Rethinking participation in the Aarhus as European Capital of Culture 2017 project

This paper examines the relationship between cultural participation and regional development with reference to the European Capital of Culture in 2017. From the bidding stage, Aarhus 2017 claimed it put “participation” at the heart of its strategic plans, through consultation at roadshows and exhibitions. In addition, it aspired to use culture as a catalyst for development not only in the city of Aarhus but across the region of Central Denmark. This paper, therefore, examines how participation is defined and implemented to address regional development in the Aarhus 2017 process through textual analysis of documentation from Aarhus 2017 and delivery partners as well as over 20 interviews with managers and participants involved in a range of 2017 projects. The paper argues against the common prioritisation of urban and professional cultural institutions and makes the case for decentralised cultural provision that supports both amateurs and professionals through a regional networked structure.     

Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science

A semi-structured interview was used to enquire into the knowledge of models and modelling held by a total sample of 39 Brazilian science teachers working in 'fundamental' (ages 6-14 years) and 'medium' (ages 15-17 years) schools, student teachers, and university teachers. This paper focuses on their perceptions of the role of models in science teaching. The teachers' ideas are organized in three groups: the status and value of models; the influences that inform the translation of these general ideas into classroom practice; and how they respond to the outcomes of students' modelling activities. The teachers interviewed generally showed an awareness of the value of models in the learning of science but not of their value in learning about science. They were also uncertain of the relationship that could exist in the classroom between various types of models. Modelling, as an activity by students, whilst praised in theory, would not seem to be widely practised. Where practised, the outcomes are by no means always treated with that integrity that learning about science would call for.     

Effecting School Change: The Halton Approach

ABSTRACT

Two related but distinct questions are often asked by educators as they try to make their schools more effective. These are: “Which of the many activities that we do have greater benefits for students?” and, “How can we make our schools better than they are now?” The first question focuses specifically on the impact of schools on student outcomes and the characteristics of effective schools, whereas the second addresses the implementation of change and school improvement. This article addresses the research related to these two questions and describes the application of this research in a large school district in Ontario, Canada.     

Reviews

Vivienne Gross, Hackney Child and Family Consultation Service, Child Abuse and the School's Response: A Workshop for Professionals Involved with Ghildren/Young People from Nursery to Further Education by Eve Brock. Harlow, Essex: Longman, 1992. 22pp. ISBN 0 58210060 7, £25.00

Louise O'Connor, Roehampton Institute, Social Education and Personal Development Studies in Primary Education by Delwyn and Eva Tattum. London: David Fulton, 1992. 194pp. pb ISBN 185346 110 5, £12.99

Sue Smedley, Froebel Institute College, Stress in Teaching by Jack Dunham. London and New York: Routledge, 1992. 200pp. hb ISBN 0 415 06634 4, £35, pb ISBN 0 415 06635 2, £12.99

David Thomas, Department of Education University of Liverpool, Learning Support for Young People in Transition: Leaving School for Further Education and Work by Jean McGinfy and John Fish. Milton Keynes: Open University Press. 116pp. pb ISBN 0 335 09765 0, n.p.