A case study on the relationship between the innovative process of a secondary school and the reform of the Spanish national curriculum

2010 ◽  
pp. 245-254
Author(s):  
Juana Maria Sancho ◽  
Fernando Hernández
Keyword(s):  
Secondary School ◽  
National Curriculum ◽  
Innovative Process ◽  
The Relationship

The special measures school and the ‘c’ word: A case study of the role of conformity, compliance chimera, and the power of community and context in a special measures secondary school in northern England

2017 ◽  
Vol 9 (2) ◽  
pp. 101-113
Author(s):  
Diann Hanson
Keyword(s):  
Secondary School ◽  
Children's Services ◽  
Economic Context ◽  
Economically Deprived ◽  
Children’S Services ◽  
The Uk ◽  
The Relationship ◽  
Methods Of Reconstruction

This article explores the relationship between capital and education through the experiences of a British secondary school following a grading by the Office for Standards in Education, Children’s Services and Skills that placed the school into special measures, considering the underlying assumptions and inequalities highlighted and obfuscated by the special measures label. The formulaic and ritualistic manner in which operational and ideological methods of reconstruction were presented as the logical (and only) pathway towards improvement is examined in an effort to disentangle the purpose of the ‘means-to-an-end’ approach within prevailing hegemonic structures, requiring a revisit to contemporary positioning of Gramscian concepts of ideology through the work of Gandin. The decontextualisation of schools from their socio-economic environments is probed in order to expose the paradoxes and fluidity of resistant discourse. The ambiguities between a Catholic ethos, neo-liberal restructuring and the socio-economic context of the school and the greater demands to acquiesce to externally prescribed notions of normativity are considered as a process that conversely created apertures, newly formed sublayers and corrugations where transformation could take root. Unforeseen epiphanies and structures of dissent are identified and will enrich the narrative of existence and survival in a special measures school in an economically deprived northern town in the UK.

The construction of male gender identity through choir singing at a Spanish secondary school

2011 ◽  
Vol 29 (4) ◽  
pp. 318-332 ◽  
Author(s):  
Alfonso Elorriaga
Keyword(s):  
Secondary School ◽  
Gender Identity ◽  
Qualitative Data ◽  
Male Gender ◽  
Male Adolescent ◽  
Male Adolescents ◽  
Choral Singing ◽  
Gender Aspects ◽  
The Relationship

Several authors have recently investigated the psychological aspects that play a determinant role in choral singing during adolescence. One of these aspects is vocal identity, which influences the construction of gender identity according to adolescents’ needs and societal gender roles. This article focuses on gender aspects of vocal identity during adolescence and describes a case study carried out with male adolescent singers at a secondary school choir in Spain. Qualitative data were collected and analyzed in order to get a deeper knowledge about the relationship between boys’ vocal identity and their gender identity. There was enough evidence to show that male adolescents felt more engaged with choral singing when they realized that their vocal identity was a powerful tool for constructing their male gender identity.

scholarly journals Boudicca, broken bones and behaviour management: a case study of teaching causation at Key Stage 3

2019 ◽  
Vol 20 (39) ◽  
pp. 4-13
Author(s):  
Maximilian Day
Keyword(s):  
Conceptual Understanding ◽  
National Curriculum ◽  
History Teaching ◽  
Behaviour Management ◽  
Complex Concept ◽  
Broken Bones ◽  
Stage Of Development ◽  
The Relationship ◽  
Key Stage 3

I have always thought that teachers should not teach what to think but how to think, and I wanted to embody this attitude within my own practice of teaching Classics. It was also interesting to me to link this to the ongoing debates in history teaching surrounding the relationship between the acquisition of substantive knowledge (i.e. the facts of history: dates, battles, names, etc.) and the acquisition of second-order concepts (i.e. the framework within which such knowledge is understood: e.g. historical interpretations, ascribing significance to events, understanding causation). According to Ford, ‘the challenge of restoring the link between substantive knowledge and conceptual understanding is one which the whole profession needs to address’ (Ford, 2014, p.33). Having previously taught philosophy, causation seemed to me to be a topic I would be well-suited to tackle, and I was intrigued to discover that there were opportunities to teach causation as early as Key Stage 3 (KS3). In fact, enshrined in the current National Curriculum (NC) for KS3 history is the key aim ‘to understand historical concepts such as … cause and consequence’ (DfE, 2013, p.1). Given that Stanford professor Sam Wineburg (2001) refers to historical thinking, albeit archly, as an ‘unnatural act’, I wondered whether it was possible for 12 and 13-year old students to ‘understand’ the complex concept of causation. But I was also eager to test out some of the pedagogical theories floated at the beginning of the PGCE course, in particular, Bruner's hypothesis that ‘any subject can be taught effectively in some intellectually honest form to any child at any stage of development’ (Bruner, 1960, p.33).

scholarly journals Teachers and Schools Succeeding Against the Odds: An Exploratory Case Study

2000 ◽  
Author(s):  
Keith Sullivan
Keyword(s):  
Secondary School ◽  
Professional Practice ◽  
Ministry Of Education ◽  
Teaching Context ◽  
Culture Of Success ◽  
Zealand Secondary School ◽  
The Relationship ◽  
Education Review

This article examines how one low-decile New Zealand secondary school has managed to succeed against the odds. After examining Education Review Office and Ministry of Education responses to school failure, the paper looks at the influence of recent educational reform upon teaching, and at what the teachers in the case study school have done within their professional practice to create a culture of success. It argues that the teachers of the school have been professional in defending themselves against governmental attacks, and in their innovative approaches to a difficult teaching context. As a means of generating more understanding, the article finishes by exploring first of all the role of “teacher as hero” as portrayed in film, and secondly the relationship between schooling and cultural capital.

scholarly journals Internationalising a school: teachers’ perspectives on pedagogy, curriculum and inclusion

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Sherene Hattingh ◽  
Margaret Kettle ◽  
Joanne Brownlee
Keyword(s):  
Secondary School ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Language And Literacy ◽  
School Teachers ◽  
Curriculum Enactment ◽  
Teachers Perspectives ◽  
The Relationship

The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers’ responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship between language and literacy. The paper explores the implications of these concerns for teachers’ practices and professional development as well as the place of international students in the school community. 

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