Teaching and Learning in English Primary Schools

Berlak, Ann; Berlak, Harold; Bagenstos, Naida Tushnet; Mikel, Edward R.

doi:10.1086/443188

Cited by 20 publications

(4 citation statements)

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“…In line with earlier studies (Berlak et al, 1975;Klein and Eshel, 1980b), it was found that the differences between the two instructional methods were not extended to all aspects of classroom life. Open classroom teachers in the present sample seemed to believemuch the same as their more traditional counterpartsthat excessive freedom was not conducive to improvement of either instruction or learning.…”

Section: Resultssupporting

confidence: 85%

Open Education and Reading Comprehension of High‐ability and Low‐ability Elementary School Pupils

Eshel

Wainryb

Shachar

1987

Brit J of Edu Psychol

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Summary. Effects of open education on reading comprehension assignments involving both high inference and low inference items were assessed. Seven hundred and thirty‐three primary school children stratified by instructional methods, grade levels, and cognitive ability participated in the study. Open education pupils of both higher and lower IQ levels manifested higher performance than students of traditional classes on all four reading comprehension subtests employed. Differences between instructional methods were more pronounced, the higher the level of inference required. However, no cumulative effects of more prolonged exposure to open education were found. The results are discussed in terms of implementation of open education methods.

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Section: Resultssupporting

confidence: 85%

Open Education and Reading Comprehension of High‐ability and Low‐ability Elementary School Pupils

Eshel

Wainryb

Shachar

1987

Brit J of Edu Psychol

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“…It is also apparent that the effects of reform or change are often contradictory, leading to tensions or dilemmas (Lieberman, 1995). These tensions or dilemmas are features that must be managed by those implementing reforms (Berlak, Berlak, Bagenstos, & Mikel, 1976;Wildy & Louden, 2000). The way that teachers address these dilemmas has a fundamental effect on the change process and subsequent outcomes (Devaney & Sykes, 1988).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Change Dilemmas for Classroom Teachers: Curriculum Reform at the Classroom Level

Flett

Wallace²

2002

International Journal of Educational Reform

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“…A. C. and H. Berlak et al (1975) questioned the somewhat simplistic anecdotal and case-specific accounts that had been available to Americans and attempted to get behind some of the rhetoric by carrying out a detailed participant observation study of a number of English primary schools. They analysed their data in terms of three basic teacher dilemmas: deciding whether it is the teacher or the child who makes learning decisions; whether children are intrinsically or extrinsically motivated; and whether the teacher or the child sets and maintains standards for learning?…”

Section: The American View Of English Primary Practicementioning

confidence: 99%

American students teach in English primary schools: a conflict of educational ideologies?

Barnes

Hunter

1985

Journal of Education for Teaching

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The high reputation of English primary schools in the USA justified the decision by one large American university to give its students experience of the English system. This report incorporates a case study of those American students who took part in a programme of professional training in primary schools in north-east England. Through participant observation, interview and documentation it was possible to build up a picture of the experiences of these students and the problems they faced. There emerged for these students a dichotomy between the concept of child-centred education and the wish to control children through behaviour-modification techniques. INTRODUCTIONThe purpose of this paper is to report upon a research investigation into the effectiveness of a student teaching practicum with an international flavour. Selected American students from Yankee State University (the name is, of course, a pseudonym) underwent a programme of professional education centred on a nine-week teaching practice at Durham University in northern England.A detailed analysis of the programme, which involved successive cohorts of students each term over a period of five years, was carried out with the aid of supervising tutors. We attempted to use our observations and the data from college records to explain the dilemmas, contradictions and problems associated with the complex task of teaching and learning in the English primary school. We sought explanations of student dilemmas in the historical, cultural and ideological differences in perspective between the USA and England. This required us to consider the theoretical underpinning of the professional education of teachers in the USA and the current issues in schools, such as educational objectives, curriculum planning, classroom organization, teacher/pupil relationships and the traditional versus progressive debate.The paper begins with a review of the literature regarding the concept of English progressive primary education, especially the views propagated in the 78 Journal of Education for Teaching Vol. 11 No. 1 USA, since this formed the rationale for the establishment of the liaison between the two universities. The succeeding section gives an outline of the organization of the programme and a description of the methodology employed in the research. A picture is then generated of the professional education of the students at the College of Education, Yankee State University, and the students' espoused educational principles are considered. In the following section we discuss our main findings, analysing the experiences of the visiting students in the schools where they carried out their teaching programme. This is represented in terms of curriculum content and teaching methods. The conclusion attempts to link our observations of the students with their educational background, and considers the contrasts between the practices of American elementary and English primary education. THE AMERICAN VIEW OF ENGLISH PRIMARY PRACTICE

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Teaching and Learning in English Primary Schools

Cited by 20 publications

References 0 publications

Open Education and Reading Comprehension of High‐ability and Low‐ability Elementary School Pupils

Open Education and Reading Comprehension of High‐ability and Low‐ability Elementary School Pupils

Change Dilemmas for Classroom Teachers: Curriculum Reform at the Classroom Level

American students teach in English primary schools: a conflict of educational ideologies?

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