Developing the whole child in an age of academic measurement: Can this be done according to U.K. teachers?

Sanderse, Wouter; Walker, David Ian; Ct, Jones

doi:10.1016/j.tate.2015.01.010

Cited by 19 publications

(13 citation statements)

References 33 publications

(26 reference statements)

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“…Many of the teachers at the schools also stressed a negative impact of socio‐economic factors on character in many different ways, while also underscoring a rather obvious point: that families really matter for the development of character (cf. Sanderse et al ., ). Context variation, as represented by different school ICM scores, was noticeable too, including the finding that different kinds of school were among top‐performing schools.…”

Section: Discussionmentioning

confidence: 97%

“…The idea that children ought to be equipped by their educational experiences to lead flourishing lives has been gathering momentum among academics and educationalists across the world (Walker et al ., ). While this is also the aspiration of countless teachers who intuitively want to develop the ‘whole child’ (Arthur et al ., ; Sanderse et al ., ), there remains in many countries a preoccupation with academic attainment, where teachers are overly concerned with technical tasks and ‘predetermined output’ in the shape of exam scores (cf. Biesta & Miedema, ; Exley & Ball, ).…”

Section: Introductionmentioning

confidence: 99%

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Adolescent moral judgement: A study of UK secondary school pupils

Walker

Thoma

et al. 2017

British Educational Res J

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Despite a recent world-wide upsurge of academic interest in moral and character education, little is known about pupils' character development in schools, especially in the UK context. The authors used a version of the Intermediate Concept Measure for Adolescents, involving dilemmas, to assess an important component of character-moral judgement-among 4053 pupils aged 14-15. Data were generated in 33 UK schools of varying types between February 2013 and June 2014. Results showed that compared with US samples, the pupils' scores were, on average, low, suggestive of tendencies towards 'self-interest', 'not getting involved' and 'conformity/loyalty to friends'. Judgements varied by subscales assessing 'action' and 'justification' choices; pupils more successfully identified good actions than good justifications, but generally struggled more to successfully identify poor actions and poor justifications. Highest scores were for a dilemma emphasising 'self-discipline' and lowest for 'honesty', with 'courage' in between. Overall average results were significantly and positively associated with being female, having (and practising) a religion and doing specific extra-curricular activities. Differences in schools were also noted, although the kinds of school (e.g. public/ private, religious/secular) were unrelated to student scores.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Adolescent moral judgement: A study of UK secondary school pupils

Walker

Thoma

et al. 2017

British Educational Res J

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“…How confident kindergarten teachers are about their professional competence will influence children’s learning (Guo et al, 2011; Sheridan et al, 2009). Thus, facilitating teacher learning not only influences children’s engagement in learning at an early age, but also helps them to become lifelong learners and prepares them for meeting future challenges (Sanders et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

Keung

Yin

Tam

et al. 2019

Educational Management Administration & Leadership

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This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning.

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“…Educating children does not mean seeing them as passive objects to be manipulated educationally, but as subjects with basic freedoms that must be cultivated so they can become fully autonomous (Giesinger, 2010). It is important to prepare them for life, with a strong education in the values and virtues important for life and human development (Curren & Kotzee, 2014;Sanderse et al, 2015). Education has to value the characteristics which define these societies, and to ensure the active and participative inclusions of each new subject in social life.…”

Section: Some Conclusion: Practices Of Resistance In Schoolsmentioning

confidence: 99%

Freedom and obedience in western education

Martín-Sánchez

Flores-Rodríguez

2018

Journal of Pedagogy

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Education has to emphasize the characteristics which define Western democratic societies. In addition, it has to ensure the active and participative inclusion of each person in social life, where respect for human rights prevails over the person’s preferred ideology. Promoting these values in citizens not only guarantees the stability of the state, but also its constant progression and improvement. Beginning at the elementary level, the promotion of students’ critical spirit is recognized as a fundamental objectives. However, the structures which shape Western education in the 21st century do not allow for the development of completely autonomous thinking and critical thinking in students. In this article, we analyze the processes which comprise an education for obedience. Although obedience does not respond to conscious cognitive processes, it is present in the structural rigidity of education through the organization of the classroom. Our explanation is based on the Theory of Social Conformity, which will be presented as the antithesis of a person’s individual freedom. Moreover, we will see how contaminated cognitive vicarious elements are promoted. Although they are endemic to people, they do not allow students to develop a critical spirit or to be educated for freedom.

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Developing the whole child in an age of academic measurement: Can this be done according to U.K. teachers?

Cited by 19 publications

References 33 publications

Adolescent moral judgement: A study of UK secondary school pupils

Adolescent moral judgement: A study of UK secondary school pupils

Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

Freedom and obedience in western education

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