bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Integration of Research Findings on Classroom Management into a Programme for Use in Teacher Education
Authors: Martin Maeve , Norwich Brahm 
Published: June 2007

AbstractThis paper describes a study which examined recent research on classroom management and translated the research findings into a skills‐based programme on the theme of Effective Classroom Management. The programme was evaluated both formatively and summatively when piloted in both a rural and an urban setting during an in‐service course organised for primary teachers. The evaluation results show that research‐based concepts and principles lent themselves to translation in a way that was both meaningful and of practical value to teachers. Programme goals of developing a richer conceptualisation of what classroom management entailed and of extending management skills were largely achieved. The study indicates the importance of a conceptual and skills‐based approach to classroom management. It also suggests that the theme carries with it the potential to contribute to teachers' sense of professionalism.
Group Child Interviews as a Research Tool
Authors: Lewis Ann 
Published: June 2007

AbstractGroup interviews have several advantages over individual interviews. In particular they help to reveal consensus views, may generate richer responses by allowing participants to challenge one another's views, may be used to verify research ideas or data gained through other methods and may enhance the reliability of children's responses. There are, however, difficulties in carrying out group interviews and they require skilful and sensitive guidance by the interviewer. There have been few reports of their use with primary‐aged children but the work reported here suggests that they are a viable and useful technique with that age group.
Teachers' Implicit Theories Concerning Questioning
Authors: Mitchell Jim 
Published: June 2007

AbstractThis paper reports findings from research based on case studies of two in‐service teachers which, as part of a larger study in the area of teacher thinking and using data derived from ethnographic and stimulated recall interviews, sought to examine the nature and structure of teachers' ‘implicit’ theories concerning the skill of questioning. Data indicated that the teachers formulated theories about the skill which although idiosyncratic and incomplete contained common elements in the form of ‘beliefs’ about the skill, the ‘functions’ they saw it performing, and the strategies deemed to relate to the appropriate or inappropriate implementation of the skill. Teachers' strategies took the form of ‘rules’ and ‘principles’ which guided the use of questioning in their classrooms and detailed questioning ‘models’. These ‘models’ were found to be complex in structure, involving an integration of beliefs, functions, rules and/or principles, appropriately exemplified and set in a particular teaching context. Teachers' models were seen to differ in structure and focus from the skill models such as those commonly employed in microteaching programmes.
Religion, Equity and Education in Northern Ireland
Authors: Gallagher A. M. , Cormack R. J. , Osborne R. D. 
Published: June 2007

AbstractFor some years concern has been expressed about the lower qualifications of leavers from Catholic schools in Northern Ireland in comparison with leavers from Protestant schools. The paper outlines research carried out for the Standing Advisory Commission on Human Rights on possible contributory factors to this attainment gap. The research highlighted the effects of different funding arrangements for Catholic schools and a shortage of grammar school places in the Catholic sector, and recommended proactive measures by government to deal with these issues. The recommendations were based on equity principles and were argued as being consistent with declared government policy on fair employment in Northern Ireland on religious grounds. Following the research findings the Government announced extra funds to increase grammar school provision in Catholic schools and changed the arrangements for capital grants to permit Catholic schools to receive 100% grant. The paper suggests that the application of equity principles in this case may be relevant to the issue of denominational schools in Britain.
Teacher and Pupil Interactions and the Processes of Mathematical Instruction in Four Reception Classrooms over Children's First Year in School
Authors: Aubrey Carol 
Published: June 2007

AbstractThis paper will describe the way mathematical knowledge is presented and how it is understood by teachers and children in reception classroom contexts. Particular reference will be made to an exemplar, data handling lesson provided by each of the four teachers involved. The main focus will be placed on gathering and coding data and the patterns of interaction which emerged. Teacher and pupil interactions were recorded in four reception classes across children's first year at school. The emerging structure was one of co‐ordinating segments and subsegments which provided the ‘warp’ of lessons. Segments usually consisted of small group tasks and each had its own goals and actions. Analysis of lesson segments and subsegments into components, which carried implications for teacher and pupil actions, allowed access to recurrent patterns of teacher moves, or the ‘weft’ of lessons. Components comprised: introduction, tutoring and guiding, helping in task execution, monitoring and assessing, reviewing or commenting on results or outcomes. Not all segments contained all elements and individual teachers had their own distinctive styles of working. The amount of time in which there was opportunity to engage in mathematical tasks varied as well as the number of children involved and the quality of experience provided. Teacher talk and support varied from the irrelevant and goal‐free beset by management problems, through modelling, ‘talk aloud’ strategies with coaching and monitoring, to the more formal exposition with structured initiation‐response‐evaluation sequences. Rich teacher knowledge appeared to be reflected in the context and structure of lessons, in explicit and well‐integrated instruction, varied representations with links or connections made to existing skills and understanding. Results based on so small a sample of lessons, however, can be only suggestive of what a more extensive study of classroom processes might find.
Qualitative Research, Professional Development and the Role of Teacher Educators: fitness for purpose
Authors: Day Christopher W. 
Published: June 2007

AbstractThis paper focuses upon the purposes, prejudices, practices and contexts of those who teach education in all its forms within higher education and schools. It examines some of the difficulties and challenges those in education departments whose significant history is school teaching face in extending their own learning opportunities as part of their moral purposes as professionals engaged in the ‘betterment’ of education, and it will suggest routes for research which might contribute to their thinking and action and thus, ultimately, to the education of students and pupils. There are, of course, examples of tutors in higher education engaging in development through ‘reflective practice’ and of pre‐service teacher education courses which are based upon notions of reflective practice. The purpose of this paper, however, is to examine the roles and responsibilities of teacher educators through an analysis of their historical, social and psychological contexts and, through this, to propose a particular partnership model of qualitative research and development which appears to ‘fit’ closely to purpose.
Are Pupils Equipped for Group Work without Training or Instruction?
Authors: Mcallister Wendy 
Published: June 2007

AbstractThis account of teacher practical research examines the question of whether pupils need instruction about how to operate effectively in groups. It is taken for granted that pupils ‘know’ how to ‘work’ in groups and that teachers need only set it up and give directions to groups for successful outcomes. The author organises ‘work’ in groups and observes and evaluates the outcomes. Her conclusions are that many factors impinge on the success of groupwork as outlined in the paper and indicate the importance of teachers taking time to discover inter‐relationships and other factors in the social framework of teaching that can overcome barriers to successful teaching. The account is self‐challenging and reflective.
No Entry Signs: educational change and some problems encountered in negotiating entry to educational settings
Authors: Troman Geoff 
Published: June 2007

AbstractThe difficulties involved in gaining entry to educational settings in order to carry out ethnographic fieldwork have been known for some time. Previous accounts, however, have stressed the importance of the researcher's self and field relations in the micro‐context in influencing the entry process. This article argues that in a time of rapid change in education the impact of the recent changes on participants, in particular, gatekeepers, shapes their responses to access requests from ethnographers. This argument is developed using data derived from the author's unsuccessful attempts to gain entry for ethnographic research in several English primary schools. The article concludes by suggesting that getting in is getting harder, and ethnographers, in developing successful strategies to gain entry, must develop a reflexivity informed by knowledge of structure and the macro‐context in which their negotiations take place.
The Value of School Locations
Authors: Conduit E. , Brookes R. , Bramley G. , Fletcher C. L. 
Published: June 2007

AbstractA method for assessing schools’ performance in relation to socio‐economic indicators of their location is described. A substantial proportion of the variance in General Certificate of Secondary Education (GCSE) results is accounted for by indicators such as the percentage of owner‐occupied houses in the area around the school. The addition of car ownership, unemployment, and overcrowding to give a composite normalised score known as the Townsend Index accounted for more than half the variance in the GCSE results of two West Midlands local education authorities (LEAs). The results are critically discussed.
Bourdieu and Initial Teacher Education‐a post‐structuralist approach
Authors: Grenfell Michael 
Published: June 2007

AbstractThis paper details an application of the work of the French social theorist Pierre Bourdieu to research on initial teacher education. The extent to which Bourdieu's work is post‐structuralist is discussed; his major theoretical perspectives are outlined; and their relevancy outside of the purely sociological argued for. An example of research method derived from his approach is offered as a practical illustration: the training of modern language teachers. The method is based on a three‐level analysis which links notions of individual pedagogic habitus to the training field. Some detail is given of ‘mapping the field’ of training, and structural, differential responses of students within it. Training is considered as ‘discourse’, as a field of knowledge(s) and practice(s), and the policy implications of this approach discussed. Comments are made on the epistemological nature of the method employed and its scope for future research practice.
Assessing Students' Ability to Use Computers: theoretical considerations for practical research
Authors: Selwyn Neil 
Published: June 2007

AbstractThe assessment of students' ability to use computers should be a central tenet of educational computing research, but until now most studies have relied on vague and imprecise definitions of what actually constitutes being able to use a computer. More often than not researchers are content to accept a self‐evaluation from the student, often in the form of a response to a single question, and even the more elaborate attempts to measure ability have proved too narrow or ill‐focused to be of lasting value. This paper argues that before attempting to assess computer ability the overall nature of the concept should first be considered. From this, a theoretical framework of ability can then be constructed on which to base subsequent practical assessment. The paper also raises methodological issues to be considered by future research into students' use of computers.
Being a Professional in Schools and Universities: limits, purposes and possibilities for development
Authors: Day Christopher 
Published: June 2007

AbstractThis paper, an edited version of the Lawrence Stenhouse Memorial Lecture, argues that if the kinds of emancipation and empowerment envisaged by Stenhouse for students in schools are to be practised, educators in universities and other educational organisations must recognise and assert that they are a part of rather than apart from a broader social, economic and political dialogue in which teachers, teachers’ associations, parents, governors, local education authorities and policymakers in other places are engaged. As professional researcher‐developers still with ‘room to manoeuvre’ within and without politically driven policy agendas, they have a legitimate voice, a contribution to make, alongside others, to the development and critique of educational policy at strategic levels and to developments in schools and classrooms. Within this broad theme four related topics are addressed: (1) lifelong learning; (2) knowledge of professional development and change; (3) the limits and possibilities of educational research; and (4) dilemmas in being a professional: moral purposes and roles of academics in continuing professional development.
Class Size and Educational Achievement: a review of methodology with particular reference to study design[1]
Authors: Goldstein Harvey , Blatchford Peter 
Published: June 2007

AbstractThe article reviews research into class size effects from a methodological viewpoint, especially concentrating on the various strengths and weaknesses of randomised controlled trials and observational studies. It discusses population definitions, causation and generally sets out the criteria for valid inferences from such studies. For illustration it presents some new findings from a reanalysis of the large data set from the Tennessee STAR (Student Teacher Achievement Ratio) study.
Schools, Pupils and Examination Results: contextualising school ‘performance’
Authors: Gibson Alex , Asthana Sheena 
Published: June 2007

AbstractThis article seeks to demonstrate the extent to which school‐level performance in the General Certificate of Secondary Education (GCSE) is underpinned by variations in the socio‐economic background of pupils. Using a postcode‐census method of profiling the socio‐economic characteristics of school populations, the study analyses the examination performance of 259 schools in 12 local education authorities (LEAs). Describing an Ordinary Least Squares (OLS) multiple regression model which accounts for 64% of between‐school variance in the GCSE performance of non‐selective schools, the paper concludes (1) that uncontextualised performance statistics are fundamentally flawed, and (2) that policies directed at school improvement must acknowledge and address underlying constraints on school performance.
’I’ ll be a nothing’: structure, agency and the construction of identity through assessment[1]
Authors: Reay Diane , Wiliam Dylan 
Published: June 2007

AbstractDrawing on data from focus group and individual interviews with Year 6 pupils in the term leading up to Key Stage 2 National Curriculum tests, this article explores the extent to which children's perceptions of the tests contribute to their understandings of themselves as learners. The tension between agency and structure becomes apparent in children's differential dispositions to view the testing process as a definitive statement about the sort of learner they are. Although children's responses are varied, what most share is a sense of an event which reveals something intrinsic about them as individuals. The article also explores the emotions, in particular the anxiety and fear, which permeate such understandings of the National Curriculum assessment process.
Knowledge, Learning and the Curriculum of the Future[1]
Authors: Young Michael 
Published: June 2007

AbstractThis article is concerned with the application of sociological analysis to the development of a 16‐19 curriculum of the future. It begins by clarifying the concept of the curriculum with particular reference to the 16‐19 phase of education. It then presents a brief analysis of recent developments in 16‐19 education in England and Wales and highlights the issues that these developments have raised. The final section of the paper draws on a sociological approach to knowledge and learning to suggest how these issues might be addressed by curriculum policy makers. The article concludes by proposing a model of the 16‐19 curriculum of the future based on the idea of ‘connective specialisation’.
Schooling, Networks and the Labour Market: explaining participation in lifelong learning in Northern Ireland[1]
Authors: Field John 
Published: June 2007

AbstractSchool attainment is generally believed to be correlated positively with participation in adult learning. The paper explores evidence from Northern Ireland that suggests an inverse relationship is also possible under certain circumstances. In Northern Ireland high school attainment co‐exists with low participation in adult learning. The paper considers evidence suggesting that the existence of strong social networks, shared norms and value, and a high level of trust may be a contributory factor to this divergent pattern. While there is a strong social concensus around the academic schooling of young people in Northern Ireland, this ‘social capital’ both provides an alternative to formal participation in adult learning and a legitimation for low aspirations among adults.
Evaluating Interprofessional Education: two systematic reviews for health and social care
Authors: Barr Hugh , Hammick Marilyn , Koppel Ivan , Reeves Scott 
Published: June 2007

AbstractLearning between professions has been widely invoked in health and social care in the belief that it improves collaboration in practice. Evidence to substantiate that belief is, however, elusive. Obstacles to the rigorous evaluation of interprofessional education are formidable, but this article reports progress towards establishing an evidence base. It describes two reviews. One is subject to criteria for Cochrane Collaboration, the other less constrained. Findings are reported for the first and methodology is discussed for the second. The article begins with an overview of interprofessional education in health and social care.
Evaluation of a Focused Literacy Teaching Programme in Reception and Year 1 Classes: classroom observations
Authors: Sylva Kathy , Hurry Jane , Mirelman Helen , Burrell Andrew , Riley Jeni 
Published: June 2007

AbstractSystematic observation was carried out in 12 classrooms (six in an innovative literacy programme which was a precursor to the Literacy Hour and six comparison classes) to explore teaching and learning which occurred after an intensive in‐service programme for reception teachers. Altogether 216 children were observed in an inner‐city authority, each for 15 minutes according to a schedule of time‐sampled and event‐sampled categories. Teaching behaviours were included in the observations as well as pupils' learning activities related to curriculum areas and also to play or ‘domestic classroom’ routines. Results showed that children devoted about equal amounts of time to English in the two types of classrooms and that staff‐pupil ratios were also similar. There were no differences in the amount of whole class, group or individual learning observed. However, teachers in the intervention classrooms (Focused Literacy Teaching) were more likely to use ‘direct teaching’ methods which included managing children's activities and using questions to instruct. Teachers in the comparison classes spent more time in ‘physical caring’. There were also differences in pupil learning activities. Although there were no differences in the amount of time children read to a teacher in the two types of classroom, children in the literacy programme spent more time reading to one other child, to a small group and on their own. Moreover, children in the literacy programme spent more time in shared reading and writing. In contrast, children in the comparison classrooms spent more time drawing, colouring and playing. Thus, a striking finding was the greater amount of peer literacy learning in the innovative classrooms. Teachers spent time setting up and managing the literacy activities of the groups, although often the groups continued under their own steam once the learning activity had been started. This led to a greater focus on reading, not only as a result of the teacher's direct teaching, but also through collaborative group work and children learning on their own.
Repopulation of Tumour Cells during Radiotherapy Is Doubled during Treatment Gaps
Authors: Tarnawski Rafal , Skladowski Krzysztof , Swienrniak Andrzej , Wygoda Andrzej , Mucha Anna 
Published: June 2007

The aim of this work is to analyse the proliferation of tumour cells in the treatment gapduring the radiotherapy for head neck cancer.Material and Methods: The clinical material is based on records of head and neck patients treated by radiotherapyalone in our institution. The effect of radiotherapy was assumed to be described by a linearquadratic model. The patient data were fitted directly to the radiobiological model and theparameters were estimated using maximum‐likelihood procedures.Results: According to our model results of treatment were significantly correlated with Normalised Total Dose of radiation, the tumour progression (according to TNM), the overall treatment time and the gap duration. The laryngeal cancers had better prognosis then cancers of oroand nasopharynx. When the treatment time is prolonged without treatment interruptions 0.36 Gylday is lost due to the repopulation of tumour cells. During the treatment gap proliferation is faster and 0.67 Gylday is lost.Conclusion: Proliferation of tumour cells is faster during the treatment gap then during the days with irradiation.
The Prognosis of Survivance in Solid Tumor Patients Based on Optimal Partitions of Immunological Parameters Ranges
Authors: Kunznetsova A. V. , Sen′ko O. V. , Matchak G. N. , Vakhotsky V. V. , Zabotina T. N. , Korotkova O. V. 
Published: June 2007

New logical and statistical methods are used for the analysis of relationships between survivance and immunological variables. These methods are based on the search of the regularities (syndromes) in the multidimensional space. The syndromes are the elements of partitions of allowable areas of variables. To estimate the statistical validity of found regularities the new technique based on Monte‐Carlo computer simulation was used.We present some results from immunological research to illustrate the methods of logistical regularities search. Two tasks are described. The broad panel of monoclonal antibodies for differentiation lymphocytic antigens were used for lymphocytes subpopulations analysis. The purpose of the first task was the evaluation of significance of immunological parameters for prediction of 1‐year metastasis‐free survival in non‐metastatic osteosarcoma of extremities. The second task was the construction of the predicting alghorithm for prognosis 2‐years survival of patients with stomach cancer. The optimal sets of parameters for prediction of survivance was found for both tasks. We found out the high forecasting informativity of HLA‐DR+ cells percentage in the 1st task, and the percentage of adhesion cells (CD50+‐lymphocytes) in the 2nd task. Multivariate forecasting alghorithms are developed.