Married women and career: career history accounts of primary headteachers

This paper considers how the detail of individual life history and career biography can contribute to sociological understanding about women and career. Using career history material from married women primary and infant headteachers, the paper considers what were, for the women themselves, the structural conditions and the characteristics of the teaching labour market. This is followed by an examination of the variations in the attitudes and experiences of individual women to their work and to promotion in their careers. The paper argues that the study of career biography enables us to make the theoretical link between the structural conditions in particular labour markets and the meanings of career to individual women.     

Pupil composition and accountability: An analysis in English primary schools

This paper examines the role of social class and prior achievement composition effects on pupils’ progress and the judgements made about school performance. It finds that there are small but significant compositional effects on pupil progress raising questions about how pupils can best be allocated to schools. Comparisons between the official contextual value added model and one that includes composition variables show that school rankings are significantly changed in the latter suggesting that official value added analyses are misleading. This study, therefore, poses a fundamental challenge to policy makers over the determinants of pupil progress and school performance and the way schools are judged, pointing to the need for a re-appraisal of policy relating to these matters.     

The aims of special education schools and units in Kenya: a survey of headteachers

The paper reports a questionnaire survey of headteachers of special schools and special units in Kenya, focusing in particular on their educational aims. The study is located in the broader context of special educational provision and developments in Africa. These include the colonial legacy, the influence of indigenous and traditional concepts of education and disability, and national policies engaging with issues of curriculum and inclusion. The aims the headteachers said were important were wide-ranging and included conventional academic achievement, personal and social development and citizenship, alongside skills of personal care and the control of difficult behaviour. However, the relative emphasis given to different aims suggests that the importance of traditional aims of special education in terms of control, containment and care still outweigh those of a broad and balanced educational provision. Surprisingly, there was relatively little emphasis on the importance of preparation for employment. The analysis suggests that although there have been rapid developments in the provision for special educational needs in Kenya, there remains a gap between the ambitions of national policy and actual provision at school level.     

小学英语教学中的问题及对策

随着英语在国际上成为一门通用语,各国也不断加大对英语的重视。我国也紧随时代的脚步,不断重视英语学科。然而我国在英语学科的教育过程中,对初中,高中投入了大量的精力,却忽视了小学英语教育的重要性。本文简要分析在小学英语教育过程中所出现的问题,并提出了可行性对策。     

教学语言在小学英语教学中的运用

在课堂教学中,教学语言是教师传授知识、组织教学、完成教学任务的重要途径。小学英语教学自身的独特性对教师的教学语言有着更为特殊的要求。课堂上教师应最大限度地使用英语,不断重复,做到语言简洁、准确、规范,发挥体态语在课堂组织中的作用,以达到英语教学的最佳效果。     

A survey of pre-service primary teachers' experiences of science in schools

In 1990, a large proportion of third year primary trainee teachers at Victoria College had observed or taught very few or no science lessons during the first two years of their course. The students felt that a lack of content knowledge, a crowded school curriculum, and problems associated with managing resources and equipment, were the main factors contributing to the low level of science being taught in schools. By the end of their third year significantly more students had taught science than after the second year. There was also a change in approach to teaching science with more practical activities being included than previously. The science method unit taught to the students in the third year of their course contributed to this increase. The students considered the hands-on activities in class to have been the most effective aspect of the unit in their preparation for the teaching of primary science. Specializations: children's learning in science, primary teacher education. Specializations: student understanding of biology, evaluation of formal and informal educational settings. Specializations: gender, science and technology, environmental education. Specializations: children's learning in science, language and science.     

Are standards rising in English primary schools?

The officially reported impressive rises in standards in mathematics and English in primary schools since 1995 are challenged. The article looks at the increases from four different perspectives. First, the general pattern of change is considered. Secondly, the statutory test data are compared with the results from several different studies. These indicate a complex pattern with clear rises in standards, but not as strong as the official data suggest up to 2000. Since 2000 the official data have shown little change and this is largely confirmed by independent tests. Thirdly, the standard setting procedures are considered and mechanisms by which the observed patterns could have been produced are set out. Finally, parallels are drawn with the experience in Texas where an apparently remarkable set of data was shown to be largely illusory. A case is made for an independent body to be set up with the express and sole purpose of monitoring standards over time.     

小学英语教学的改革和创新

从古至今 ,教师在一个人发展过程中所起的作用是人所共知的。但是 ,社会发展到今天 ,科学技术和人们的生活方式都发生了巨大的变革 ,传统的英语教学模式正面临着挑战。作为一名小学英语教师 ,怎样才能接受这个挑战 ,成为学生心目中最喜欢的教师呢 ?据中国青少年研究中心与北师大教育系对全国中小学大型抽样调查显示 ,因喜欢学习而上学的小学生比例仅为8.4%。是什么原因造成学生厌学的呢 ?我认为最主要的原因是以应付考试为目的的“课堂讲解 +课外练习”的传统教学模式 ,忽视了学生对学习的兴趣和情感因素 ,以前的英语教学就是教单词 ,背单词…     

Educational records: I Sources for the history of English primary schools

Abstract:

This paper examines ways in which inter‐relationships between knowledge and skills can lead to important links between education and training to the considerable benefit of each. In particular it reviews the variety of ways in which the acquisition of knowledge (in the widest sense of the term) can contribute to the development of competences and conversely the variety of ways in which the development of a broad range of skills (including competences) can contribute to the acquisition of knowledge.     

小学英语教师教学技能培养方法研究

本文阐述了新形势下小学英语教师应具备的教学技能,如,扎实的英语专业知识及纯正的语音语调,掌握新的教育理念,英文儿歌演唱能力,简笔画绘画能力,游戏组织能力,教具制作能力,多媒体使用能力,背课能力,教案书写能力,课堂掌控能力等。并从课程设置,课时调整,教学内容的模块化,评价形式的多样化等方面阐述了小学英语教师教学技能培养的方法。     

浅谈小学英语词汇教学的有效性

近年来,我国的教育事业较之前有了更好的发展,教育事业得到发展,更有助于为我国培养人才,促进国家的发展和进步。小学教育是基础,小学生的英语教育也是十分重要的课程之一,为以后小学生们更好地学习英语奠定了基础。本文旨在通过对小学英语词汇的分析,说明小学英语词汇教学的有效性,为英语的提高创造了条件。     

第二语言习得与小学英语教育

本分析了小学英语教育中存在的师资素质不高、教学课时少、以及教学方式单一的现状，运用第二语言习得理论，提出了加强师资培训、创设习得环境、丰富教学活动等对策，力图提高我国小学英语教学水平。     

Building bridges for resource acquisition: Network relationships among headteachers in Ugandan private secondary schools

Schools in developing contexts, such as Sub-Saharan Africa, are often resource poor and seek to access resources from their external environments in order to improve school performance. Critical conduits for resource access are found among the school's external network of relationships between school administrators. Using both network and qualitative methods in the field, this research explores and describes the external social relationships among secondary school headteachers in Mukono District, Uganda. The findings identify implications of network structure for resource acquisition as to improving school performance.     

Multidimensional assessment of resilience in mothers who are child sexual abuse survivors

OBJECTIVE: There has been relatively little attention given to positive adaptation following childhood sexual abuse (CSA), and typically such resilience has been explored primarily in the intrapersonal domain. This study explored questions about later resilience following CSA within a multidimensional framework by assessing resilience across intrapersonal, interpersonal, and intrafamilial domains. METHOD: This community sample consisted of 79 mothers with a history of CSA who had a child living at home with them. Participants completed four outcome measures (Center for Epidemiologic Studies--Depression Scale, Parenting Stress Index [PSI] Health Scale, PSI Parenting Competence Scale, and a measure of marital satisfaction). Risk and protective factors examined in relation to outcome included mother's age, socioeconomic status, severity of the CSA experience, coping strategy (avoidance, seeking social support, and problem solving), child characteristics, and spousal/partner support. RESULTS: Results indicated that when multiple adaptational domains were assessed, mothers showed discrepancies in how adequately they functioned across domains. While severity of the CSA experience was only weakly associated with outcome, use of avoidant coping emerged as a significant risk factor and was strongly and consistently associated with negative outcome across domains. Spousal/partner support was a strong protective factor and buffered the relationship between depressive symptoms and parenting competence. Difficult child characteristics were significantly associated with mothers' perceptions of physical health and parenting competence. CONCLUSIONS: The findings suggest the importance of comprehensive multimethod assessments of resilience and extend the knowledge of factors associated with positive outcome. The results highlight the need for further research exploring current contextual risk and protective factors associated with resilience in each domain.     

小学阶段英语学习策略的动态研究

采用访谈和问卷调查的方法,对某大学附属小学更换英语学习教材前后学习策略的使用情况进行了调查,并录入SPSS做了配对样本t检验,结果发现:教材更换前后学生学习策略的使用情况具有显著差异性。学习策略的培训是提高学生学习策略运用的途径,但不是唯一途径,通过调查发现,学习内容的改变、学习任务的改变会导致学习策略的变化。     

小学英语课堂教学结构的研究

本从优化教材结构，提出更高要求；优化40分钟课堂教学结构，提高教学质量；优化评价结构，促进全面发展三个方面，阐述了对小学英语课堂教学结构的研究。     

母语在小学英语教学中的迁移作用研究

在中国小学英语教学中,不顾我们并非生活在一个英语环境中而一味否定作为母语的汉语在英语教学中的正迁移作用和一味夸大作为母语的汉语在英语教学中的负迁移作用,都是片面的。对于母语在小学英语教学中的作用,应当辩证地看待,因地制宜,因人制宜,合理使用,适当使用。母语对小学英语教学的正负迁移作用,具有相对性,创造“第二母语”环境存在可能性并可取得较佳效果。     

重庆市小学英语教学资源的合理配置

合理配置重庆市小学英语教学资源,包括教师资源的有效整合、教材的选择和使用、其他教学资源的积极开发和合理利用等。