Showing papers in "British Journal of Educational Studies in 1987"
458 citations
230 citations
TL;DR: In this paper, educational theory, practical philosophy and action research are studied in the British Journal of Educational Studies: Vol. 35, No. 2, pp. 149-169.
Abstract: (1987). Educational theory, practical philosophy and action research. British Journal of Educational Studies: Vol. 35, No. 2, pp. 149-169.
127 citations
TL;DR: Weisband and Weisband as discussed by the authors discuss the social process of technological change in organizations, including resources, behaviour, and attitudes. But they do not discuss the impact of computer user behavior on the overall environment of computing.
Abstract: Preface Acknowledgments Part I. Thinking About the Social Process of Technological Change: 1. Computers and society Herbert A. Simon 2. Old colleges, new technology James G. March 3. The social process of technological change in organizations Sara Kiesler and Lee Sproull Part II. Components of Change: Resources, Behaviour, and Attitudes: 4. The computers are coming! Suzanne Penn Weisband and Jane Siegel 5. Electronic observations of computer user behaviour Mike Blackwell 6. Faculty and student observations of their computing behaviour Paul Anderson 7. What's news about computing? Suzanne Penn Weisband and Teresa Gardner Part III. Workers and Managers: 8. Secretaries and computers Karen Hartman 9. Automating a university library: some effects on work and workers Sara Kiesler, Scott Obrosky and Felicia Pratto 10. Instrumental and symbolic aspects of an executive information system Suzanne Penn Weisband Part IV. Students and the Social Environment of Computing: 11. Encountering an alien culture Lee Sproull, Sara Kiesler and David Zubrow 12. How computing attitudes change during the freshman year David Zubrow 13. Learning to like computing Lee Sproull and Tony O'Dea Part V. Conclusion: 14. General and practical implications Sara Kiesler and Lee Sproull References Author index Subject index.
96 citations
TL;DR: In this article, the authors discuss how much could be done to boost scholastic achievement and IQ scores, and how much access to universities could be improved by boosting access to science education.
Abstract: PART I: GENETICS, IQ, AND SOCIAL CLASS Historical origins IQ scores, school achievement, and social class of origin PART II: HOW MUCH COULD WE BOOST...?: How much could we boost scholastic achievement and IQ scores? How much could we boost access to universities? PART III: RELEVANT AND IRRELEVANT TECHNICAL ISSUES Twelve errors about genetics and their social consequences Genetic studies of IQ scores: asking irrelevant questions Summary and conclusions References Index.
76 citations
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64 citations
TL;DR: Rapoport and Rapoport as discussed by the authors proposed an ecological approach to child development using a family support system and family dynamics to strengthen families through action-research in the United States.
Abstract: Acknowledgements 1. Research and action Robert N. Rapoport 2. Education: improving practice through increasing understanding Barbara Maughan and Michael Rutter 3. Youth employment: managing tensions in collaborative research Richard H. Price and Anna Celeste Burke 4. Juvenile justice: research and action Leslie T. Wilkins 5. Personal social service and income transfer experiments: the research and action connections Alfred J. Kahn and Sheila B. Kamerman 6. Family dynamics: strengthening families through action-research Hamilton I. McCubbin, David H. Olson, and Shirley L. Zimmerman 7. Family support systems: an ecological approach to child development Edward Zigler and Heather Weiss 8. Child health: research in action I. Barry Pless and Robert J. Haggerty 9. Community mental health: developments in the United States Gerald L. Klerman 10. Reconsidering action-research Robert N. Rapoport Name index Subject index.
47 citations
TL;DR: Motivation to learn: Conceptualisations and practicalities as discussed by the authors is a well-known motivation to learn topic in education, and it has been studied extensively in the past few decades.
Abstract: (1987). Motivation to learn: Conceptualisations and practicalities. British Journal of Educational Studies: Vol. 35, No. 2, pp. 129-148.
36 citations
33 citations
TL;DR: In what case do you like reading so much? What about the type of the control of education book? The needs to read? Well, everybody has their own reason why should read some books as discussed by the authors.
Abstract: In what case do you like reading so much? What about the type of the control of education book? The needs to read? Well, everybody has their own reason why should read some books. Mostly, it will relate to their necessity to get knowledge from the book and want to read just to get entertainment. Novels, story book, and other entertaining books become so popular this day. Besides, the scientific books will also be the best reason to choose, especially for the students, teachers, doctors, businessman, and other professions who are fond of reading.
TL;DR: In this paper, the authors studied the case of German secondary schools and the lessons from Germany in the context of education in the 1990s and presented a case study of a German secondary school.
Abstract: (1987). Lessons from Germany? ‐ The case of German secondary schools. British Journal of Educational Studies: Vol. 35, No. 3, pp. 211-232.
TL;DR: Power and the Promise of School Reform as discussed by the authors explores the ways in which diverse community groups struggled to make local schools responsive institutions in a time of dramatic change, from impassioned Socialist party meetings to smoky union halls, from fervent gatherings of urban radicals to quiet teas with upper-class women reformers.
Abstract: Now published by Teachers College Press, this classic text includes a new Introduction by Jeffrey Mirel as well as new photographs and references that bring the book up to date. Power and the Promise of School Reform remains the foremost volume to examine how grass-roots movements operated during the early twentieth century to shape urban education in the United States. Carefully researched and elegantly written, this volume moves effortlessly from impassioned Socialist party meetings to smoky union halls, from fervent gatherings of urban radicals to quiet teas with upper-class women reformers. Reese explores the ways in which these diverse community groups struggled to make local schools responsive institutions in a time of dramatic change.
TL;DR: The importance of traditional learning is discussed in this paper, where the authors present a survey on traditional learning in the British Journal of Educational Studies: Vol. 35, No. 2, pp. 102-114.
Abstract: (1987). The importance of traditional learning. British Journal of Educational Studies: Vol. 35, No. 2, pp. 102-114.
TL;DR: This article argued that explorations of education must, more importantly, focus on the valuable learning experiences that occur outside the classroom, and used Marx's own writings as a guide to interpreting past and present events.
Abstract: The major premise of this book is that efforts to construct a Marxist analysis of education centered on schools and schooling are misdirected. Instead, the author contends that explorations of education must, more importantly, focus on the valuable learning experiences that occur outside the classroom. Using Marx's own writings as a guide to interpreting past and present events, the author explores how education should be conceptualized in order to liberate working people. He identifies those aspects of education linked with the specifically capitalist nature of our societies, and those that give hope of the cooperative, responsible society that Marx anticipated.
TL;DR: Theories, practices and systems of adult education unify the contradictions between different traditions and phases, drawing on the distinctive perspective offered by the Chinese setting and experience of the Shanghai Adult Education Research Society on which the book is based as mentioned in this paper.
Abstract: Originally published in 1987 and now with an updated preface, this book distils and reflects upon major issues confronting adult educators worldwide. Theories, practices and systems of adult education unify the contradictions between different traditions and phases, drawing on the distinctive perspective offered by the Chinese setting and experience of the Shanghai Adult Education Research Society on which the book is based.
TL;DR: In this article, the case for philosophy in schools is discussed, with a focus on the unsupervised lives of children. But the authors do not discuss the role of philosophy in these lives.
Abstract: (1987). Unexamined lives: The case for philosophy in schools. British Journal of Educational Studies: Vol. 35, No. 3, pp. 260-280.
TL;DR: In this article, a set of principles to govern the continuing development of educational partnership in the school curriculum, the breadth of which partnership is promoted, I think, by HMI's definition in Curriculum 5-16, is discussed.
Abstract: Prediction is impossible because circumstances alter and the pace of change is accelerating. We must not therefore be surprised, as we look at the programmes, strategies and aspirations of our predecessors to find them unsuccessful, poorly implemented or simply unfulfilled. We still await some of the aspirations of the 1943 White Paper Educational Reconstruction, and perhaps Better Schools (1985)2 will suffer a similar fate. On a shorter time span, what seems a watershed to a Secretary of State at Sheffield in 19843 at the beginning of a Parliament may look increasingly like a catastrophe. One recurrent theme in the educational debate is partnership. We need a set of principles to govern the continuing development of educational partnership in the school curriculum, the breadth of which partnership is promoted, I think, by HMI's definition in Curriculum 5-16.4 In the first part of this paper I want to note the context of partnership by examining massive social changes that have been taking place since 1945, the changes in government interest in 'the secret garden' in the past twenty years, and the general concern about the public service and professionalism in the modern state. In the second part I want to draw these remarks together to indicate how they affect an educational partnership but I shall focus particularly on two of the many relevant matters, namely the school and the local community and teacher professionalism. I shall end by sketching out the principles for partnership which we might seek to follow.