عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TLets525416
عنوان و نام پديدآور
عنوان اصلي
Constructions of higher ability in two maintained and two independent schools
نام عام مواد
[Thesis]
نام نخستين پديدآور
Hamilton, Lorna C.
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
University of Stirling
تاریخ نشرو بخش و غیره
2001
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
کسي که مدرک را اعطا کرده
University of Stirling
امتياز متن
2001
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
This research is an exploration of constructions of ability, especially 'greater ability' within four Maintained and Independent case study schools in Scotland, from a variety of group perspectives. It seeks to illuminate the commonalties and differences between and within schools in individuals' implicit theories of ability and explores the possible implications of such constructs. An analysis of policy and political debate provided the starting point for this research. This led into the empirical work in four case study schools. Data were gathered from semi structured interviews with headteachers, principal teachers of English, Maths, Art and music, class teachers, parents and pupils. In addition, non-participant observation took place for each subject area and class. Multiple perspectives helped to create meaningful layers of perceptions of ability while also making it possible to analyse the complexity of values and beliefs within each class and school. The research found that there were distinctions to be made between schools in both sectors which reflected contrasting viewpoints, echoing 'communitarian concerns' and the 'culture of self interest' (Ball, 1997). However, the experiences, judgements and choices of individuals presented a more complex pattern in which contradictory beliefs could lead to experiences of dissonance in maintained schools and highlighted the importance of the negotiated ability constructs being brought to bear by individuals within institutions.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Educational evaluation Scotland
موضوع مستند نشده
School management and organization Scotland
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Hamilton, Lorna C.
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
University of Stirling
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
