Environmental education,national curriculum and primary school teachers. Findings of a research study in England and possible implications upon education for sustainable development

This article reports the results of a research study on the impact of environmental education (EE) upon English primary school teachers, and it then discusses the findings of the study in relation to education for sustainable development, as EE is considered one of the two precursors of education for sustainable development. The article begins by considering the development of EE in the English national curriculum of primary schools and then briefly outlines and reports two major findings of the study, comparing them against the new context of education for sustainable development. Overall, the article demonstrates how EE, the national curriculum and teachers have interacted with each other, while arguing that there seems to be a parallel course among education for sustainable development and EE in the national curriculum, with no apparent crossroad to link the two and explain how education for sustainable development is partly based on EE as well.     

Responding to students' needs in special schools in Ireland and England: findings from two schools

As more students with special educational needs attend mainstream schools, it is critical that the role and operation of special schools be examined. This article reports on two case studies, one special school in England and one in Ireland, which formed part of a national review of the role of special schools and special classes in Ireland. Two students, in each case study school, were shadowed and observed during two‐day visits by the research team. These students, and everyone belonging to them, were interviewed and relevant documents were analysed. Findings are discussed in terms of responding to students' needs through: organization of teaching and learning, curriculum, leadership, specialist staff, collaboration and links outside the special school. The implications are considered with reference to research, policy and practice and the authors conclude that the evidence provides support for maintaining the special school as an integral part of the continuum of educational provision for students with special educational needs.     

A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers

This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research. They narrated their experiences, which were consequently subject to phenomenological hermeneutic analysis. All the teachers displayed a high degree of individuality and conceptualised their work not straightforwardly as teaching the espoused curriculum, but rather as they themselves being the ‘curriculum‐in‐action’, with their practice lying alongside and only obliquely cognisant of their school's explicit provision. The narratives disclosed ongoing conflict with school leaders being interpreted as a threat to their specific pedagogic practices as well as their professionalism. The research raises questions about the ability of the ‘special curriculum’ to be truly responsive to pupils' needs within this complex pedagogical environment.     

培智教育学校办学条件调查报告

本调查为培智学校义务教育课程研制的基础研究。调查内容为培智学校和兼收智力落后学生的特殊学校的两类特殊教育学校的专用教室与康复训练设备情况、图书资料情况以及校舍面积情况等学校的基础设施的调查。结果显示培智教育学校的办学基础条件存在几个方面的不足,办学基础条件的不足将会影响培智教育学校义务教育课程的实施,需要在十一五期间积极推动培智教育学校的改革和发展。     

Teacher Identity and Curriculum Change: A comparative case-study analysis of small schools in England and Finland

The findings reported in this article form part of a wider comparative research project investigating the processes of curriculum change in primary schools in England and Finland. This comparison has a special interest because in many respects the current policies of the two countries are moving in opposite directions, with Finland dismantling its long-standing subject-based national curriculum and encouraging school-based curricula incorporating integrated topic work. Data are presented from qualitative research case studies of four schools-two in each country-in relation to three themes: teachers' values, curriculum and classroom organisation and curriculum planning. It is argued that teachers' self-identities are powerful mediators in terms of their interpretations of and responses to imposed changes and that the ethos of very small schools enables teachers to preserve their prior value systems more easily than their colleagues in other schools.     

Working locally as a true professional : case studies in the development of local curriculum

Abstract

This article investigates the dynamic overall picture concerning the development of local curriculum in Thailand through action research conducted by 27 Thai elementary school teachers in three private schools in Fang District, Chiang Mai Province. This was the teachers' first experience with action research. The article examines the following questions: ‘How do teachers develop local curriculum through action research?’ and ‘What is the impact of action research on the professional learning of teachers?’ The field research methodology was primarily based on participant observation and informal interviews. The findings illustrate the various factors impacting on the development of local curriculum in Thailand through the action research of the teachers. They also shed light on the main role of the researcher in monitoring the progress of the project and acting as facilitator. The article also discusses the positive impact of the action research process on the professional learning of the teachers and reveals the unique cycle form of the action research process of Thai teachers.     

Global–local dynamics of curriculum policy development: a case-study from Singapore

Non-government education is often a highly emotive and frequently irrational area of educational debate, especially when it centres on the degree of government funding and support. Frequently people take fortified positions, being either for or against it, often on political grounds and often without taking into account the cultural contexts and complexities involved. The purpose of this article is to look beyond these confines. It is based on a research project focusing on ‘whole’ curriculum policy at the individual school level in non-government schools in a variety of English-speaking countries in the developed world. The article is in three parts. The first part outlines the conceptual framework employed to guide our research project on curriculum policy. The second part presents a case-study of Chinese High School (CHS) in Singapore. This is an exemplar of the type of case-study of curriculum policy in non-government schools being undertaken as part of our research. Also, it is an interesting case in its own right; while the school has developed a global orientation to its curriculum policy and has incorporated ‘the global’ into ‘the local’ extremely rapidly, this curriculum transition has not been without its tensions and costs. The third part of the article offers a discussion of the ‘bigger picture’ implications of the findings.     

The search for a model of effective inclusive practice through the Young Enterprise Scheme

Many practitioners are now grappling with the practical realities involved in collaborations between mainstream and special schools. Colin Gladstone is a teacher at Greenside, a special school in Hertfordshire. In this article he describes his experience of running a Young Enterprise Scheme project linking teenage students with severe learning difficulties with students from a mainstream secondary school. Colin Gladstone used a Best Practice Research Scholarship (BPRS) and his MEd studies to carry out sustained research into the processes and outcomes of this project named, by the students, 'The Green Team'. The project was clearly a success on many levels, promoting teamwork, collaboration and friendship between the students. It led to accreditation for some and enhanced personal autonomy for others. Colin Gladstone's conclusions will be relevant to practitioners wishing to expand the curriculum for students with and without learning difficulties; to policy makers who wish to promote more active links between mainstream and special schools; and to researchers who wish to engage students in enquiry processes.     

Achievement of Black Caribbean pupils: good practice in Lambeth schools

The aim of this research article is to investigate how pupils from Black Caribbean backgrounds are helped to achieve high standards in British schools and to identify a number of significant common themes for success in raising the achievement. It draws evidence of good practice from 13 case study schools in the local education authority (LEA). The main findings of the research carried out show that Key Stage 2 (KS2) and General Certificate of Secondary Education (GCSE) results have improved significantly in the case study schools in the last seven years and all schools are performing above national average with Black Caribbean pupils. The study has also identified a number of good practices in successful schools. Among the key features that contribute to the success in the case study schools for raising the achievement of Black Caribbean are: strong leadership with emphasis on raising expectations for all pupils and teachers; the use of performance data for school self‐evaluation and tracking pupils' performance; a commitment to creating a mesmerising curriculum where teachers use their creative intuition to deepen the quality of pupils' learning; a highly inclusive curriculum that meets the needs of Black Caribbean pupils; a strong link with the community and a clear commitment to parents' involvement; good and well coordinated support to Black Caribbean pupils through extensive use of learning mentors and role models; an inclusive curriculum and a strong commitment to equal opportunities with a clear stand on racism. This article discusses in detail these good practices and pattern of KS2 and GCSE performance by ethnicity to illustrate difference in attainment. Overall, the finding of this case study LEA confirms that in good schools Black Caribbean pupils do well and buck the national trend against all odds. The reasons for this success story are all to do with education provided in the LEA and schools. The implications of the research for all concerned with school improvement receive much attention.     

从融合到融和:培智学校与社区互动研究

培智学校教育对象的变化、融合教育的倡导实施、原有课程实施方式使得培智学校的改革势在必行。以北京市某特殊教育学校为研究对象,采用质性研究的研究方法对该校与社区互动的原因、历史、具体举措、效果及问题进行了研究。研究结果表明,在文化氛围、学校管理、课程方面培智学校都有其与社区互动的机制。培智学校与社区互动的特点有:“双赢”是培智学校与社区互动的基础、“利益共同体”是培智学校与社区互动的表现形式、“改革发展”是培智学校与社区互动的动力。要更好地促进培智学校与社区互动,不仅需要协调学校内学科课程与社区课程的冲突、突破学校改革和质量发展的瓶颈,更需要处理好学校、社区、家庭、政府在培智学校与社区互动中的支持服务关系。     

Towards a model for research on the effects of school organizational health factors on primary school performance in Trinidad & Tobago

This article presents a model for research on the effects of school organizational heath factors on primary school academic achievement in Trinidad and Tobago. The model can be applicable for evaluating schools in other developing countries. As proposed, the model hypothesizes relationships between external factors (exogenous variables), school-level factors (endogenous variables), and school outcomes (student achievement and positive school climate). The endogenous variables are sub-scales of school organizational health. They include principal leadership, psycho-social environment, school–home–community relationships, teacher characteristics, curriculum quality, and school culture. These subscales are partially influenced by the Organizational Health Inventory OHI (Hoy and Feldman, 1987) and by school health indices set forth by the World Health Organization (1996). It is hoped that this school organizational health model can provide a conceptual tool for formulating a more comprehensive measure of healthy schools.     

What was it like for you?

Abstract

As LEAs and schools develop their inclusive policies and practices, arguments about how to provide the most effective education for pupils with EBD continue. Is it possible to provide high quality education for this group in mainstream schools whilst not adversely affecting the education of the other pupils? What are the consequences of placing the most disturbed pupils in special schools? What do the pupils themselves think? This article draws on findings from 26 interviews with former pupils of an EBD residential school. We were interested in their opinions about the quality of education and care they received at the school and the impact of the placement on their experiences as young adults. Overall, despite some concerns, the former pupils have very positive memories of the school and felt that it had helped them to overcome their learning and behavioural difficulties. The findings have key implications for the development of policy and practice.     

完善高校特殊教育专业课程设置策略的调研

基于贵州省特校教师关于必备知识技能重要性态度的调查结果,审视高校特殊教育专业现行课程设置,主要存在指向性不明确、实用性不强、课程体系欠完整和实践课程薄弱的问题,因此,应当采取调整培养目标,明确课程设置指向、增加欠缺课程、改造实用性不强的课程和树立实践教育理念,构建科学的实践课程体系等策略使其趋于完善。     

Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy

When the National Literacy Strategy was introduced into English primary schools it aimed, among other things, to raise standards of reading and, in so doing, to improve children's ability to use textual sources to enhance their wider learning and enjoyment. We propose that success in achieving these is likely to be affected by the way in which school resources are allocated between staffing and learning resources, in particular books and other text-based media. Consequently, this article investigates school policies towards book provision. Using evidence from inspections of 6150 primary schools, questionnaire returns from head teachers in 540 primary schools and individual interviews with primary teachers, we argue that book provision is a significant factor in the success of a literacy strategy. The findings also indicate, more widely, that appropriate decisions on the allocation of school resources are an important component of curriculum policy.     

A Vocationalized School Science Curriculum?

This article is concerned with the meaning and legitimacy of the view that the secondary science curriculum can be given a vocational emphasis, and with a current attempt to create such a curriculum. Although this perspective on the science curriculum has a long history, in recent decades it has received little attention. This article examines recent research into the vocational and work‐related aspects of secondary school science, and the historical and policy background. Its empirical focus is a late secondary course with the title “Applied Science”, which was introduced into schools in England and Wales in 2002. It draws on the preliminary findings of a research study focusing on the origins and implementation of this course. Overall, the article provides an overview of the major issues and research agenda associated with the notion of a vocational or applied school science curriculum, focusing ultimately on the key issues of educational purpose, pedagogy, and status.     

Editor’s Overview: A 20-Year Content Review of Research on the Topic of Developmental Mentoring Relationships Published in the Mentoring & Tutoring Journal

Abstract

Empirical work from both sides of the Atlantic has been developed which attempts to bring the generations together in the context of school‐based projects and curriculum development. Against this background this article will seek to explore the impact that older people can have in an educational setting and examine the mutual effect this has in developing and promoting intergenerational understanding. This action‐research study (for The Beth Johnson Foundation, Stoke‐on‐Trent) elicited the views and experiences of children, older mentors and teachers involved in an intergenerational mentoring scheme. The study reveals that there have been significant gains for the children, older mentors (people over 50) and teachers involved in the intergenerational mentoring scheme. This article reports only the concise summary findings from a selected representative mix of the data gathered for the original action research. Evidence suggests that the mentors have become a wise advisor and friend to identified individuals and groups of children in the class setting, and that old and young people enjoy and value working together in an educational environment for the mutual benefit of each other. The study concludes that this evaluation should act as a base‐line towards some extended research into the sustainability of older mentors working in schools, and the humanising effect this has at whole‐school level in terms of improving intergenerational perception and cooperation and developing ‘active citizenship’ in schools.     

Using value-added data for school self-evaluation: a case study of practice in inner-city schools

This study demonstrates how value-added research undertaken at the local education authority (LEA) is used directly by heads and teachers in their efforts to raise standards in schools. It draws on a decade of experience of supporting schools in the effective use of performance data for school self-improvement. The article highlights the various approaches of feeding back research findings to schools, including illustrations of contextual and value-added information, and examples of working with schools to support school self-evaluation. This is followed by detailed discussions of key issues raised during the training sessions on the use of performance data and analysis of the views of headteachers, teachers and governors about the performance data feedback to schools. The main findings from this research suggest that schools use performance data and research findings effectively for school improvement purposes. Reasons for this success story in the LEA's schools are critically discussed. The article concludes that research which addresses headteachers, classroom teachers, governors and policy makers' concerns, as is the case with this study, is likely to attract their attention and be used for raising standards.     

The national curriculum vs. the ideal curriculum: acknowledging student learning interests

For many students, school is a place that makes no sense; a place where students’ interests are not reflected in the curriculum. Using mixed methods research, we developed an instrument that identifies student interests. This instrument was applied in a pilot study that considered 10th-grade students from three schools in Santiago, Chile. We compared student interest and national curriculum for different factors and established how well aligned these are. The results reveal that private school students prefer subjects that require greater cognitive development, related to Young’s powerful knowledge. Students from voucher schools, on the other hand, prefer to develop their knowledge of the arts and physical education, both of which are subjects they tend to enjoy. These findings are coherent with Bernstein’s theories. This pattern is also repeated when comparing high-performing students with their low-performing counterparts, regardless of school type. The findings of this study not only help identify which subjects the students want to study, but also to understand the reasons behind their preferences. Understanding these reasons is key for developing a more contextualised curriculum that makes more sense to the students.     

The impact of EU-funded development interventions on teaching practices in Hungarian schools

This article analyses the impact of EU-funded curriculum development interventions implemented in Hungary between 2004 and 2012, focusing on contextual features influencing school- and teacher-level adoption processes. It is based on a four-year empirical study which aimed at better understanding the impact mechanisms of modernising interventions targeted at school and classroom level teaching practices. The results show that: (1) EU-funded curriculum development programmes have had a significant impact on a large number of Hungarian schools (ISCED 1, 2 and 3), (2) interventions were particularly effective in schools operating as knowledge-intensive organisations and (3) the impact of interventions was influenced by the specificities of both the programme and the local context of adoption. The first part of the article presents the theoretical framework of the research and the main characteristics of EU-funded curriculum-development programmes. The following section explores the key features of the research, including its purpose, design and survey instruments. The last part presents the main outcomes, showing the measured impact of interventions on everyday practices of both schools as organisations and individual teachers, as well as the possible links between organisational characteristics and the success of programme implementation.     

The swinging of a pendulum

This paper reports on the findings of a funded research project that explores the implementation of the Every Child Matters (ECM) agenda within the Greater Merseyside area. The research team explore how primary schools and external agencies are currently working together to deliver this agenda in order to highlight areas of good practice as well as potential sites of conflict. The aim is to develop an effective response to the challenges currently faced by schools and other agencies in meeting the requirements of the principles underpinning the ECM agenda. The research project implemented a mixed-method case-study approach, using questionnaires, policy documentation and stakeholder interviews as data sources. Responses were elicited from members of school staff, parents and professionals from the education welfare, health and social services to gauge their perceptions of how well they felt schools and agencies were responding to the challenges of implementing the ECM agenda. There is strong evidence of effective multi-agency working, particularly in relation to children who are ‘at risk’ or have special educational needs, and in terms of contributions to the curriculum and life of the school for all pupils. There are also clearly identified areas for further development, for example on shared operational frameworks. There are also concerns that poor resourcing and a lack of practical support could hamper the embedding of reforms.