By Jean Rudduck
This attention-grabbing ebook makes a speciality of those who find themselves most influenced by way of adjustments in schooling coverage and systems―the scholars. It attracts on empirical facts from a couple of examine initiatives and distils this right into a compelling account of latest education from the students' point of view.
Jean Rudduck demands a shift within the means we at the moment view teenagers in school and units out a case for extensively rethinking points of faculty association, relationships and perform. Her study confirms that we have to see scholars another way, to re-assess their features and examine what they're in a position to being and doing.
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Moreover, the growth of after-school study support facilities means that although the term 'homework' is still used, it can mean different things in different schools. After the move to the big school, according to our interviews, many pupils respond positively to homework, seeing it as a symbol of advancement in their school careers, but the excitement may not last and if it is not well managed pupils lose faith and start to develop specific work-avoidance strategies. In one school - this was not a typical response nationally but it is indicative of the need to explore pupils' constructions of meaning in different contexts - some pupils saw homework as a mark of teacher incompetence: if the teacher did not manage to complete what he or she planned to do in class then the pupils 'got lumbered' with finishing it off at Making A Difference 37 home.
Criticisms can be levelled at such practices on the grounds that if they happen during the school day then they take pupils away from lessons. But if there are clear procedures for catching up then the trust invested in pupils through these roles can enhance their self-esteem and their sense of being part of the school community and this in turn can strengthen their commitment to learning. More recently we have come across some other ways in which schools offer young people a chance to participate in and contribute to the school's affairs.
2003). To distinguish the three data sets, the report dates are given in brackets. Ofsted reports also indicated a dip in pupils' performance in Year 3, at the start of Key Stage 2. The basis of the judgement - as with the judgments of performance in Year 8 - was the lower percentage of individual lessons observed, compared with similar figures for other years, in which pupils appeared to be making acceptable progress. The extent to which judgments about progress in the individual lessons can be used as proxy for overall pupil progress has been questioned (for a critique, see Richards, 2001).
