Despite calls for a more nuanced approach to issues of gender and equity that recognizes how broader relations of gender and power continue to produce injustices for many females, essentialized accounts expressing concern about boys' poor educational performance remain the most common refrain in dominant equity discourses across Western contexts.…

From a sample of 438 British primary and 451 secondary schools, 122 and 242 respective responses were received. Compared to a 1988-89 study, attitudes toward business practices were positive, despite concerns about ethics; length of teacher placements in industry was positively associated with their perceived value; and primary teachers were less…

Government policy assumes that modernization and remodelling will be effective as external intervention mechanisms to improve job satisfaction. Based on data collected as part of the evaluation of the "Transforming the School Workforce Pathfinder Project", an argument is presented here which suggests that internal management models may…

Focuses on the effects of the British National Curriculum and the SATs on teaching and changes in how poetry is examined. States that some teachers view these changes as having a detrimental effect on student poetry experiences, while others see a positive advantage in the changes. (CMK)

Evaluation of a school-based program in the United Kingdom for inservice teacher education related to developing vocational and technical aspects of the secondary curriculum is described. The Technical and Vocational Educational Initiative Related In-Service Training (TRIST) program evaluation demonstrates the importance of considering local and…

Investigated the relationship between professional development and the raising of academic standards and attainment, exploring the perceptions of British secondary school senior managers regarding this relationship and noting their attitudes about barriers to organizational translation of professional development into improved student achievement.…

The slow uptake by teachers in post-compulsory education of new technological tools and technology-enhanced teaching methods may be symptomatic of a general split in the e-learning community between development of tools, services and standards, and research into how teachers can use these most effectively (i.e. between the teaching practitioner…

Research conducted under contract with USOE, CRP No. 2518. Details of methodology available in the USOE report.

Presents some comments on the present situation of the qualifications and training for science teachers in Britain. Some suggestions for upgrading the status of science teaching in the British secondary school are also presented. (HM)

Reports responses by new primary and secondary teachers to two questionnaires designed to elicit their views about the extent they felt their training had prepared them for their first post. Reveals a wide range of differences between the two groups, and discusses them in light of training patterns. (DSK)

Provides results from surveys with secondary school teachers conducted in 1982 and 1998 at the same Local Education Authority. Reports on the teachers' attitudes to poetry, specifically the reading, writing, and discussion of poetry. States that the second survey follows considerable change in the teaching of English and poetry. (CMK)

Audio-visual advances in virtual reality (VR) technology have given rise to innovative new ways to teach and learn. However, so far teaching and learning processes have been technologically driven as opposed to pedagogically led. This paper identifies the development of a pedagogical model and its application for teaching, studying and learning…

Describes the general framework of the teacher training system and its recent reform in Japan. Reviews the present system of Japanese teacher education, summarizes the current reforms of teacher education in Japan, and explores various educational problems. Evaluates the potential of Japanese restructuring. (CMK)

Describes ways that British teachers, supported by university lecturers, attempted to secure effective learning for students through use of the mastery learning model in two short units of subject-specific work. Presents responses from participating teachers and students. Offers insights into processes of change in secondary schools. (DSK)

Examined two British mentors' conceptions of their role and their views about what had influenced those conceptions. Also investigated the mentors' pedagogical practice and looked at how three student teachers responded to their mentoring experiences with the two mentors. Data from interviews with the mentors and students indicated that many…