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Maurice Galton 《Cambridge Journal of Education》2002,32(2):249-265
Recent classroom observation suggests that the science taught at Key Stage 3 has changed little over the past two decades despite the introduction of the National Curriculum reforms. At the same time the 'high stakes' testing at the end of Key Stage 2 has resulted in less experimentation in Year 6. As a consequence, positive attitudes to science, which are already in decline at primary school, dip further after transfer, particularly among more able pupils. This article examines some of the structural factors responsible for the current situation and argues that the solution has more to do with a shift in pedagogy rather than further changes in the curriculum. 相似文献
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Moses Oketch Maurice Mutisya Moses Ngware Alex C. Ezeh 《International Journal of Educational Development》2010,30(1):23-32
One of the conundrums of free primary education (FPE) policy in several countries in Sub-Saharan Africa is the ‘mushrooming’ of fee-paying private schools. Several researchers have become interested in studying this phenomenon and have raised the question—does free primary education meet the needs of the poor? Emerging voices among this group of researchers suggest that the impact of FPE, particularly in meeting the educational needs of the poor may be over-stated in situations where the poor still utilize what is referred to as ‘private schools for the poor’. The concerns expressed by those voicing this point of view point to the question of why the poor choose fee-paying [low quality] private schools when there is, presumably a free state school? To respond to this question and to contribute to this debate, this paper adopts the excess demand and differentiated demand frameworks to analyse how slum (poor) and non-slum (non-poor) parents utilize education in Nairobi, Kenya following the implementation of free primary education policy in 2003. We conclude that the answer to the ‘mushrooming’ of private schools for the poor is ‘excess demand’. As to whether free primary education meets the needs of the poor, we argue that where supply does not match demand excess demand is likely to arise in the initial stages. We recommend that what is required is greater and possibly differentiated and better targeted investment in education whereby unequals are treated unequally in order for the Kenyan government not to under-invest in the education of the poor. 相似文献
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