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It is now widely recognised that Britain's comprehensive system was never truly comprehensive. Families with sufficient financial capital were always able to ensure the entry of their children to particularly prestigious ‘comprehensive’ schools by purchasing a home within the appropriate catchment areas. According to government rhetoric, recent legislation established a market of schools, removed catchment areas and gave parents greater choice of school. This case‐study examines the workings of the local quasi‐market of schools within a prosperous town (Sutton Coldfield, England) which is part of the larger metropolitan area of the West Midlands. Because of a change in the age of entry to secondary education, Sutton Coldfield was first plunged into the market in 1992. This case‐study shows that the new situation initially caused confusion and anger. Some Sutton Coldfield residents were denied places for their children within the town and were instead offered places for their children in Birmingham working‐class estate schools. The article describes the formation and activities of a local pressure group which opposed these changes, and reports the results of a small‐scale study of a sample of parents’ choice‐making processes in 1993. It is shown that access to financial and cultural capital had become more, rather than less, important in the process of allocating children to secondary schools. 相似文献
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Geoffrey Barnes Dennis M McInerney Herbert W Marsh 《The Australian Educational Researcher》2005,32(2):1-23
In many countries there remain substantial sex differences in enrolments in elective science courses, despite concerted efforts in recent years to alleviate them. This paper explores the reasons for these differences by comparing models of male and female enrolment intentions in elective courses in biology, chemistry and physics. The models are based on responses from approximately 450 students from 5 Australian high schools. First, a theoretical model, the Science Enrolment Model, was derived from Eccles and colleagues’ General Model of Academic Choice. Students’ responses were then used to develop empirical models of enrolment intentions in the three elective courses. Analyses for the models were conducted using the LISREL “mean structures” extension. Sex differences in the dependent variables in the models were then attributed to the relevant sets of independent variables. Substantial sex differences were identified in measures of perceived career value, interest and performance expectations in all three models which explained between 70% and 82% of the sex differences in enrolment intentions. 相似文献
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Geoffrey Roberts 《Learning, Media and Technology》1978,4(1):21-23
The author reviews recent research comparing both the relative learning gains and relative attitudes of students using colour or monochrome television material. It is concluded that all users of educational television should resist the temptation to spend large sums on colour television equipment merely because colour is now widely preferred by society at large. 相似文献
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This paper describes the development and implementation of a multilevel undergraduate degree course in technology management designed to meet identified needs of manufacturing industry. The program has a number of innovative features, including flexible entry and exit points and three levels of award, and is delivered in the workplace with the aid of a computer managed learning system and self paced learning materials supported by electronic mail and workplace tutorials. A feature crucial to its success is extensive collaboration with industry, a partnership with a technical and further education college, and cooperation between applied science and business faculties. An evaluative account of the implementation of the program in two motor vehicle manufacturing plants during 1990, and a discussion of the implications of the findings of the evaluation are also included. 相似文献
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Hugh Clapin Katherine Neal John Wennerbom Barbara Nunn Deborah Dysart Andy Pickering Lisa Featherstone Hiram Caton Dale Jacquette Laura Ruetsche William A. Turner Cornelia Lüdecke Birgit Lohmann James Ladyman Jonathan Coopersmith David Oldroyd Dennis Dean Michael Ruse Nicolas Rasmussen William N. Kaghan Martin Bridgstock Geoffrey Cocks Stephanie H. Kenen Ivan Crozier Sokhieng Au Desmond Barrett Mark Cortiula Ian D. Lawrie 《Metascience》2001,10(1):50-149
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This paper describes a study of the interplay between social and developmental processes in children's mathematics learning. The focus is on children's play of an educational game, Treasure Hunt, and the way children's interactions in play frame developmental processes involving arithmetic with base-10 blocks. Sixty-four third and fourth graders were grouped in same- and mixed-grade dyads. Analyses of interactions revealed that players were frequently involved with jointly structuring arithmetical problems involving base-10 blocks. However, the arithmetical goals that members of dyads created often differed as labor became divided in their activity. Two findings were of particular interest: (1) differences in divisions of labor as a function of players' grades and grades of their opponents led to construction of different arithmetical goals, and (2) differences in goals led to different sequences in children's strategic developments, sequences that differed from the developmental trajectory in our matched controls. 相似文献
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In each of two experiments, rats were trained to press the lever in a Skinner box, food reinforcement being available on a variable-interval 60-sec schedule (VI 60). There followed an “exposure phase” for which the levers were removed from the boxes, and then a final test with the levers replaced to assess the effects of the intervening treatment on instrumental responding. Experiment 1 showed that simple exposure to the box reduced the vigor of instrumental performance in comparison with a condition in which food was made available during the exposure phase. Animals which received no exposure treatment also showed a relatively high rate of response. Experiment 2 demonstrated that an exposure treatment in which the occurrence of food is signaled by a light stimulus also leads to a decline in instrumental responding. These results are held to support the notion that associations between the context and the reinforcer serve to energize appetitive instrumental behavior. 相似文献