Download e-book for kindle: The Study Of Primary Education: A Source Book - Volume 4: by Marion Dadds

By Marion Dadds

Those books have been compiled to assist the pro improvement of fundamental university academics, and symbolize thoroughly enlarged, up-to-date and revised variants of the 3 basic resource books released by means of Falmer Press in 1985.

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Read or Download The Study Of Primary Education: A Source Book - Volume 4: Classroom And Teaching Studies(The Study of Primary Education Source Books) PDF

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Additional resources for The Study Of Primary Education: A Source Book - Volume 4: Classroom And Teaching Studies(The Study of Primary Education Source Books)

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It can be suggested] that the Aitkin and Bennett re-analysis also marginally favours a more formal approach, although the reported size of the difference is very small. On balance, then, there would appear to be some evidence (albeit weak) that more formal approaches are more effective in raising scores in mathematics as well. None of the differences between formal and informal approaches, however, attains statistical significance at the 5 per cent level, although some of them begin to approach it.

Child control—(time) Teacher v. child control—(operations) Teacher v. child control—(standards) Curriculum set: 5 6 7 8 9 10 11 12 Personal knowledge v. public knowledge Knowledge as content v. knowledge as process Knowledge as given v. knowledge as problematical Learning is holistic v. learning is molecular Intrinsic v. extrinsic motivation Each child unique v. children have shared characteristics Learning is individual v. learning is social Child as person v. child as client Social set: 13 14 Childhood continuous v childhood unique (childhood) Equal allocation of resources v.

In English formal pupils again out-perform both mixed and informal pupils… Marked sex differences rarely appear, but differences among pupils of similar initial achievement, but taught by different methods, are often quite marked. e. did not progress at the rate expected. This was not true of girls of a similar achievement level, who often overachieved. At the other end of the scale pupils who had entered formal classrooms with a high level of achievement showed much greater progress than pupils of a similar achievement level in informal classrooms.

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