By Marilyn Osborn, Patricia Broadfoot, Elizabeth McNess, Birte Ravn, Claire Planel, Pat Triggs
This interesting quantity compares the adventure of younger newcomers in England, France and Denmark with the intention 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 strengthen 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 remark, the e-book offers a voice to younger newcomers within the 3 international locations. via designated case reviews and quotations it examines their matters with education, with lecturers, with motivation and success and explores the very assorted social contexts which impact their engagement with studying. This booklet can be a vital source for researchers, practitioners, scholars and policy-makers and all these devoted 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
They emphasize the importance of understanding that it is the complex interaction of a whole range of factors covering school, classroom, friends and family that combine to shape any individual’s learning career and emerging identity. The ENCOMPASS study would be justifiably open to criticism if it had not made the effort to compare the relative significance of different cultural settings on students’ experiences and perspectives. Are the undoubtedly important differences that exist between individuals within the same country as a result of their socio-economic background or their ethnic identity, ultimately more important than the type of between-country differences referred to above?
Eventually this component of the investigation was abandoned. A similar problem occurred in the ENCOMPASS programme where French teachers found the concept of ‘teaching style’ problematic and were unaccustomed to reflecting upon their ‘teaching style’ in an analytical way. In another early paper Dujykes and Rokkan (1954) suggested that one effective approach to equivalence lies in a study design involving collaboration between knowledgeable members of the participating societies. They indicated a number of ways in which this may be achieved, but conclude that by far the most direct approach to equivalence is the ‘joint-developmentconcurrent’ model where the research design is arrived at jointly by collaborators from the different cultures involved, and the study is carried out more or less simultaneously in these cultures.
Tobin, for example, makes the case for a comparative classroom ethnography, drawing upon his own studies of preschool in three cultures in order to illustrate how such comparative analysis can be a powerful tool to ‘make the familiar strange and the strange familiar’ in order to highlight what we take for granted in our own educational institutions. The work of Elliott et al.. (1999) also makes this point powerfully in comparing and seeking to explain the very different educational experiences of pupils in the UK, Russia and the US.