By Marilyn Osborn, Patricia Broadfoot, Elizabeth McNess, Birte Ravn, Claire Planel, Pat Triggs
This attention-grabbing quantity compares the event of younger freshmen in England, France and Denmark for you to learn the connection among nationwide academic cultures, person biographies and school room practices in developing the context for studying. It explores how secondary colleges in 3 very assorted schooling platforms paintings to enhance the aptitudes and attitudes conducive to lifelong studying in stipulations of complexity, uncertainty and a number of switch. through drawing upon a wealthy data-set together with questionnaires, person and crew interviews and lecture room commentary, the booklet offers a voice to younger beginners within the 3 international locations. via unique case stories and quotations it examines their issues with education, with lecturers, with motivation and success and explores the very assorted social contexts which impact their engagement with studying. This ebook can be a necessary source for researchers, practitioners, scholars and policy-makers and all these dedicated to knowing the connection among tradition and studying and to bettering secondary schooling.
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Extra info for A World of Difference?: Comparing Learners Across Europe
Thus our studies of teachers and pupils have revealed ‘deeply rooted differences in national educational priorities, in epistemologies, in COMPARATIVE RESEARCH DESIGN 25 institutional traditions and in professional values’ (Broadfoot 2000: 362). They highlight the significance of cultural context in shaping teacher strategies and pupil responses to teaching, learning and schooling at both primary and secondary level. The methods adopted by the ENCOMPASS research are described in the remaining sections of this chapter after a short discussion of the issues involved in working collaboratively in a cross-national team.
Part of the value of cross-cultural research is the extent to which it is able to identify both constants and contexts in educational experience (Broadfoot and Osborn 1988). Cross-cultural comparisons of pupil experience identify pupil responses to learning which are more universal to the situation of ‘being a secondary school pupil’ from those which may be more culturally specific. As we have attempted to show in this research, pupils in England, Denmark and France have to engage with school contexts and teacher mediations which relate to cultural, philosophical, political and historical differences between the three countries.
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.