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Book part
Publication date: 18 July 2007

Julian G. Elliott

Reforms to teacher training in England, undertaken in the 1990s, significantly increased the proportion of time that student teachers spent in classrooms engaged in ‘on the job’…

Abstract

Reforms to teacher training in England, undertaken in the 1990s, significantly increased the proportion of time that student teachers spent in classrooms engaged in ‘on the job’ training. While this provides greater opportunity for students to develop practical knowledge, there is an inherent danger that an undue preoccupation with the development of ‘survival skills’ will reduce the fostering of broader and deeper understandings about the role of important historical, sociological and cultural factors upon children's motivation, behaviour and learning. This chapter draws upon a number of comparative international studies, particularly in Russia and the US, to illustrate the benefits of an ecosystemic analysis of human behaviour in which student behaviour is considered, not only in terms of everyday school-based practices, but also in relation to broader social, economic and historical factors.

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International Perspectives
Type: Book
ISBN: 978-1-84950-503-1

Book part
Publication date: 3 June 2008

Julian G. Elliott and Steven E. Stemler

Given the decline in traditional modes of authority, teachers are increasingly reliant upon their professional authority for ensuring orderly and disciplined classrooms. Rather…

Abstract

Given the decline in traditional modes of authority, teachers are increasingly reliant upon their professional authority for ensuring orderly and disciplined classrooms. Rather than being vested in teachers generally, by virtue of their specific role, in loco parentis, professional authority is largely acquired through the demonstration of the individual teacher's expertise. Such expertise incorporates subject and pedagogical knowledge, together with skill in relation to classroom interpersonal dynamics. A key difficulty in relation to interpersonal management is that much of the knowledge involved is tacit and thus not easily made explicit. The chapter examines this issue and identifies some key teacher interpersonal behaviors that can be identified and practised by the novice.

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Personnel Preparation
Type: Book
ISBN: 978-1-59749-274-4

Content available
Book part
Publication date: 18 July 2007

Abstract

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International Perspectives
Type: Book
ISBN: 978-1-84950-503-1

Content available
Book part
Publication date: 3 June 2008

Abstract

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Personnel Preparation
Type: Book
ISBN: 978-1-59749-274-4

Book part
Publication date: 13 August 2018

Robert L. Dipboye

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The Emerald Review of Industrial and Organizational Psychology
Type: Book
ISBN: 978-1-78743-786-9

Book part
Publication date: 22 February 2010

Simon Gibbs and Julian Elliott

Children's failure to develop proficiency in reading and writing continues to challenge educationalists, parents and carers. In this chapter we argue that the concept of dyslexia…

Abstract

Children's failure to develop proficiency in reading and writing continues to challenge educationalists, parents and carers. In this chapter we argue that the concept of dyslexia as an explanation for failure or as a starting point for intervention is fatally flawed. Our argument is that the concept is a socially constructed category with no scientific basis. Hence quasi-medical differential diagnosis is invalid and educationally divisive. We question this phenomenon that persists despite the protestations of Stanovich (1994, 2005) and others, through a brief survey of work in the fields of social categorisation, cognitive psychology and neuroscience. In summary our view is that whilst there are some ‘natural’ tendencies to categorise, with regard to literacy there is no identified objectively defined and unambiguous discontinuity between skilled and unskilled reader. There is, therefore, no support for the persistence of a distinctive category of dyslexia. Further, the notion of ‘dyslexia’ in itself does not support appropriate intervention.

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Literacy and Learning
Type: Book
ISBN: 978-1-84950-777-6

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Book part
Publication date: 23 August 2023

Julian Molina

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The First British Crime Survey
Type: Book
ISBN: 978-1-80382-275-4

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Book part
Publication date: 27 December 2018

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Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-053-6

Book part
Publication date: 27 December 2018

Anke Twigg-Flesner

Mature student numbers across England’s Higher Education (HE) sector have been declining since the rise in tuition fees in 2012. Leading up to Brexit, there is a need to upskill…

Abstract

Mature student numbers across England’s Higher Education (HE) sector have been declining since the rise in tuition fees in 2012. Leading up to Brexit, there is a need to upskill the national workforce to provide services and skills currently sourced from the EU. Mature students play a key role in this process, as HE study can add to existing industry experiences, knowledge, and skills. Hence, the HE sector in England is beginning to evaluate and change the way in which universities and colleges can provide support to mature students from recruitment to the completion of their course.

Institutions can encourage a sense of belonging in mature students through the use of mature student mentors and ambassadors at open days, and as points of contact throughout any course. It is important to create a mature student community to provide an appropriate support network, but equally academic staff should encourage the engagement of mature students with their younger peers.

This chapter provides an insight into relevant research literature and uses examples from a case study based in a small HE provider setting to make practical recommendations for academic staff, support staff, and areas of institutional practice.

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Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-053-6

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Book part
Publication date: 14 June 2018

D. Wade Hands

During the last decade or so, philosophers of science have shown increasing interest in scientific models and modeling. The primary impetus seems to have come from the philosophy…

Abstract

During the last decade or so, philosophers of science have shown increasing interest in scientific models and modeling. The primary impetus seems to have come from the philosophy of biology, but increasingly the philosophy of economics has been drawn into the discussion. This paper will focus on the particular subset of this literature that emphasizes the difference between a scientific model being explanatory and one that provides explanations of specific events. The main differences are in the structure of the models and the characteristics of the explanatory target. Traditionally, scientific explanations have been framed in terms of explaining particular events, but many scientific models have targets that are hypothetical patterns: “patterns of macroscopic behavior across systems that are heterogeneous at smaller scales” (Batterman & Rice, 2014, p. 349). The models with this characteristic are often highly idealized, and have complex and heterogeneous targets; such models are “central to a kind of modeling that is widely used in biology and economics” (Rohwer & Rice, 2013, p. 335). This paper has three main goals: (i) to discuss the literature on such models in the philosophy of biology, (ii) to show that certain economic phenomena possess the same degree of heterogeneity and complexity often encountered in biology (and thus, that hypothetical pattern explanations may be appropriate in certain areas of economics), and (iii) to demonstrate that Hayek’s arguments about “pattern predictions” and “explanations of the principle” are essentially arguments for the importance of this type of modeling in economics.

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Including a Symposium on Bruce Caldwell’s Beyond Positivism After 35 Years
Type: Book
ISBN: 978-1-78756-126-7

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