By Marilyn Osborn, Patricia Broadfoot, Elizabeth McNess, Birte Ravn, Claire Planel, Pat Triggs

ISBN-10: 0335211011

ISBN-13: 9780335211012

ISBN-10: 0335227368

ISBN-13: 9780335227365

This interesting quantity compares the adventure of younger inexperienced persons in England, France and Denmark in an effort to study the connection among nationwide academic cultures, person biographies and school room practices in developing the context for studying. It explores how secondary colleges in 3 very various schooling structures paintings to increase the aptitudes and attitudes conducive to lifelong studying in stipulations of complexity, uncertainty and a number of swap. by way of drawing upon a wealthy data-set together with questionnaires, person and crew interviews and school room statement, the e-book provides a voice to younger rookies within the 3 international locations. via certain case stories and quotations it examines their matters with education, with academics, with motivation and fulfillment and explores the very diversified social contexts which effect their engagement with studying. This booklet could be a necessary source for researchers, practitioners, scholars and policy-makers and all these devoted to realizing the connection among tradition and studying and to enhancing secondary schooling.

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Education was secular with one day set aside each week for religious instruction by the church. The Ferry laws centralized timetables, curricula and teaching methods. In 1889 this was extended to include the payment of teachers’ salaries. Since the late nineteenth century the ministry of education has not only funded education but also controlled teacher appointments and the assessment system; prescribed curricula and school hours; and inspected school textbooks. However, by 1947 the Langevin-Wallon Commission had drawn attention to a tension between the highly centralized and controlled school environment and the pace of change within society.

This is the approach adopted in the ENCOMPASS programme of study, which allowed at least some of these important methodological difficulties to be overcome. Linguistic equivalence There still remains the difficulty of obtaining linguistic equivalence through translation. ‘Back-translation’ was seen for a time as the answer to these difficulties, in which the questionnaire is translated from language A to language B by a native speaker of B, then from B to A by a native speaker of A, then from A to B by a third party, and so on until discrepancies in meaning are clarified or removed.

In phase two a sub-sample of 18 ‘target’ children was then selected for further detailed study over the course of the two years of the project, which included individual and group interviews and classroom observation. The target group included equal numbers of boys and girls who were chosen to represent a mix of high, medium and low achievers, from a range of socio-economic and ethnic backgrounds. The 18 pupils in each country were first individually interviewed in depth (see Appendix 2) about their views of teaching, learning and schooling and then later in groups (see Appendix 3).

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A World of Difference?: Comparing Learners Across Europe by Marilyn Osborn, Patricia Broadfoot, Elizabeth McNess, Birte Ravn, Claire Planel, Pat Triggs

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