Achieving Competence, Success and Excellence in Teaching

Brundrett, Mark; Silcock, Peter

doi:10.4324/9780203215128

Cited by 18 publications

(9 citation statements)

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“…New evaluation and assessment methods, including alternative assessment applications (self-, peer and portfolio asessment) and different ways of teachers assessing students were included in these programmes. Even though there are several problems considering the compatibility of the courses, course contents and applications to integrative approaches (Brundrett and Silcock 2002), still some kind of parallelism can be drawn with the skills integrated in these programmes with those in other countries (like Australia, England, Ireland, the United States, New Zealand, Spain, Finland, Ireland, Israel, Austria, Canada and Singapore). As a result of this change, the course of social sciences now involves student-centred, activity-based group work.…”

Section: Methodology and Participantsmentioning

confidence: 99%

The investigation of peer assessment in primary school cooperative learning groups with respect to gender

Yurdabakan¹

2011

Education 3-13

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There are studies especially at higher education level investigating the subsequent responses of students towards reciprocity, tacit agreement and assessment of peers, but research on the effect of gender on peer assessment is limited. The present study focuses on whether peer assessment used in cooperative learning groups varies with respect to gender and investigates the compatibility level of peer assessments with teacher grades. This study was conducted in a primary school fourth grade social sciences course with 46 participants, 28 female and 18 male, their ages ranging from 9 to 10. The study rendered different results of peer assessment, where male and female students scored their fellow and opposite sexes with respect to their contribution to group work and their learning levels. The compatibility between female and teacher scores was higher than male and teacher scores.

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Section: Methodology and Participantsmentioning

confidence: 99%

The investigation of peer assessment in primary school cooperative learning groups with respect to gender

Yurdabakan¹

2011

Education 3-13

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“…The focus has shifted from the management of the primary school as an organisation school to providing leadership that relates directly to the activities that take place in the classroom and the facilitating of effective learning from the very earliest point at which children enter school. In this sense we are witnessing a new architecture of leadership that places increased emphasis on the devolution of leadership roles throughout the primary school which involves a creative partnership between pupils and teachers (Brundrett and Silcock, 2002). The articles collected in this special edition of Education 3-13 reflect this change in emphasis.…”

Section: Les Bell and Mark Brundettmentioning

confidence: 97%

Introduction

Bell

Brundett

2002

Education 3-13

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“…Students were informed that these sessions were non-subject specific, and that they would involve the development of personal enquiry skills building towards the eventual opportunity for the students to make their own project decisions in agreement with their teachers. The term 'curricular partnership', as Brundrett and Silcock (2002) define it, is useful. In a partnership curriculum teachers and students contribute equally to learning outcomes yet retain differing levels of influence in the process.…”

Section: Enquiring Mindsmentioning

confidence: 99%

Educational reform, enquiry‐based learning and the re‐professionalisation of teachers

Williamson

Morgan

2009

The Curriculum Journal

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This article explores the implications for teacher education and continuous professional development (CPD) of enquiry-based learning, by drawing specifically on data collected during a four-year curriculum development and research project, Enquiring Minds . Within the partnership approach to curriculum design endorsed by the project, teachers need to demonstrate commitment to the personal narratives of those they teach. Participating teachers have experienced this shift in their practice as a challenge both to their established routines and to their own professional narratives. Furthermore, it has become evident that adopting enquiry-based practices is at least partly influenced by teachers' own narrative pathways and professional biographies. In particular, some teachers have interpreted their renewed role as preparing children for a 'high skills' new media age, while others have developed a more child-centred focus that draws on their own prior experiences of informal youth work and volunteering. The focus will therefore be on teacher re-professionalisation in the context of enquiry learning as well as in a policy context where child-centred 'enquiry-based learning' and a 'high skills' economy are in a taut relationship.

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Achieving Competence, Success and Excellence in Teaching

Cited by 18 publications

References 0 publications

The investigation of peer assessment in primary school cooperative learning groups with respect to gender

The investigation of peer assessment in primary school cooperative learning groups with respect to gender

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Educational reform, enquiry‐based learning and the re‐professionalisation of teachers

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