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991.
Despite current moves in the UK to limit class sizes for young children in school, there is still a disturbing lack of research evidence on the effect of class size differences on pupils' educational progress and experience. Past research has concentrated on the effects on outcomes such as pupils' school attainments in basic areas. Much less is known about classroom processes that might mediate any such effects, though such knowledge is more useful for practice and policy. Drawing on a current programme of research at the Institute of Education, University of London, this paper identifies five processes likely to be connected to class size: within class grouping practices, the nature and quality of teaching, pupil attention in class, pupil adjustment to school and effects on teachers' morale, stress and enthusiasm. Relevent research is reviewed, and in line with this research the paper concentrates on the primary school years. 相似文献
992.
Organizational socialization and induction in universities: Reconceptualizing theory and practice 总被引:2,自引:0,他引:2
This paper argues that the theory and practice of induction and socialization of new academic staff in universities have been based on a partial, corporatist, perspective influenced by now defunct structural-functionalist theory. We develop a more sophisticated theoretical understanding of organizational socialization and explore its consequences for the practice of induction of new academic staff. These ideas are based on secondary data derived from a number of studies of new academic appointees (NAAs), 27 in-depth interviews we conducted with academics in ten Canadian and English universities, both chartered and unchartered, and a five year ethnographic study of academic staff in a single unchartered English university. 相似文献
993.
Peter C-H. Cheng 《European Journal of Psychology of Education - EJPE》1999,14(2):167-184
Understanding science involves the mastery of complex networks of concepts. To design effective computer based systems for learning science it is essential to adequately characterize the nature of those conceptual networks, so that clear and appropriate instructional goals can be defined and fed into the design process. This paper considers a novel class of representations for science instruction — Law Encoding Diagrams (LEDs) — and describes the nature of scientific understanding based on these representations. A framework of four classes of schemas has been proposed to characterizes problem solving and learning with LEDs. How the framework encompasses complex networks of concepts is discussed and the implications for the design of computer based learning environments based on LEDs are considered. 相似文献
994.
Peter Moss 《Cambridge Journal of Education》1999,29(2):229-238
The first 2 years of the Labour government have seen unparalleled attention and resources devoted to early childhood services. However, behind the current flurry of activity, a larger opportunity may be slipping away: the opportunity to transform a neglected and incoherent confusion of services into an integrated and coherent early years service. Rather than thinking the unthinkable, government seems to have settled for a process of reform, opting for more and better of the same. Transformation required six major issues to be fully addressed: what constitutes early childhood: administrative integration; staffing; funding; the type of early childhood services that the UK needs; and identifying critical questions about early childhood and the purposes of early childhood services. So far, however, they have not been. Having waited years for change, it would have been better to have waited a bit longer for a White Paper setting out the vision of a transformed early childhood service and the steps needed to achieve that vision over the next 5 to 10 years 相似文献
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996.
Andrea Bunting Libby Robin Suzanne Uniacke Nicolas Rasmussen Graham Holland Marilys Guillemin Phillip Catton Sverre Myhra Rachel A. Ankeny David Oldroyd Ivan Crozier Peter Anstey Cathy Legg Jan Edward Garrett David Philip Miller John Worrall Andy Pickering Hugh Lacey S. S. Schweber 《Metascience》1999,8(1):125-195
997.
Patterns of perceptual deficits were investigated in a population of academically deficient juvenile delinquents. Comparisons were made with a group of youthful offenders with adequate academic skills. Auditory perceptual deficits appeared to be a more significant factor in accounting for the severe academic deficiencies observed in the delinquent subjects than did visual-perceptual deficits. However, multiple perceptual deficits involving both auditory and visual perceptual skills formed the basis of the majority of academic deficiencies and social maladaptation. The results indicate the potential ill effects of an undiagnosed and untreated learning disability on subsequent emotional development. Prevention of delinquency may begin with the preschool child who is at high-risk for developing behavioral problems in later years. 相似文献
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1000.
Peter Hudson 《Journal of Science Education and Technology》2004,13(2):215-225
Final year preservice teachers' perceptions of their mentoring in primary science teaching were gathered through surveys from three separate studies. The three studies (n = 59, n = 331, n = 60) provided an indication of the degree of mentoring preservice teachers perceived they received with mentoring practices linked to Pedagogical Knowledge. This research argues that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy. The key study findings (n = 331, from nine Australian universities involved in primary teacher education) indicated that 55% or more mentees had not received Pedagogical Knowledge for primary science teaching in each of the associated mentoring practices (mean score range: 2.60–2.91, standard deviation range: 1.10–1.32). The study concludes that mentors require further professional development to ensure that preservice teachers (mentees) receive adequate pedagogical knowledge for teaching primary science, which will involve significant collaboration between universities and schools. 相似文献