The self‐perceptions of bullies in Cyprus primary schools

Bullying is a matter of significant concern in the Cypriot educational setting. Teachers usually report their difficulties in understanding bullies and their anxiety to find effective ways to deal with them. This project investigated the self‐concepts of a sample of nine boys identified as bullies at the end of primary schooling in Nicosia, Cyprus. The bullies’ self‐concepts were examined by the use of two instruments, namely, the Butler Self‐image profile for children (SIP‐C), which is derived from Personal Construct Theory, and the Harter Self‐perception profile for children (SPPC), derived from Self‐concept Theory. The results reveal that the bullies who participated in this study understood that their behaviour was usually inappropriate. Their self‐perceptions varied across a number of dimensions, indicating the need to examine the complexity of their view of themselves as part of any attempt to seek to implement behavioural change.     

The inclusion of pseudowords within the year one phonics ‘Screening Check’ in English primary schools

The paper highlights problems surrounding the Year 1 Phonics Screening Check that has accompanied the legislative framework for synthetic phonics in English primary schools. It investigates the inclusion of pseudowords and raises questions regarding their generation and categorization, the rationale for their inclusion and the assumption that the early ability to read pseudowords is associated with later success in reading. It draws upon evidence from comparative European orthographic studies employing pseudowords that have implications for the way English pupils learn to read.     

The future of the humanities in primary schools – reflections in troubled times

ABSTRACT

This article reflects on the implications for practitioners, researchers and policy-makers of the future of the humanities in primary schools in the light of the challenges facing future generations. There is wide divergence in the four jurisdictions of the UK. The humanities are perceived as important, in principle, though curriculum frameworks differ. However, the status of the humanities is often uncertain, in practice, given the current emphasis on outcomes in literacy and numeracy. There is a lack of robust research on how, and by whom, the humanities are taught. The more theoretical articles suggest that the humanities, broadly conceived, are an essential aspect of young children’s education – to enable a deeper understanding of human culture and identity, and to develop the qualities and values needed in a diverse world. Additionally, curricular breadth is required alongside a realisation that narrowly focusing on propositional knowledge is limiting. While this has implications for the whole curriculum, History, Geography and Religious Education have key roles in meeting these aims and in engaging and motivating young children. A stronger policy steer is called for, to ensure that schools give more priority to humanities education, with greater investment in professional development in Initial Teacher Education and beyond.     

Producing assessment truths: a Foucauldian analysis of teachers’ reorganisation of levels in English primary schools

This article considers a recent policy initiative in assessment in English primary schools (ages 5–11?years) in which curriculum ‘levels’ used by teachers to judge pupils’ attainment were suddenly removed. Previous work has largely focused on assessment of pupils, but we examine assessment as an activity through which teachers reproduce their professional standing. Using data from a small-scale study we investigate how teachers responded to these changes and what this tells us about the way in which the economy, and politics, of assessment practices operate at school level. Using Foucault as a theoretical framework, we make visible how this system was reorganised by teachers through the construction of new regimes of truth. Implications include evidence of a potentially damaging changing relationship between teachers and pupils, the key role of technology and the deleterious effect of neoliberalism on teachers’ and pupils’ relationships with both the process and subject matter of learning.     

The implementation of ‘Education for Citizenship’ in schools in Scotland: a research report

Changes in society and government have increased concerns of low participation and involvement by people, especially the young, in the political process and decision-making. As a result, citizenship has become a focus of recent curriculum developments in many countries. In Scotland, ‘Values and Citizenship’ has been made one of the Scottish Executive's national priorities for education and is linked to the major national initiative, ‘Education for Citizenship’. This is seen as encouraging pupils to make informed choices and decisions and to take action, individually and as part of the community. More recently, A curriculum for excellence 3–18 (SEED 2004 Shucksmith, J. and Spratt, J. 2001. Education for citizenship in Scotland: An analysis of responses to the consultation paper, Aberdeen: University of Aberdeen.  [Google Scholar]) placed promoting responsible citizenship at the heart of the curriculum. This article reports on the extent to which a sample of Scottish schools was making progress towards developing education for citizenship, the strategies they developed and the barriers encountered in this implementation. It compares progress and developments in Scotland to the model devised in a longitudinal study for citizenship in England (Ireland et al. 2004 Ireland, E. and Kerr, D. 2004. Making citizenship education real: Learning from current approaches in schools. Teaching Citizenship, 9: 20–25.  [Google Scholar], 2006 Ireland, E., Kerr, D., Lopes, J., Nelson, J. and Cleaver, E. 2006. Active citizenship and young people: Opportunities, experiences and challenges in and beyond school, London: DfES.  [Google Scholar]).     

The long‐term effectiveness of anti‐bullying work in primary schools

The DFE Sheffield Anti‐Bullying Project showed that schools can reduce the problem of bullying through the use of whole‐school anti‐bullying policies, curriculum exercises, environmental improvements and individual work with bullies and victims. However, the length of time necessary to plan these interventions meant that, in many cases, the work was not completed when the project evaluations ended. This study investigates the continuing progress made in primary schools in the year after the end of the project. Eleven heads took part in interviews; all schools had made some progress with policy development, and all used some curriculum resources. Most had continued with environmental improvements, but few had used the methods for dealing with bullies and victims. Four schools then administered the Olweus bullying questionnaire to all pupils between ages seven and eleven, 657 children taking part. Two schools had a consistent decline in reported bullying, one experienced a consistent rise and the other an initial fall and subsequent rise. Important factors influencing success appeared to be the extent of the consultation exercise and the date of implementation of the anti‐bullying policy. All four schools had reduced bullying among boys, but three experienced a rise in bullying among girls. Anti‐bullying work may have been influenced by a male stereotype of bullying behaviour: efforts are necessary to raise awareness and promote honesty among girls. No school had raised the proportion of victims who had told staff about being bullied.     

One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools

Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN. Despite this commonly held view, there is increasing evidence to show that children with SEN have difficulties participating in mainstream environments. Using data from the Growing Up in Ireland study of 8,578 nine year olds, this paper examines whether peer relations differ among typically developing students and students with different types of SEN. We focus on the quantity and quality of peer relations using data on the child’s number of friends and, using the Strengths and Difficulties Questionnaire, the quality of relations with their peers. These measures are examined by controlling for a range of individual, home and school-level factors simultaneously in a regression model. Our findings show that, all else being equal, students with SEN, particularly those with emotional and behavioural difficulties (EBD), are more likely to have fewer friends and experience negative peer relationships compared to their peers without any additional needs. Based on these findings, we argue that specific interventions may be needed to promote positive peer experiences for children with SEN in mainstream education.     

The impact of instruction in enhancing teachers’ knowledge of teaching mathematics in some Lesotho primary schools

The quality of mathematics teaching in Lesotho primary education remains one of the vexing problems in the education system. The study investigated how teachers viewed the impact of instruction on enhancing their knowledge of teaching. Data for the study were elicited from the second-year students enrolled for a Bachelor of Education in the 2009/10 academic year at the National University of Lesotho. Questionnaires and interviews were used for data collection. The findings show that before instruction, the teachers operated with limited knowledge of teaching. At the end of the course the teachers’ knowledge of teaching was enhanced. Significant change was apportioned to engaging in reflection and teaching for relational understanding. Implications of the findings for the course, teacher education and professional development are also discussed.     

Bring your own device – a snapshot of two Australian primary schools

Background: The use of 1:1 and Bring Your Own Device strategies in schools is in its infancy and little is known about how mobile devices such as tablets are being used to support educational practice.

Purpose: In this article, two suburban primary schools in Sydney, Australia were focused on with an aim to understand how mobile device strategies were developed and implemented and how the devices were being used in the schools.

Design and method: This qualitative study uses a case study method. It draws upon questionnaires, interviews and classroom observations, and builds upon previous research in English and Australian schools.

Findings: Results of the research indicate that the devices have only recently been incorporated into the school and suggest that their usage has been generally embraced by both school staff and parents. Key issues highlighted by these two schools included the importance of the school’s vision and uncertainty about the differences between models of provision. Participant responses also referenced some positive impacts on classroom practice, which amplify constructivist pedagogy: there were examples of device use extending student learning by supporting peer assessment, collaboration, research skills and projects.     

Managing the paradox of control: the case of ground-up implementation of active learning in Singapore’s primary schools

The Singaporean education system has recently shifted emphasis from being highly centralised and standardised towards one that aims to promote innovation and autonomy at the school level. Yet, the concomitant move towards a more decentralised and flexible curriculum enacted and controlled at the local level has not been straightforward. Consequently, Hargreaves, Shirley, and Ng have described five paradoxes of educational and social change that characterise Singapore’s continued performance in academic achievement. One of these paradoxes is the paradox of control: How could the Ministry of Education (MOE) release classroom decision making and curriculum development to teachers and schools, while maintaining overall control across the system? They respond that the MOE maintains a fine balance characterised as bottom-up innovation with top-down support that requires further investigation. In this paper, we illustrate the implementation of an active learning curriculum in four primary schools to illustrate this approach of ‘top-down support for bottom-up’ curricular innovation in schools. In Singapore, the ‘Teach Less, Learn More’ movement has ignited school-based development of innovative curricula to bring about active learning, with the intention of developing pupil attributes such as creativity, collaboration, and self-confidence. Our case study explores how practitioners implement a curriculum that is meant to nurture a more emancipatory spirit in students that builds up their confidence and collaboration through active learning. A key premise is that such a curriculum requires practitioners’ autonomy to interpret the goals and desired outcomes and to plan their pupils’ learning experiences.     

Balancing the workload equation in English primary schools: a continuing story?

This article traces the gradual increase in primary teachers' workloads over several decades to the point where workforce reform was introduced to ameliorate the problem. A central feature of the reform was the use of teaching assistants to undertake various duties, so that time should be available for primary teachers to plan and prepare future lessons. Although official sources have described this initiative as a success, recent research that examines the consequences of these changes, from both the teachers' and the teaching assistants' viewpoints, would challenge these claims. This research is described in the article and shows that primary schools in England have increasingly come to rely on poorly paid untrained assistants to teach classes. The article concludes by looking at the implications for the future status of the profession as a result of this practice.     

The Use of English in Advertisements

Advertisements must bring a certain product to the attention of potential buyers. Further, they must stress its qualities in the most attractive way clearly outline the reason for buying it, and leave a memorable echo of what has been said ringing in the reader's or listener's mind. Therefore, the wording of an advertisement must have immediate impact and rapid persuasion.     

The English day TB schools 1910‐39

We did not take much part in the life of the university, and we suffered many restrictions. We were asked always to wear gloves in the town (and of course hats!); we must not ride a bicycle in the main streets, nor take a boat out on the river in the daytime unless accompanied by a chaperon who must be either a married woman or one of the college dons. ^{1 1}1 Quoted in Ann Phillips ed., A. Newnham Anthology (Cambridge, 1979), 38.      

The Functions of Reading Aloud in English

本文介绍一种简单可行但同时也容易被忽视的方法——朗读在英语学习中的作用。笔者从朗读定义入手,阐述了朗读在语音和语调等方面要求,以及选用什么样的朗读材料。然后再从三个方面陈述了朗读在英语学习中的作用:(1)朗读有助于提高口语交际能力。(2)朗读通过自己的嗓音和可视材料加深对词汇、句型和表达方法的记忆。     

Chinese primary school mathematics teachers working in a centralised curriculum system: a case study of two primary schools in North‐East China

Mainland China has a highly centralised curriculum development system. A study of two schools in northeast China, one in a rural area and the other in an urban area, indicates that the primary mathematics curriculum has been widely adopted by teachers at the classroom level. Feeling the intense pressure generated by the national mathematics Olympiad,1 1. The mathematics Olympiad is a type of ‘extracurricular’ activity that aims to promote students' interest and improve their ability in mathematics. Students participating in the competition are required to complete some challenging and non‐routine mathematical operations. The international mathematics Olympiad is held every year. In Mainland China, this competition is commonly organised at city, provincial and national level. Students who perform exceptionally well are exempted from the highly competitive national university entrance examinations for entry to universities View all notes teachers in the urban school tended to give more difficult mathematics problems to their students in the hope that above‐average students would perform well in the competition. In the rural school, the ability of students was more varied and generally lower. Teachers there worked very hard to push their students to meet the national requirements. The driving force behind this was the county‐wide public examination in which students' performance was taken as an indicator of teachers' competence. Teachers in both schools also have not taken effective steps to adapt the curriculum for students' individual differences. A comparison of the practices between the teachers in the two schools suggests that teachers' beliefs, their professional knowledge and skills shape their inclination and ability in curriculum adaptation and differentiation.     

Variation in teachers’ conceptions of alternative assessment in Singapore primary schools

Alternative assessment is an increasingly common and popular discourse in education. The potential value and benefit of alternative assessment practices are premised on significant changes in assessment practices. Many alternative assessment practices seek and promise alternatives to tests and examinations. However, labelling a practice as ‘Alternative Assessment’ in itself is not a guarantee of meaningful departure from existing practice. Such alternative assessment practices risk retaining and perpetuating the same limitations and adverse consequences of tests and examinations they claim to avoid. Recent developments in the assessment system in Singapore have given rise to increased attention to alternative assessment as a means of alleviating negative effects of testing and high stakes examinations. The success or limitations of these attempts are helpful in understanding how alternative assessment can be understood and used in different ways, and how each way of experiencing alternative assessment may be more suited to supporting learning than others. In this article, the results of a phenomenographic study on teachers’ experiences of alternative assessment in Singapore are presented. Three conceptions of alternative assessment are identified, each depicting a particular way of understanding and using alternative assessment in schools. These findings are subsequently examined in terms of the potential for teachers to understand and use alternative assessment to enhance students learning in sustainable ways.     

The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness

During the past decade, numerous schools in Sweden have implemented education for sustainable development (ESD) as an explicit guiding approach in teaching. In this paper, we investigate the effect of this approach in comparison with that of pupils taught in ordinary schools. Accordingly, we introduce the concept of sustainability consciousness to represent the holistic view of sustainability. Within the concept of sustainability consciousness, we combine and investigate the environmental, economic, and social dimensions of sustainable development in terms of sustainability knowingness, attitudes, and behavior. A Likert-scale questionnaire with 50 items was developed to evaluate pupils’ sustainability consciousness through a nationwide study in Sweden. A total of 1773 pupils from the 6th and 9th grades participated. The results indicated that the ESD profile schools had a small positive effect on the pupils’ sustainability consciousness, while in grade 9 the effect was negative. The implications for further ESD implementation are discussed.