5-14 in the Primary School: A Continuing Challenge.

Autor/inn/en	Malcolm, Heather; Schlapp, Ursula
Institution	Scottish Council for Research in Education, Edinburgh.
Titel	5-14 in the Primary School: A Continuing Challenge.
Quelle	(1997), (130 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-86003-036-X
Schlagwörter	British National Curriculum; Curriculum Development; Educational Change; Educational Improvement; Elementary Education; Foreign Countries; Guidelines; Program Effectiveness; Program Evaluation; Program Implementation; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Elementarunterricht; Ausland; Richtlinien; Programme evaluation; Programmevaluation
Abstract	The 5-14 Development Programme is a major reform encompassing curriculum, assessment, national testing, and reporting for pupils 5- to 14-years-old in Scotland. Implementation of the program was first monitored between March 1991 and March 1995; this study continued the program evaluation in primary schools from March 1995 to March 1997. Data were gathered through a national survey of approximately 200 schools and in-depth interviews at five schools. Major findings were in the areas of: (1) progress with implementation of 5-14 guidelines; (2) curriculum and class organization and planning and teaching approaches; (3) assessment, recording, and reporting; (4) management and support; and (5) impact on pupils' learning experience. Major findings indicated that, since the previous evaluation, schools progressed in implementing the 5-14 Development Programme. Most teachers felt the assessment guidelines strongly influenced their practice and were more confident in their implementation. Teachers were more likely than in the past to follow systematic and whole-school forward planning procedures. Some teachers stressed language at the expense of other curriculum areas. Practice was moving towards school-wide procedures for assessment and recording. Pupil self- and peer-assessment was still limited. Most classroom teachers used National Testing results to confirm their own judgments. Most head-teachers believed that the 5-14 style reports led to better home-school communication. The 5-14 implementation was rated as having a positive impact on breadth of instruction, coherence between curriculum areas, and within-school continuity. However, fewer than half the teachers believed that 5-14 was improving pupils' attainment. (Two appendices describe the study's method and delineate questionnaire findings.) (KB)
Anmerkungen	Scottish Council for Research in Education, 15 St. John Street, Edinburgh, Scotland EH8 8JR; phone: 0131-557-2944 (11.50, plus 2.50 British Pounds Sterling postage outside the U.K.).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC