By Marilyn Osborn, Patricia Broadfoot, Elizabeth McNess, Birte Ravn, Claire Planel, Pat Triggs
This attention-grabbing quantity compares the adventure of younger novices in England, France and Denmark so one can study the connection among nationwide academic cultures, person biographies and school room practices in developing the context for studying. It explores how secondary colleges in 3 very varied schooling platforms paintings to enhance the aptitudes and attitudes conducive to lifelong studying in stipulations of complexity, uncertainty and a number of switch. via drawing upon a wealthy data-set together with questionnaires, person and staff interviews and lecture room commentary, the booklet supplies a voice to younger newbies within the 3 nations. via designated case experiences and quotations it examines their matters with education, with lecturers, with motivation and fulfillment and explores the very varied social contexts which impression their engagement with studying. This ebook could be a vital source for researchers, practitioners, scholars and policy-makers and all these dedicated to figuring out the connection among tradition and studying and to bettering secondary schooling.
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Additional info for A World of Difference?: Comparing Learners Across Europe
England The education system in England has grown out of a laissez-faire, liberal tradition which has been associated with voluntarism and local autonomy. It has drawn on a humanistic approach to learning which emphasized spiritual and moral values as well as individualism and early specialization. Thus it has promoted an individual, child-centred pedagogy which has historically regarded pupils as having individual needs and abilities, requiring different types of schooling. For the children of the wealthy classes independent boarding schools, known as ‘public schools’, were established where the focus was on the development of ‘character’ and personal qualities, and the pursuit of academic knowledge was underplayed.
Yet such an understanding of educational perspectives and practices within their cultural context is fundamental to understanding how learning takes place. This chapter argues for the importance of seeking to understand, through cross-cultural comparison, the relationship between national context, institutional ethos and classroom practices in mediating the development of a learner’s identity. It describes the multi-layered comparative methodology employed by the ENCOMPASS project and emphasizes the strengths of linking both macro and micro levels of comparative research.
The work of Elliott et al.. (1999) also makes this point powerfully in comparing and seeking to explain the very different educational experiences of pupils in the UK, Russia and the US. Most recently, in a masterly study of pedagogy in five cultures, Alexander has used qualitative research to ‘unravel further the complex interplay of policies, structures, culture, values and pedagogy’ (Alexander 2000: 4). This steady growth of more qualitative comparative approaches has developed alongside the ‘rapid and powerful rise’ of major international quantitative studies such as the international comparisons of educational achievements (Broadfoot 2000: 362).
A World of Difference?: Comparing Learners Across Europe by Marilyn Osborn, Patricia Broadfoot, Elizabeth McNess, Birte Ravn, Claire Planel, Pat Triggs