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131.
Pam Christie 《Cambridge Journal of Education》1998,28(3):283-300
A prominent and problematical legacy of apartheid education, which requires transformation, is the poor functioning of a large number of previously black schools (commonly termed ‘the breakdown of the culture of teaching and learning'). While the causes of breakdown may be traced back to the years of opposition to apartheid and the resistance struggle waged within schooling from 1976 onwards, it is less clear what may be done to remedy the situation. This article explores particular organisational dimensions of school failure with a view to understanding how they have affected the operation of schools, why schools have broken down and what interventions may remedy this breakdown. It moves beyond rational theories of organisation to argue that perspectives derived from psychoanalytical approaches to organisation may be useful in planning strategies for intervention to transform teaching and learning in these schools. 相似文献
132.
James Hall Pam Sammons Rebecca Smees Kathy Sylva Maria Evangelou Jenny Goff 《牛津教育评论》2019,45(3):367-389
UK Sure Start Children’s Centres (SSCCs) aim to lessen behavioural disorders yet we lack evidence concerning how this is achieved. This study evaluates one possible mechanism: improved home learning environments (HLEs). Data come from a longitudinal study of 2568 families and children recruited at a mean age of 14 months from 117 SSCCs in England in 2012. Behavioural disorders were measured at 38 months via the Strengths and Difficulties Questionnaire. HLEs were measured at 14 and 38 months via parental interview. Families’ use of SSCCs was measured via parental interview at 14, 22, and 38 months. This study suggests that the use of SSCCs is associated with fewer preschool behavioural disorders via intermediate changes to the quality of HLE’s. Implications are discussed for social policies and for early years’ professionals. 相似文献
133.
Globalisation and the curriculum: Proposals for the integration of education and training in South Africa 总被引:1,自引:0,他引:1
Pam Christie 《International Journal of Educational Development》1996,16(4):407-416
In South Africa, the post-apartheid government has committed itself to an integrated approach to education and training. This article addresses South African policy debates, illustrating that global trends such as integration are shaped by significant local influences in the production of specific policy positions. The integration debate in South Africa reflects both equity and human resource development concerns, and is more fully developed in adult basic education and training than in formal post-compulsory education. The article analyses the proposals for integration as part of a complex policy agenda, arguing that the implementation of integration proposals will not be straightforward. This is due to the genesis of the integration debate in training rather than both education and training, its assumptions about economic development, and the contested nature of the policy process. 相似文献
134.
135.
Research in Special Needs Education: Objectivity or Ideology? 总被引:1,自引:0,他引:1
Social science, including research into special educational needs, purports to be objective, and much of special needs research falls into the empirical-analytic paradigm which regards human affairs as containing measurable, law-like qualities to be identified and manipulated. It is argued, however, that this may be a flawed assumption and that all researchers need to be aware of the potentially political nature of their position. The sources, for instance, of a physical disability need to be located, not in the physical problem per se , but within the way society seeks to deal with it. Although researchers may like to view themselves as impartial seekers of the truth, it is suggested that research techniques themselves emerge from a theoretical position which reflects their beliefs, values and dispositions towards the world. They also gain, directly or indirectly, from the research process in terms of kudos or academic recognition. A tentative alternative paradigm is presented which attempts to challenge the 'normalisation' approach to teaching those designated as having special needs. 相似文献
136.
Pam Sammons 《Educational Research and Evaluation》2013,19(2):113-149
ABSTRACT This article examines the aims and goals of school effectiveness research and definitions of effectiveness. Five issues in school effectiveness research which are relevant to the development of better methods of judging and measuring relative effectiveness, drawing on evidence from studies in different countries and contexts, are reviewed. These are (1) size and significance of effects; (2) consistency across outcomes; (3) stability over time; (4) the long term effects of schools; and (5) differential effects for different student groups. It is concluded that effectiveness is best regarded as a relative concept dependent upon time period and age groups studied, and the choice of educational outcomes and intake measures 相似文献
137.
Dominic Wyse Maria Nikolajeva Emma Charlton Gabrielle Cliff Hodges Pam Pointon Liz Taylor 《British Educational Research Journal》2012,38(6):1019-1039
The spatial turn has been marked by increasing interest in conceptions of space and place in diverse areas of research. However, the important links between place and identity have received less attention, particularly in educational research. This paper reports an 18‐month research project that aimed to develop a theory of place‐related identity through the textual transactions of reading and writing. The research was an in‐depth qualitative study in two phases: the first phase involved the development of an interdisciplinary theory of place‐related identity, which was ‘tested’ in a second empirical phase. Two contrasting primary school classes were the site for the research that included the development of a unit of work, inspired by the book My place, as a vehicle for exploring place‐related identity. The data were interviews, classroom observations and outcomes from pupils’ work. The construct of transcultural meanings, established from the analytic categories of localising identity, othering identity and identity as belonging, was identified as a defining phenomenon of place‐related identity. The conclusions offer reflections on the development of our initial theory as a result of the empirical work, and the implications for practice and future research. 相似文献
138.
139.
In the late 1990s, the Department for Education and Employment in England set out to motivate and engage teenage students who were said to be 'disaffected' with the traditional school curriculum. Jerry Wellington, Professor of Education at the University of Sheffield, and Pam Cole, research fellow in the University of Sheffield School of Education, were asked to evaluate one of the 21 projects that were set up across the country. The pupils involved were partially disapplied from the National Curriculum in order to follow a work-related scheme set up by two schools, a Chamber of Commerce and a local Learning and Skills Council.
In this article, Jerry Wellington and Pam Cole explore some of the difficulties that accompany evaluation, and particularly a review of the impact of interventions involving so-called 'disaffected' pupils. They describe some of the practical and methodological difficulties faced in such an evaluation, as well as highlighting the positive aspects of the task. They reflect on a range of unforeseen and unpredictable dilemmas that faced them in this work, and note some of the interesting significant strengths that developed from the project. At the end of their article, Jerry Wellington and Pam Cole summarise what they have learned from the evolving methodology of this evaluation and present a case for increased levels of collaboration, between practitioners and researchers and between professionals and pupils, in future projects of this kind. 相似文献
In this article, Jerry Wellington and Pam Cole explore some of the difficulties that accompany evaluation, and particularly a review of the impact of interventions involving so-called 'disaffected' pupils. They describe some of the practical and methodological difficulties faced in such an evaluation, as well as highlighting the positive aspects of the task. They reflect on a range of unforeseen and unpredictable dilemmas that faced them in this work, and note some of the interesting significant strengths that developed from the project. At the end of their article, Jerry Wellington and Pam Cole summarise what they have learned from the evolving methodology of this evaluation and present a case for increased levels of collaboration, between practitioners and researchers and between professionals and pupils, in future projects of this kind. 相似文献
140.
Pam Sandlian-Smith 《Public Library Quarterly》2016,35(4):311-317
This essay is about how libraries have changed and are changing in their intent and the services they provide as they respond to transformations in technology, work, and the purposes of education. Libraries have moved from emphasizing the importance of reading, which is still a given, to programming and offering services that help citizens find new work rules filled with creativity and collaboration. The Dokk1 library in Arhus, Denmark, and the author’s own Anythink Libraries are examples of institutions that have made huge strides in the development of the new public library that meets the needs of its citizens amid the complexities of new or substantially redefined terms for happiness and success. 相似文献