永随我心

许多次,我们并不确信一定能做成某事,纸面上的显示毫无意义,内在的感受才是真的心情。     

Reading and rereading 'Shrek'

This article presents the findings of a small-scale research project which aimed to enable young people to reflect on their childhood responses to the popular films, 'Shrek' and 'Shrek 2'. During the project the participants develop new readings of the films in the light of their own recent experiences both of life and of other texts. The research draws on reader response theories to describe the complex readings of the films made by two young women from Rotherham. These readings include an engagement with an element of the films' narrative structure, the relationship dilemma between the main characters. There was also clearly recollection of enjoyment of the animation style, the humour and the fairytale intertextuality of the film. However, the strongest response was based on more recent experiences and involved considerable empathy with the characters. This has important implications for both educational research and classroom practice. This paper argues for an increased recognition of the significance of children and young people's engagements with popular children's films as integral to their development as readers and creators of narrative texts.     

Language as capital,or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools

Pupils' experiences of complementary education are neglected in the research literature, yet they are highly important in terms of understanding complementary schools and their impact on pupils' educational and social identities. This article explores British-Chinese pupils' discursive constructions of the purposes and benefits of Chinese complementary schools, drawing on data from an Economic and Social Research Council (ESRC)-funded study of six Chinese schools in England, including interviews with 60 of their British-Chinese pupils. Findings demonstrate that British-Chinese pupils overwhelmingly see the purpose of these schools as perpetuating the mother tongue. They produced a variety of explanations for the benefit of this perpetuation, and we analyse how these fall under two themes: instrumental benefits, and identity. In elaborating these themes we focus particularly on the ways in which language was constructed as identity, and draw out some theoretical implications for thinking around identity and ‘culture’.     

“Brains before ‘beauty’?” High achieving girls,school and gender identities

In recent years educational policy on gender and achievement has concentrated on boys' underachievement, frequently comparing it with the academic success of girls. This has encouraged a perception of girls as the “winners” of the educational stakes and assumes that they no longer experience the kinds of gender inequalities identified in earlier studies. However, trying to balance academic achievement with being seen as a “proper girl” presents girls with difficult challenges, particularly in terms of being accepted and approved of by classmates and securing the attention of teachers. This paper explores the views of a group of high achieving 12‐ to 13‐year‐old girls who indicate that being regarded as “clever” continues to be negotiated within acceptable frameworks of femininity.     

The influence of the Creative Learning Assessment (CLA) on children's learning and teachers' teaching

This paper describes the development and use of the Creative Learning Assessment (CLA) as a means of evidencing, supporting and promoting children's creative learning in arts‐based contexts. The research team at the Centre for Literacy in Primary Education (CLPE) worked with a group of teachers in inner‐city Lambeth primary schools to develop an assessment system to record the impact of a creative curriculum on children's achievement and to enable schools to justify a broad‐based provision. The Assessing Learning and Communication in Creative Learning Contexts project, funded by CfBT Education Trust (CfBT), aimed to offer teachers a view of creative learning development and a framework for teacher assessment. It set out to provide a close focus on the learner and a valuable source of information for curriculum planning. This article discusses the effect of working with the CLA on children's learning and on teachers' practice through a case study of one project school, and the implications for schools and classrooms from the perspectives of the researcher and the teacher.     

Gender,popularity and notions of in/authenticity amongst 12‐year‐old to 13‐year‐old school girls

This paper draws on data from a research project investigating gendered identities and interactions of high‐achieving students in Year Eight in England (12–13 years old), particularly in relation to students’ ‘popularity’ amongst their peers. As part of this study 71 students were interviewed from nine different schools in urban, rural and small town locations. From an analysis of participants’ conceptions of the characteristics of ‘popular’ and ‘unpopular’ students, this paper looks in depth at notions of in/authenticity and how it is perceived and judged in relation to the self and others. In particular, the paper focuses on the genderedness of such discourses of in/authenticity as constructed by these students, and relates such concerns to theorizations of ‘impossible’ femininity.     

The Boss

妈妈生病了,爸爸出门给她买果汁。哥哥、妹妹和我会为妈妈做什么呢?It was Sunday morning. Mum was sick* in bed." Mum needs someorange juice," Dad said." I’ll go to the store and get some for her. Begood while I’m gone(不在)."*" Dad is gone," said my big brother." Now I’m the boss."" I want to文∕Becky Mann     

An intervention to improve school and student performance

Georgia Leadership Institute for School Improvement (GLISI) used ISPI's 10 Standards of Performance Technology to share the design, development, and implementation of an intervention striving to help Georgia districts and schools share their success stories in a clear and concise format. This intervention took the form of a PowerPoint presentation, GLISI Promising Practices, and has become a successful tool for districts to share and communicate their success.