Being a pupil in England and France. Findings from a comparative study.

Autor/inn/en	Osborn, Marilyn; u.a.
Titel	Being a pupil in England and France. Findings from a comparative study.
Quelle	Aus: Kazamias, Andreas M. (Hrsg.): Education and the structuring of the European space. North-south, centre-periphery, identity-otherness. Athens: Seirios (1998) S. 339-359Verfügbarkeit
Beigaben	Tabellen 4
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Fragebogenerhebung; Einstellung (Psy); Soziale Herkunft; Schule; Primarbereich; Lehrer; Lehrerrolle; Schüler; Lernen; Lernmotivation; Motivation; Interkultureller Vergleich; Professionalität; England; Frankreich
Abstract	We know relatively little about how young people define their school situation or how they see the role of school and of teachers in their lives.... This paper seeks particularly to examine the impact of national culture on attitudes to learning by exploring the social realty of schooling for pupils in the two contrasting educational systems of England and France. It draws upon data from a wider programme of comparative research [questionnaires were administered to 800 children in the top two years of primary school] in order to explore similarities and differences in educational experience and attitudes to schooling, teaching and learning of primary school children in the two countries. In particular, it is concerned to explore the relative significance of national culture and national context compared with differences in teacher professionalism and teaching approach in structuring pupil identities and perceptions of the social world of school. (DIPD/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2001_(CD)