Possibility thinking and social change in primary schools

This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested. With a focus on uniquely positioned professional wisdom, each school was engaged in change which rejected some assumptions while integrating new ideas relevant to their community, leading to quiet revolutions. Implications for primary schools that generate their own practices and narratives regarding educational futures are discussed.     

Understanding metallic bonding: Structure,process and interaction by Rasch analysis

This paper reports the results of a survey of 3006 Year 10–12 students on their understandings of metallic bonding. The instrument was developed based on Chi's ontological categories of scientific concepts and students' understanding of metallic bonding as reported in the literature. The instrument has two parts. Part one probed into students' understanding of metallic bonding as (a) a submicro structure of metals, (b) a process in which individual metal atoms lose their outermost shell electrons to form a ‘sea of electrons’ and octet metal cations or (c) an all-directional electrostatic force between delocalized electrons and metal cations, that is, an interaction. Part two assessed students' explanation of malleability of metals, for example (a) as a submicro structural rearrangement of metal atoms/cations or (b) based on all-directional electrostatic force. The instrument was validated by the Rasch Model. Psychometric assessment showed that the instrument possessed reasonably good properties of measurement. Results revealed that it was reliable and valid for measuring students' understanding of metallic bonding. Analysis revealed that the structure, process and interaction understandings were unidimensional and in an increasing order of difficulty. Implications for the teaching of metallic bonding, particular through the use of diagrams, critiques and model-based learning, are discussed.     

Meeting the Challenge of Diversity through Cooperative Learning

During the last two decades the use of group work in British primary classrooms has been a ‘neglected art’. This paper begins by considering the reasons for this ‘state of affairs’ and concludes that teachers often give up too early because of lack of initial success. The advantages of group work over other forms of classroom organisation are then considered, particularly in classes where there is a wide range of ability. Drawing from research findings obtained in the United Kingdom and the United States, the paper concludes with practical advice on how this grouping strategy can be used to develop higher level thinking skills. Three key factors are required. First, pupils must be taught necessary social skills. Second, a suitable ‘scaffold’ for thinking must be provided. Third, a mutually supportive classroom ethos must be created.     

Teaching Groups in the Junior School: A Neglected Art

It is not enough that teachers' work should be studied; they need to study it themselves. It will require a generation of work [and] the teacher's professional self image and conditions of work will have to change (Stenhouse 1975).     

Parental aspirations for their children's educational attainment and the realisation of universal primary education (UPE) in Kenya: Evidence from slum and non-slum residences

There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums.     

Some Characteristics of Effective Science Teaching

Summaries

English

In this paper, the authors summarize the main findings which resulted from a recent major research study of the processes and products of science teaching in English schools. For the purpose of this study, a Science Teaching Observation Schedule (STOS) was developed by means of which the intellectual transactions taking place between teacher and pupils during science lessons, can be recorded and analysed. Using STOS, the teaching behaviour of some 94 teachers of biology, of chemistry and of physics was studied. On the basis of this, three main styles of science teaching were identified. These styles are described and discussed both in terms of their educational effectiveness (as measured by pupil achievement) and in relation to the implementation of modern school science curricula.