By Marilyn Osborn, Patricia Broadfoot, Elizabeth McNess, Birte Ravn, Claire Planel, Pat Triggs
This attention-grabbing quantity compares the adventure of younger novices in England, France and Denmark to be able to research the connection among nationwide academic cultures, person biographies and lecture room practices in growing the context for studying. It explores how secondary faculties in 3 very diverse schooling platforms paintings to enhance the aptitudes and attitudes conducive to lifelong studying in stipulations of complexity, uncertainty and a number of swap. via drawing upon a wealthy data-set together with questionnaires, person and crew interviews and school room remark, the ebook supplies a voice to younger newbies within the 3 nations. via particular case experiences and quotations it examines their issues with education, with lecturers, with motivation and fulfillment and explores the very diverse social contexts which effect their engagement with studying. This ebook could be a necessary source for researchers, practitioners, scholars and policy-makers and all these devoted to knowing the connection among tradition and studying and to bettering secondary schooling.
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Additional info for A World of Difference?: Comparing Learners Across Europe
Within developed western cultures, the academic dimension of schooling is served by a largely common, subject-based curriculum. This is less true of the approaches used to support both social cohesion and individual personal development which are more varied and less easily operationalized. Within the three countries studied the different national approaches to these three elements of education and schooling have helped to define some of the differences which were uncovered. All developed economies are currently struggling with common structural problems which include, changes in work patterns due to the emergence of new technologies; the effects of the liberalization of markets for goods, capital and services; the assimilation of economic migrants, widespread youth unemployment; ageing populations and shifts in social attitudes, particularly with regard to aspirations concerning educational attainment and qualifications (Green et al.
Chapter 9 makes it clear that such intra-national variations have considerable significance but these appear, perhaps surprisingly, to be less significant overall than the international sources of variation. This book thus paints a picture of three education systems that share a broadly similar European heritage but which are marked, nevertheless, by the very distinctive patterns of organization and practice that have emerged over a century or more in response to prevailing national cultural priorities.
Significantly, the chapter shows that even such ubiquitous words as ‘school’, ‘class’ and ‘headteacher’ can represent very different realities in practice. Chapter 5 provides an investigation into the differences that characterize teachers in the three countries. It identifies significant variations in emphasis in terms of teachers’ views of subjects, teaching methods and their educational priorities. As such the chapter goes to the heart of the issues that divide the three systems in terms of their overall goals and the means chosen for achieving these goals.