Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts
Sociology homework - by Saturday 14 March
Daisy, Chee and Elvira:
Blog about:
The application of sociological research methods to the study of education
Quantitative and qualitative data in education
The dominance of statistics (eg examresults, league tables)
Positivist and interpretivist approaches as applied to education
Issues, strengths and limitations and examples of the application to the study of education of the main sources of data studied
Questionnaireso interviews (formal/structured; informal/unstructured)
Participant and non-participant observationo experiments
Use of documents, official statistics and other secondary data
The theoretical, practical and ethical considerations influencing choice of topic,choice of method(s) and the conduct of research on education.
Homework for Mary, Chee, Maria and Elvira
Blog about:
The significance of educational policies, including selection,comprehensivisation and marketisation, for an understanding of the structure,role, impact and experience of education
Independent schools
Selection; the tripartite system: reasons for its introduction, forms of selection,entrance exams
Comprehensivisation: reasons for its introduction, debates as to its success
Marketisation: the 1988 reforms – competition and choice; new types of schools(CTCs, academies, specialist schools, growth of faith schools)
Recent policies in relation to the curriculum, testing and exam reforms, leaguetables, selection, Special Educational Needs (SEN), etc
Recent policies and trends in pre-school education and higher education.
Cheeeeee, Wendy, Elvira
Blog about:
Relationships and processes within schools, with particular reference toteacher/pupil relationships, pupil subcultures, the hidden curriculum, and theorganisation of teaching and learning
School processes and the organisation of teaching and learning: school ethos;streaming and setting; mixed ability teaching; the curriculum; overt and hidden
The ‘ideal pupil’; labelling; self-fulfilling prophecy
School subcultures (eg as described by Willis, Mac an Ghaill) related to class,gender and ethnicity
Teachers and the teaching hierarchy; teaching styles
The curriculum, including student choice.
Mary, Daisy, Elvira
Please blog about:
Differential educational achievement of social groups by social class, genderand ethnicity in contemporary society
Statistics on educational achievement by class, gender and ethnicity; trends overtime
Social class and educational achievement: home environment; cultural capital,material deprivation; language (Bernstein); school factors, relationship betweenachievement by class in education and social mobility
Gender and educational achievement: feminist accounts of gender-biasedschooling; the concern over boys’ ‘underachievement’ and suggested reasons;subject choice; gender identities and schooling
Ethnicity and educational achievement: patterns; reasons for variations;multicultural and anti-racist education; experience of minorities in different types ofschools
The relationship between class, gender and ethnicity
The effects of changes on differential achievement by social class, gender and ethnicity.
Finally, Mary, Chee, Maria and Elvira...
Please blog about:
The role and purpose of education, including vocational education and training,in contemporary society
Functionalist and New Right views of the role and purpose of education:transmission of values, training workforce
Marxist and other conflict views of the role and purpose of education: social control,ideology, hegemony; ‘deschoolers’ (Illich, Friere): socialisation into conformity bycoercion
Vocational education and training: the relationship between school and work:human capital, training schemes, correspondence theory.
Good!
Blog about:
The application of sociological research methods to the study of education
Quantitative and qualitative data in education
The dominance of statistics (eg examresults, league tables)
Positivist and interpretivist approaches as applied to education
Issues, strengths and limitations and examples of the application to the study of education of the main sources of data studied
Questionnaireso interviews (formal/structured; informal/unstructured)
Participant and non-participant observationo experiments
Use of documents, official statistics and other secondary data
The theoretical, practical and ethical considerations influencing choice of topic,choice of method(s) and the conduct of research on education.
Homework for Mary, Chee, Maria and Elvira
Blog about:
The significance of educational policies, including selection,comprehensivisation and marketisation, for an understanding of the structure,role, impact and experience of education
Independent schools
Selection; the tripartite system: reasons for its introduction, forms of selection,entrance exams
Comprehensivisation: reasons for its introduction, debates as to its success
Marketisation: the 1988 reforms – competition and choice; new types of schools(CTCs, academies, specialist schools, growth of faith schools)
Recent policies in relation to the curriculum, testing and exam reforms, leaguetables, selection, Special Educational Needs (SEN), etc
Recent policies and trends in pre-school education and higher education.
Cheeeeee, Wendy, Elvira
Blog about:
Relationships and processes within schools, with particular reference toteacher/pupil relationships, pupil subcultures, the hidden curriculum, and theorganisation of teaching and learning
School processes and the organisation of teaching and learning: school ethos;streaming and setting; mixed ability teaching; the curriculum; overt and hidden
The ‘ideal pupil’; labelling; self-fulfilling prophecy
School subcultures (eg as described by Willis, Mac an Ghaill) related to class,gender and ethnicity
Teachers and the teaching hierarchy; teaching styles
The curriculum, including student choice.
Mary, Daisy, Elvira
Please blog about:
Differential educational achievement of social groups by social class, genderand ethnicity in contemporary society
Statistics on educational achievement by class, gender and ethnicity; trends overtime
Social class and educational achievement: home environment; cultural capital,material deprivation; language (Bernstein); school factors, relationship betweenachievement by class in education and social mobility
Gender and educational achievement: feminist accounts of gender-biasedschooling; the concern over boys’ ‘underachievement’ and suggested reasons;subject choice; gender identities and schooling
Ethnicity and educational achievement: patterns; reasons for variations;multicultural and anti-racist education; experience of minorities in different types ofschools
The relationship between class, gender and ethnicity
The effects of changes on differential achievement by social class, gender and ethnicity.
Finally, Mary, Chee, Maria and Elvira...
Please blog about:
The role and purpose of education, including vocational education and training,in contemporary society
Functionalist and New Right views of the role and purpose of education:transmission of values, training workforce
Marxist and other conflict views of the role and purpose of education: social control,ideology, hegemony; ‘deschoolers’ (Illich, Friere): socialisation into conformity bycoercion
Vocational education and training: the relationship between school and work:human capital, training schemes, correspondence theory.
Good!
Should classes start later?
In the morning classes there is a continuous problem with pupils barely staying awake. In some cases this is because they are still recovering from the all-night 'study sessions' at The bridge or some other 'library'.
But maybe a later start would benefit everyone?
Think about it.
When I ran revision classes in the evening people were wide awake and with-it. Often people would stay on later at classes. (Last week I taught someone at 11.30pm and finished at 1 am)
If we start later I miss the traffic jams.
If we finish later I miss the traffic jams.
Then there's the body clock.
Please visit Monkseaton High School.
I was in contact with them over their 8 minute lessons. I tried them in class - they work very well - in fact I will do this all next week.
Read this article about it...
Read about spaced learning...
Now watch this...here's a clip:
Now here's the science...
Russell Foster, an Oxford professor of neuroscience, tested the memory of 200 Monkseaton pupils at 9am and 2pm using pairs of words, and discovered a 9% improvement in the afternoon. Students correctly identified 51% of word pairs in the later session, compared with 42% in the morning. Tayler McCullough, 15, one of the test subjects, said the majority of students would welcome the extra hours in bed. "I'm extremely hard to get up in the morning. One or two people like to get to school early, but most of us would be up for going in later. I'm sure it would make a big difference to our learning ability."
There's an article in the Guardian about it...
But maybe a later start would benefit everyone?
Think about it.
When I ran revision classes in the evening people were wide awake and with-it. Often people would stay on later at classes. (Last week I taught someone at 11.30pm and finished at 1 am)
If we start later I miss the traffic jams.
If we finish later I miss the traffic jams.
Then there's the body clock.
Please visit Monkseaton High School.
I was in contact with them over their 8 minute lessons. I tried them in class - they work very well - in fact I will do this all next week.
Read this article about it...
Read about spaced learning...
Now watch this...here's a clip:
Now here's the science...
Russell Foster, an Oxford professor of neuroscience, tested the memory of 200 Monkseaton pupils at 9am and 2pm using pairs of words, and discovered a 9% improvement in the afternoon. Students correctly identified 51% of word pairs in the later session, compared with 42% in the morning. Tayler McCullough, 15, one of the test subjects, said the majority of students would welcome the extra hours in bed. "I'm extremely hard to get up in the morning. One or two people like to get to school early, but most of us would be up for going in later. I'm sure it would make a big difference to our learning ability."
There's an article in the Guardian about it...
Layla
None of my class had heard of this so for their education....
What´ll you do when you get lonely
No one waiting by your side?
You´ve been running and hiding much too long.
You know it´s just your foolish pride.
Layla, you´ve got me on my knees.
Layla, I´m begging, darling please.
Layla, darling wont you hear my worried mind.
I tried to give you consolation
When your old man had let you down.
Like a fool, I fell in love with you,
Turned my whole world upside down.
Lets make the best of the situation
Before I finally go insane.
Please dont say well never find a way
And tell me all my loves in vain.
Probably the best song of all time....
So here it is again....
What´ll you do when you get lonely
No one waiting by your side?
You´ve been running and hiding much too long.
You know it´s just your foolish pride.
Layla, you´ve got me on my knees.
Layla, I´m begging, darling please.
Layla, darling wont you hear my worried mind.
I tried to give you consolation
When your old man had let you down.
Like a fool, I fell in love with you,
Turned my whole world upside down.
Lets make the best of the situation
Before I finally go insane.
Please dont say well never find a way
And tell me all my loves in vain.
Probably the best song of all time....
So here it is again....
Holiday homework for all
You need to improve your English!
Here's a site that will help a lot....
Improve your Business Management, your Languages, your Study Skills - go here
Here's a site that will help a lot....
Improve your Business Management, your Languages, your Study Skills - go here
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Tuesdays...
Weekly Qur'an Study Seminar Muslim Education Centre Oxford Study the Qur'an in thematic fashion, classical and contemporary views
www.meco.org.uk / email: info@meco.org.uk / Tel. 01865-766032
7 pm – 10 pm, only £20 monthly. Refreshments provided. All welcome.
Wolfson College, Linton Road, Oxford OX2 6UD
Adult Education Central Oxford Creative Writing, History, Literature, Politics, Art History, Film Classes
email: info@otc.ac.uk / Tel. 01865 793333
6.30-8.30 p.m. £90 per term
King Edward Street
Maybe next term - Saturdays...
Academic Writing Workshops Oxford Workshops Intensive practice, professional assessment/feedback, IELTS focused. 4 session course: 25 Oct, 08 Nov, 22 Nov, 06 Dec
www.oxford-workshops.com/aw_autumn08 / email: enquiries@oxford-workshops.com / Tel. 07896 597 028
9am-1pm / £39 (discounts avail)
Bocardo House, St Michaels Street
Weekly Qur'an Study Seminar Muslim Education Centre Oxford Study the Qur'an in thematic fashion, classical and contemporary views
www.meco.org.uk / email: info@meco.org.uk / Tel. 01865-766032
7 pm – 10 pm, only £20 monthly. Refreshments provided. All welcome.
Wolfson College, Linton Road, Oxford OX2 6UD
Adult Education Central Oxford Creative Writing, History, Literature, Politics, Art History, Film Classes
email: info@otc.ac.uk / Tel. 01865 793333
6.30-8.30 p.m. £90 per term
King Edward Street
Maybe next term - Saturdays...
Academic Writing Workshops Oxford Workshops Intensive practice, professional assessment/feedback, IELTS focused. 4 session course: 25 Oct, 08 Nov, 22 Nov, 06 Dec
www.oxford-workshops.com/aw_autumn08 / email: enquiries@oxford-workshops.com / Tel. 07896 597 028
9am-1pm / £39 (discounts avail)
Bocardo House, St Michaels Street
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