Focuses on single-sex teaching in co-educational schools, using a case study of a school where single-sex teaching has been the norm. Analyzes student performance since General Certificate of Secondary Education began. Finds girls have consistently achieved better results than boys in most subjects, but both sexes showed relative improvement. (BT)

States early school leaving is a protracted educational problem throughout the world. Examines early school leaving from the position of young Australians (n=209) who left school or were considering leaving. Provides tentative theorizing traversing aspects of the cultural geography of high school as partial explanation of what is occurring. (BT)

Challenges theory's secure place in qualitative inquiry on three counts. Argues (1) the search for theory in such inquiry originates in a crypto-functionalism; (2) theory's supposed importance for policy formulation cannot in itself justify it; and (3) arguments about its successful use are belied by examining discussion about theory in those…

Reports on an investigation into the motivation of secondary school students in southwest England to learn foreign languages. Surveys students (n=228) in years 7, 8, and 9 to examine student responses on constructs (n=16) related to motivation based on a questionnaire and interviews. (BT)

Explores (drawing on empirical research) ways in which schoolteachers in England reposition themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Identifies and illustrates two distinct forms of pragmatism: (1) principled pragmatism, and (2) contingent pragmatism. (BT)

Examines mathematics textbooks and their use in lower secondary classrooms in England, France, and Germany. Suggests (after data analysis) that learners in the different countries are offered different mathematics and given different opportunities to learn that mathematics, both of which are influenced by textbook and teacher. (BT)

States there are good reasons to believe that teachers' views about the nature of science can form part of the hidden curriculum in their science teaching. Explores views captured using case study and survey methodologies. Finds case studies showed depth and subtlety of some teachers' views of science and interviews were consistent with survey…

Analyzes and compares children's interpretations of metaphors used in a science text and their teacher's use of explanatory metaphor to identify key processes in metaphor understanding and to suggest factors that contribute to successful use of metaphor in learning science. Adopts a Vygotskian socio cognitive approach to metaphor in discourse. (BT)

States mathematical subject knowledge of primary teacher trainees in England and Wales must be audited in line with government requirements for initial teacher training. Examines how this knowledge has been conceptualized. Presents research results from two institutions focusing on audited subject knowledge of primary teacher/trainee relationship…

Focuses on shame as a reaction to other people's criticisms and an emotional response to knowing and doing mathematics. Uses it as an analytical tool to explore the ways in which mathematics is understood by primary school teachers. Suggests absolutist/product conceptions of mathematics provides ideal opportunities for experiencing shame. (BT)

Addresses school effectiveness and school improvement, as interpreted by United Kingdom central and local government policy. Highlights recent forms of inspection and their impact on schools and other educational bodies. Argues that creation of two polar opposites, good/effective and failing/ineffective, has exacerbated rather than diminished…

Examines whether it is possible to combine two previously separate objectives of baseline assessment in mathematics: (1) use of baseline assessment for formative reasons, and (2) for value added functions. Presents empirical research findings of Cypriot pupils' mathematics skills/knowledge upon entry to primary school and at the end of Year 2. (BT)

Examined gender differences in educational achievements based on a longitudinal sample of 45,000+ Hong Kong secondary school students who took a public examination in 1997. Reports results coincided with findings from recent British studies that boys did less well than girls in all areas of school curriculum. (BT)

Explains transition was identified by early 20th century anthropologists as the liminal stage of a rite of passage. Identifies transition, applying a contemporary anthropological lens to initial teacher training, not as a linear progression but as a complex process of extended and ambiguous in betweenness that involves play, performance, and…

Explores scope and reliability of British Office for Standards in Education (OFSTED) inspections of British nursery schools; 513 Web posted inspections were coded for content); 33 schools were visited; and basic data collected and matched with that in OFSTED's report. Concludes inspections were inconsistent, sometimes misrepresenting work of…