By Marilyn Osborn, Patricia Broadfoot, Elizabeth McNess, Birte Ravn, Claire Planel, Pat Triggs
This interesting quantity compares the adventure of younger rookies in England, France and Denmark on the way to research the connection among nationwide academic cultures, person biographies and lecture room practices in growing the context for studying. It explores how secondary colleges in 3 very varied schooling platforms paintings to strengthen the aptitudes and attitudes conducive to lifelong studying in stipulations of complexity, uncertainty and a number of switch. by way of drawing upon a wealthy data-set together with questionnaires, person and crew interviews and school room commentary, the ebook supplies a voice to younger rookies within the 3 nations. via special case stories and quotations it examines their issues with education, with academics, with motivation and success and explores the very diverse social contexts which impact their engagement with studying. This e-book can be an important source for researchers, practitioners, scholars and policy-makers and all these dedicated to knowing the connection among tradition and studying and to enhancing secondary schooling.
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Extra resources for A World of Difference?: Comparing Learners Across Europe
By 1972 the CULTURE, CONTEXT AND POLICY 39 length of compulsory education was extended from seven to nine years and the 1975 education act formally established a system of nine years of basic education, with a voluntary preschool class and an optional tenth year. The folkeskole was given a new purpose, stressing democratic attitudes, the development of an enthusiasm for learning and close home–school cooperation. The previous streaming of children by attainment after grade 7 (14 years) was abolished and replaced by setting for the older classes in certain subjects such as mathematics, foreign languages and physics, which has since also been abolished.
A major challenge for comparative research then is to ‘provide conceptual definitions that have equivalent, though not necessarily identical, meaning in various cultures’. These problems are lessened to some extent, but not eliminated, when comparing two western industrialized societies. There may be more shared concepts but there are still problems of conceptual equivalence. For example, in our study of primary teachers in England and France we found that ‘accountability’ had no equivalent meaning in French and therefore the expression ‘professional responsibility’ was chosen, since it appeared to have validity in both countries.
The questionnaire (see Appendix 1) focused on young learners’ perspectives on schooling, teaching and learning in general and, more particularly, on their own schools, their teachers and their views of themselves as learners. In devising any research instrument for cross-cultural comparison, particularly questionnaires, a number of important issues arise as discussed in the earlier sections of this chapter. Careful consideration was given to linguistic and conceptual cross-cultural differences in the construction of the questionnaires and in their translation.