http://hdl.handle.net/2436/21656 Sun, 19 May 2013 02:01:28 GMT 2013-05-19T02:01:28Z http://hdl.handle.net/2436/34112 Title: The influence of task structure on students' learning processes: observations from case studies in secondary school science Authors: McGregor, Debra Abstract: This paper examines the impact of task structure on students' learning processes in the context of several case studies in practical secondary school science. Three levels of differentiated task structure were investigated: open (no structured in-task support), partially structured (some in-task support), or prescriptive (highly structured in-task support). Analysis focused on the students' social exchanges, particularly the nature of the talk and action during task resolution, and the quality of task outcomes. Reflections on the observations highlight where and how pedagogic tactics could be focused to support more effective social and cognitive interactions and thus higher-quality task resolutions. Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/2436/34112 2008-01-01T00:00:00Z http://hdl.handle.net/2436/27692 Title: An examination of perceptions of parental influence on attitudes to language learning Authors: Bartram, Brendan Abstract: Background The assumption that parents have some effect on their children's attitudes to learning is one that few educationalists would challenge. The ways in which this influence is brought to bear are a slightly more complex and contentious matter, however. Purpose The paper uses data from a tri-national PhD study on pupil attitudes to examine perceptions of the ways in which parents influence children's orientations towards foreign language learning (FLL). The comparative element is useful in providing a contrasting range of settings in which to examine the issue. The paper thus aims to provide some indication of the similarity and importance of particular influences by identifying features that seem significant, irrespective of setting. Sample A total of 411 learners of French, German and English (as foreign languages), represented in roughly equal numbers from across the ability range, took part in the survey. The pupils, aged 15 - 16, were drawn from two centrally located mixed comprehensive schools in each country—England, Germany and The Netherlands. The schools were similar in terms of size, social intake and their semi-urban location. Care was taken to ensure as close a gender balance as possible. Design and methods The study was designed as a qualitative survey and involved three data collection instruments. The first stage of data was collected using a written word association prompt distributed to the whole sample. The second stage involved around half the pupils generating written accounts of their attitudes and the factors they perceived to be influential. A total of 80 pupils took part in the final stage, consisting of 14 focus group interviews. A system of open coding was applied to all the data to support the process of inductive category building used in their analysis. Results The findings offer some evidence for an association between parental and pupil attitudes. Parental influence appears to operate in a number of ways, ranging from the role model potential of positive/negative behaviours and the communication of educational regrets, to the ways in which parents help to construct their children's understandings of language importance and status. The extent of parental language knowledge appears to be an important additional factor. Conclusions The evidence suggests that the ways in which parents contribute to the construction of their children's understanding of language utility are particularly important, and that this may be a key factor in the more positive attitudes demonstrated by the German pupils and the more negative orientations among the English participants. Sun, 01 Jan 2006 00:00:00 GMT http://hdl.handle.net/2436/27692 2006-01-01T00:00:00Z http://hdl.handle.net/2436/27597 Title: Evaluation of 'Advanced Learning Centres' for gifted and talented pupils Authors: Lambert, Mike Abstract: ‘Advanced Learning Centres’ (ALCs) are special out-of-school classes for very able pupils, often (but not always) in their final year of primary schooling. The growth and development of these Centres has been coordinated by the Gifted and Talented Unit of the Department for Education and Skills (DfES) through the Excellence in Cities (EiC) initiative, in partnership with a national charity, the National Primary Trust (NPT). This evaluation stems from original research, designed to analyse equality of access to the provision, evaluate pupils’ enjoyment, engagement and learning, and examine possible impact of that learning on achievement. Sun, 01 Jan 2006 00:00:00 GMT http://hdl.handle.net/2436/27597 2006-01-01T00:00:00Z http://hdl.handle.net/2436/27595 Title: Developing thinking: developing learning. A guide to thinking skills in education. Authors: McGregor, Debra Abstract: This book examines the UK and international research evidence and theoretical frameworks that have informed how thinking has been ‘taught’ in schools. It discusses how the pedagogical strategies or tactics that teachers enact in their classroom can strongly influence the nature of pupils' thinking. The book is based upon the author’s professional experience and research (on teachers’ and students’ views and observations of thoughtful acts and actions), specifically her comparison of what ‘thinking’ looks like in various cognitive programmes and the nature of the evidence about whether they improve students' cognitive capabilities. The book offers unique perspectives on a wide range of issues that influence the nature of thinking skills approaches being developed and adopted in schools. In particular it provides a critical review of the empirical basis of different thinking skills approaches and their claims around efficacy and effectiveness. Mon, 01 Jan 2007 00:00:00 GMT http://hdl.handle.net/2436/27595 2007-01-01T00:00:00Z