turn from exaggerated optimism to disillusion is explained by actual events and trends as well as by reference to sociological and genetic works, published in Western and Communist countries.The outline of some essential obstacles to the realisation of equality of educational opportunity paves the way for concluding remarks in which possible ways of overcoming these obstacles (confined to the Western scene) are proposed. They are rooted in the thesis that ‘equality’ and ‘equity’ are less easy to define as objectives than reduction in unjustifiable deficiencies. Stress is laid on the thesis that the concept of equality of educational opportunity through education is in danger of being reduced to a programme of minimal knowledge and the tyranny of meritocratic examination systems, not of humane and individual personalities, potential good citizens. Admitting, therefore, that ‘equity’ deserves to be given priority over ‘equality’ the author concludes by emphasising that efforts to foster equity must not supersede the inclusion of reduction in inequality in educational programmes.     

Components of reading comprehension and scholastic achievement

The aim of this study was to understand whether the reading comprehension process is better explained by a single or by multiple factors. 184 students (9 to 13 years old) were presented with a recently devised battery of tests, that measure ten aspects of reading comprehension. Structural equation modelling showed that a two factors model better accounts for the data compared to a one or a three factors model. Results confirmed the hypothesis which distinguishes between ‘basic’ and ‘complex’ aspects of reading comprehension. The second goal of the study was to analyze the relationship between the two-components model and scholastic achievement. Our results highlighted that the more ‘complex’ aspects of reading comprehension, reflecting some metacognitive knowledge and control processes, are the better predictors of scholastic achievement.     

Parental involvement,children's aspirations,and achievement in new immigrant families

The authors investigated the relationships among multiple aspects of parental involvement (English proficiency, school involvement, control and monitoring of children), children's aspirations, and achievement in new immigrant families in the United States. They used data on immigrant parents and school-age children (N = 1,255) from the New Immigrant Survey to examine immigrant families from diverse backgrounds. Structural equation modeling analyses revealed that parental English proficiency and involvement in school education are related to children's academic achievement, cognitive development, and English language ability, directly as well as indirectly, through children's educational aspirations. Parental control and monitoring is not beneficial to immigrant children's cognitive development, although variations were found across different groups. They also observed intriguing findings regarding gender and racial or ethnic diversity. Based on their findings, they provide recommendations for the fostering of academic success and the design and implementation of educational programs and practices for immigrant children.     

‘Distance education’ and ‘e-learning’: Not the same thing

This article examines the distinct differences between ‘distance education’ and ‘e-learning’ in higher education settings. Since the emergence of the new information and communication technologies (ICT), many have related to them as the new generation of distance education, and some have referred to their implementation in academia as challenging the very existence of campus-based universities. Many policy makers, scholars and practitioners in higher education use these two terms interchangeably as synonyms. But the fact is that distance education in most higher education systems is not delivered through the new electronic media, and vice versa – e-learning in most universities and colleges all over the world is not used for distance education purposes. ‘Distance education’ and ‘e-learning’ do overlap in some cases, but are by no means identical. The lack of distinction between ‘e-learning’ and ‘distance education’ accounts for much of the misunderstanding of the ICT roles in higher education, and for the wide gap between the rhetoric in the literature describing the future sweeping effects of the ICT on educational environments and their actual implementation. The article examines the erroneous assumptions on which many exaggerated predictions as to the future impact of the ICT were based upon, and it concludes with highlighting the future trends of ‘distance education’ and ‘e-learning’ in academia.     

The Relationship Between School Composition, School Process and Mathematics Achievement in Secondary Education in Argentina

Using data from the 1998 High School National Census from the Ministry of Education and Culture of Argentina, the present study examines relationships between school composition, some characteristics of schooling (such as institutional culture and climate), and students’ achievement in Mathematics in the last year of high school. The study applies multilevel linear modeling on the levels of student, school and state. It finds a close relationship between achievement in Mathematics and the variables of school composition and schooling processes. It shows that when both variables act together, the effect of all other variables significantly decreases. The variables of schooling processes, however, even when diminished in influence, nonetheless notably continue to affect students’ achievements. The study also identifes a reference model for future studies evaluating other institutional factors of learning.     

The Relationship Between School Composition,School Process and Mathematics Achievement in Secondary Education in Argentina

Using data from the 1998 High School National Census from the Ministry of Education and Culture of Argentina, the present study examines relationships between school composition, some characteristics of schooling (such as institutional culture and climate), and students’ achievement in Mathematics in the last year of high school. The study applies multilevel linear modeling on the levels of student, school and state. It finds a close relationship between achievement in Mathematics and the variables of school composition and schooling processes. It shows that when both variables act together, the effect of all other variables significantly decreases. The variables of schooling processes, however, even when diminished in influence, nonetheless notably continue to affect students’ achievements. The study also identifes a reference model for future studies evaluating other institutional factors of learning.     

Prior achievement, effort, and mathematics attitude as predictors of current achievement

A sample of Australian secondary school students was used to explore the relationships among a set of standardised Year 7 numeracy and literacy tests, measures taken at Year 10 of mathematics attitude and schoolwork effort, and Mathematics and English scores in a state-wide Year 10 examination. Additionally, the predictive capacity of the numeracy and literacy tests, together with the attitude and effort measures, were examined in relation to the Mathematics and English scores. A correlation analysis showed that the numeracy and literacy tests were positively and significantly related and had similar relationships with the two Year 10 examination scores. Mathematics attitude was significantly associated with Year 10 Mathematics but effort did not correlate significantly with either of the Year 10 examination scores. Multiple regression analyses demonstrated that the relevant Year 7 test results contributed to a considerable amount of the total variance in the two Year 10 examination scores. A sub-sample of the students was interviewed and four case studies were selected to interrogate the notions of achievement, mathematics attitude, and effort. Although these case studies act as a source of qualitative evidence to supplement the quantitative findings, they also indicate that effort, in particular, is a notion worthy of further investigation. Other implications for researchers, as well as school personnel, are noted.     

The achievement gap between science classrooms and historic inequalities

In the past politics deprived many African children (in particular) in South Africa the opportunity of achieving quality education. This was most especially true in subjects such as mathematics and science. In this research the science teacher-level data from Third International Mathematics and Science Study 1999 (TIMSS’99) were analysed with a view to evaluating the politicized gap between what are viewed as well-functioning and provisioned classrooms (predominantly housing White teachers and White or mixed classes in urban areas) and not well-functioning and poorly provisioned classrooms (largely African teachers and African pupils in peri-urban and rural areas). The data are explored in this article to ascertain and gain insight into similarities and differences in classroom conditions, teacher actions and the relationship between these and pupils’ achievement in science in South African classrooms. Significant differences in achievement were found between classrooms headed by teachers with different racial profiles, where the pupils’ average class science score taught by White teachers was about 300 points more (on a scale with an international mean score of 500 points) than children taught in classrooms by African teachers. Furthermore, the average class science score in rural areas was about 130 points below classes in urban areas. These blatant inequalities contribute to what is believed to be an increasing gap in achievement in science. Whilst these results are not altogether unexpected, there were some interesting results in terms of possible explanatory factors for the gaps in achievement which have ramifications for policymakers.     

Science achievement, gender differences, and experimental work in classes in Slovenia as evident in TIMSS studies

Since 1999, Slovenia has been in the process of introducing nine years of compulsory education to replace the previous eight-year system of compulsory education. Under the new system, the school entry age is six years rather than the former seven years. This reform of the system necessitated a number of other changes, such as those relating to the curriculum and teaching approaches. The purpose of this study was to compare the “new” Slovenian science curriculum with the “old” to ascertain if different relationships exist between the two in terms of achievement and gender, attitudes toward science, and the amount of experimental work undertaken by students in school. Data from the IEA TIMSS 2003 study were used to analyze these relationships. The analyses employed basic statistics and log-linear modeling of the effects of gender, school system, amount of experimental work in school, and students’ science achievement. Compared to students taught under the old curriculum, students taught under the new curriculum performed slightly better on the overall science test. A large decrease in gender differences in achievement was also apparent. The relationship between experimental work and achievement strengthened. Conducting experiments at every lesson related to lower student achievement, while conducting experiments during half of the science lessons related to higher achievement. These findings have a clear message for teachers and policymakers. A moderate amount of time devoted to student experimental work seems to raise science achievement of students as well as promote more positive attitudes toward learning science.     

The Relationship Between IQ,Homework, Aspirations and Academic Achievement for Chinese,Vietnamese and Anglo-Celtic Australian School Children

Flynn (1991) proposed that students from Asian cultural backgrounds typically achieve at higher levels than non-Asian students with the same IQs. This study investigated relationships between IQ, study time, educational and occupational aspirations, and academic achievement among Australian school children ( n = 160) from Chinese, Vietnamese and Anglo-Celtic backgrounds. Mathematics grades for Chinese and Vietnamese Australian children were higher. They spent more time studying and were more likely to desire an occupation requiring tertiary qualifications than Anglo-Celtic Australian peers. Consistent with Flynn's hypothesis, students from Asian backgrounds obtained higher mathematics grades than their Anglo-Celtic Australian peers with the same IQ. However, study and occupational aspirations formed only part of a more complex socio-cultural package that contributed to group achievement differences. Parents' support for studying and aspirations may interact with these factors to produce high achievement.     

Education,health and care plans and tribunals in England: A statistical tale from 2019

Education, health and care (EHC) plans were introduced in England in 2014, as a replacement for statements of special educational needs. Unexpectedly, the number of children and young people in receipt of an EHC plan rose by 49% during the 5 years up to 2019. Whilst most of the increase has been due to the extension of the age range up to age 25, there has still been a notable rise of 20% in the 0–15-year range. This study explores the trends and variations in EHC plans and tribunals within English local authorities (LAs) for children and young people with special educational needs and disability (SEND) by interrogating the latest full set of data from 2013 to 2018. Two quintile groups (n = 30) are used for comparing LAs with high and low levels of EHC plans and LA case studies are also presented for further inspection of the data. Wide variations across LAs still exist for EHC plans (5.2% to 1.0%) and tribunal appeals (43 to 0 per 10,000). LAs with low EHC plans have more appealable decisions at tribunals and are financed at significantly lower levels than LAs with high EHC plans, largely due to an historic spend factor of 50% in the national funding formula. There are also clear differences between the English regions for both EHC plans and tribunals, with high increases for both in the South East. The implications of the findings are discussed within the framework of LA critical self-reviews, benchmarking, fiscal constraints and inclusion.     

Associations of student temperament and educational competence with academic achievement: The role of teacher age and teacher and student gender

We examined associations of teacher-perceived student temperament and educational competence with school achievement, and how these associations were modified by students’ gender and teachers’ gender and age. Participants were 1063 Finnish ninth-graders (534 boys) and their 29 Mother Language teachers (all female) and 43 Mathematics teachers (17 male) from a population-based sample. All temperament and educational competence traits were associated with both grades, but more clearly with Mathematics. Boys received systematically lower Mother Language grades but higher Mathematics grades than girls. Teacher gender had no effect on school grades, while teacher age had an effect only on Mother Language.     

Children in care in education: Who is entered for exams and who reaches critical thresholds of success at age 16?

Being entered for exams and reaching key educational thresholds, for example 5 A* to C grades (including English and Mathematics) at GCSE, are important markers of participation and success in secondary education. However, little is known about the prevalence and make-up of children in care reaching these thresholds. Using secondary data analysis, we compared the proportions of children in care, children ‘in need’ and children in the general population who achieved four key thresholds, including exam entry and 5 A* to C grades, including English and Mathematics. We then focused on children in care and examined factors that predicted exam entry and achieving 5 A* to C grades, including English and Mathematics. Children receiving social care interventions were less likely than children in the general population to be entered for exams or to reach important educational thresholds. For children in care, several socio-demographic, care and educational factors predicted their likelihood of success. No children with an autistic spectrum disorder or who had ever been permanently excluded were recorded to have achieved 5 A* to C grades, including English and Mathematics. Children with poor attainment at Key Stage 2 were also at significant risk of not achieving this threshold. Practitioners and policymakers should consider the modifiable risk factors for poor educational performance and be aware of groups of children in care who are at significant risk of not achieving a minimum standard which could open doors for their future.     

Attitudinal and motivational variables related to mathematics achievement in Jordan: findings from the Third International Mathematics and Science Study (TIMSS)

The purpose of the present study was to examine the effects of student-related variables on achievement in mathematics. The sample consisted of 3736 13-year-old Jordanian 8th-graders who participated in the Third International Mathematics and Science Study (TIMSS). The participants completed a student questionnaire and participated in the mathematics test. Of the matrix of affective variables reported to lead to the variation in mathematics achievement were educational aspiration, attitude, success attribution, confidence in ability and perception of importance of mathematics. A structural equation model was used to estimate and test the hypothesized relationships of the factors with achievement in mathematics. Results from this study indicate that four attitudinal and motivational variables had strong positive total and direct effects; and two variables had negative total and direct effects on mathematics achievement. Recommendations for future research were suggested.     

A Hundred Years of Peter Pan

The centenary of the first performance of J.M. Barrie’s Peter Pan was celebrated in December 2004. Taking account of the various events in Britain to mark the occasion—newspaper articles, radio and television programmes, retrospects in the original theatre—this article examines the status and popularity of Peter Pan after a hundred years. The article traces the double story of Peter Pan—the play itself, and the biographical narrative of those events in Barrie’s life that led to and succeeded its creation—and examines the two recent films, Peter Pan (2003) and Finding Neverland (2004) as examples of fresh approaches to both life and work in the centenary year.Peter Hollindale retired in 1999 as Reader in English at the University of York. He edited ‘Peter Pan and Other Plays’, and an edition of ‘Peter Pan in Kensington Gardens’ and ‘Peter and Wendy’, both for the Oxford University Press World’s Classics series He is author of the critical study ’Signs of Childness in Children’s Books’.     

Globalization and educational restructuring: University merging and changing governance in China

This article sets out in the context of globalization to identify, examine and discuss issues related to structural adjustment and educational restructuring in China, with particular reference to university merging and changes in higher education governance models. While it is basically an historical and documentary analysis of policy change in Chinese higher education, this article focuses on restructuring strategies that the Chinese government has adopted to make its university systems more competitive and efficient in the global market context. University merging in China should not be simply understood as a pure higher education reform but rather a fundamental change in higher education governance model from an ‘interventionist state model’ to an ‘accelerationist state model’. Rather than globalization bringing about the decline of the nation state, this article shows transformations taking place in Chinese universities may not necessarily diminish the capacity of the state but instead make the Chinese government a more activist state in certain aspects.     

When two elephants fight the grass suffers: Parents and teachers working together to support the literacy development of Sudanese youth

Reading achievement and academic challenges of Sudanese children were investigated. Sudanese parents, and their children, and English as a Second Language (ESL) teachers were interviewed. Parents' and children's interviews were transcribed and four themes were generated from the data: Cultural Differences/Practices; Parent roles and expectations; Home–school relationships/interactions; Teacher expectations and practices. Results reflect the willingness of Sudanese parents to work with teachers; the need for teachers to form strong parent–teacher relationships; and for teacher practices that support students' literacy within the classroom context. Teacher interviews were used to provide a better understanding of Sudanese home–school relationships and educational issues.     

Epistemic beliefs: Setting the standards for self-regulated learning

Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students’ final grades were also collected at the end of the semester. Students’ recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement.     

The Effect of Family Background and Parental Expectations on Eighth Graders’ Academic Achievement in Rural and Urban China

Extensive research has suggested that there is a large rural-urban student achievement gap in China. However, less is known about the effects of family background and parental expectations on student achievement. Using a large representative sample of Chinese eighth graders, this study examines these relationships. We find that: (1) Rather than a rural/urban hukou (household registration system) type, it is variation in family background, especially family socioeconomic status (SES), which plays a significant role in student achievement; (2) although factors of family background show different patterns of influence on Chinese, mathematics, and English achievement, maternal education and home educational resources are significantly positive predictors consistently across three subjects; (3) parental expectations are significantly and positively associated with Chinese, mathematics, and English achievement.