In the contemporary literature of educational philosophy and theory, it is almost routinely assumed or claimed that 'education' is a 'contested' concept: that is, it is held that education is invested – as it were, 'all the way down' - with socially constructed interests and values that are liable to diverge in different contexts to the point of mutual opposition. It is also often alleged that post-war analytical philosophers of education such as R. S. Peters failed to appreciate such contestability (...) in seeking a single unified account of the concept of education. Following a brief re-visitation of Peters' analytical influences and approach and some consideration of recent 'post-analytical' criticisms of analytical educational philosophy on precisely this score, it is argued that much of the case for the so-called 'contestability' of education rests on a confusion of different concepts with different senses of 'education' that proper observance of well-tried methods of conceptual analysis easily enables us to avoid. (shrink)

Grasha–Riechmann Teaching Styles have a high potential to be applied in Mathematics especially to help increase teacher educators’ knowledge. However, very little attention has been paid to the study of identifying the teaching style patterns of Mathematics teachers at the primary school National-Type Chinese Primary Schools or Sekolah Jenis Kebangsaan Cina SJKC. There is increasing concern about how this teaching style related to the teaching experience. This study aims to identify the patterns of Grasha–Riechmann Teaching Styles among primary school Mathematics (...) teachers and the relationship between Grasha–Riechmann Teaching Styles with teaching experience. The quantitative approach through a survey was applied to 97 Mathematics teachers of SJKC Kepong, Kuala Lumpur using the simple random sampling method. The instrument was adapted from the Grasha–Riechmann Teaching Styles Questionnaire, which measures five teaching styles such as Personal Model Teaching Style, Expert Teaching Style, Formal Authority Teaching Style, Delegator Teaching Style, and Facilitator Teaching Style. The patterns showed that the Personal Model Teaching Style is the most dominant, and the Facilitator Teaching as the least dominant style. The Spearman’s Rho Correlation also reported a very weak significant correlation between Grasha–Riechmann Teaching Styles with the teachers’ Mathematics teaching experience, specifically for Expert, Formal Authority, and Facilitator Teaching Styles. The study provides practical implications for educators’ professional development to diversify the training of teachers by experience and adapt them to the needs of student learning in primary school. These findings trigger ideas to get a better understanding by other demographic variables such as gender, age, and complexity of Mathematics subject. (shrink)

The attitudes of teachers in Wales to speaking and listening in the National Curriculum, both as a profile component in English and as a requirement across the curriculum, were tested using a Likert-type attitude scale. A 10%, sample of the whole of Wales was involved, specifically teachers of key stage 2. The results show the differences in attitudes between the teachers according to age, years in teaching and training. A factor analysis revealed almost universal agreement that speaking and listening help (...) children to learn. This is discussed in relation to a group of statements concerning classroom practices in speaking and listening. (shrink)

(1979). The Use of the Analysis of Co‐variance in Educational Research: panacea or pitfall for the unwary? Educational Studies: Vol. 5, No. 1, pp. 43-51.

Recent evidence from Diocesan and Office for Standards in Education inspections under the Education Act 1992 seems to suggest that while pupils in Catholic schools in England and Wales obtain high levels of academic success at Key Stage Two and Key Stage Four compared with those attending other schools in the maintained sector, their achievements in Advanced level examinations are lower than one would expect. The article points to evidence of a similar long‐standing pattern of performance of pupils in Catholic (...) schools and speculates on some possible causes of the phenomenon. (shrink)

R J Royce; School-based Punishment, Journal of Philosophy of Education, Volume 18, Issue 1, 30 May 2006, Pages 85–95, https://doi.org/10.1111/j.1467-9752.1984.t.

Summary Two cohorts of teachers working full?time in Church of England voluntary?aided and voluntary?controlled first, primary and middle (deemed primary) schools within the Diocese of St Edmundsbury and Ipswich were invited to complete a questionnaire concerned with teaching styles in 1982 and again in 1996. The data demonstrate a significant shift toward placing greater value on traditional teaching styles between 1982 and 1996.

By reflecting on a variety of cartoon representations of teachers and their work, this paper outlines a semiotic approach to undertaking research on teachers' professional cultures.