By Marilyn Osborn, Patricia Broadfoot, Elizabeth McNess, Birte Ravn, Claire Planel, Pat Triggs
This attention-grabbing quantity compares the event of younger novices in England, France and Denmark with the intention to study the connection among nationwide academic cultures, person biographies and lecture room practices in developing the context for studying. It explores how secondary faculties in 3 very diversified schooling platforms paintings to boost the aptitudes and attitudes conducive to lifelong studying in stipulations of complexity, uncertainty and a number of switch. by means of drawing upon a wealthy data-set together with questionnaires, person and crew interviews and lecture room commentary, the booklet offers a voice to younger freshmen within the 3 nations. via distinctive case stories and quotations it examines their issues with education, with academics, with motivation and success and explores the very varied social contexts which impact their engagement with studying. This booklet may be a vital source for researchers, practitioners, scholars and policy-makers and all these dedicated to realizing the connection among tradition and studying and to enhancing secondary schooling.
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Extra resources for A World of Difference?: Comparing Learners Across Europe
Chapter 4 builds on this discussion of the historical origins and cultural characteristics of the three systems in examining the differences that can be identified between the schools themselves in the three countries. It explores the relative roles of government, parents, students and teachers in the running of the school. Particular attention is given to the balance between the affective and cognitive purposes of schooling since this was identified from the outset as a potentially key dimension of variation between the three countries.
Techniques that the research team had used successfully in previous projects, including the extensive piloting of all the research instruments and the presence of the researchers during completion of the questionnaires in the classroom, helped to minimize some of the many problems associated with 30 INTRODUCTION AND METHODOLOGY cross-cultural research of this kind. In any method of researching with young adolescents there are potential problems of authenticity of response and researchers must accept that their presence in the setting and their relationship with the children may have influenced the outcome to some extent (Connelly 1997).
The theoretical orientation of the study is socio-cultural, drawing upon the work of Bruner (1990) and Wertsch and Smolka (1993). They in turn have drawn on the work of Vygotsky (1978) to highlight the important influence of social interaction in the development of higher mental processes through the mediating effect of the tools, signs and patterns of action which are embedded in different cultures. Forms of meaning and intellectual capacity have to be understood and located within the social context from which they derive.
A World of Difference?: Comparing Learners Across Europe by Marilyn Osborn, Patricia Broadfoot, Elizabeth McNess, Birte Ravn, Claire Planel, Pat Triggs