Andrew Pollard
Datos Biográficos
| ID | 5239390 |
|---|---|
| NOMBRE | Andrew Pollard |
| NOMBRES | Andrew |
| APELLIDO | Pollard |
| FIRMA | POLLARD A |
| AFILIACIONES | University of the West of England |
| ORCID | 0000-0002-2355-2241 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 77 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1982 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 4 |
EAP corrective feedback in an EMI setting
This study examines the oral corrective feedback (CF) beliefs of Chinese students and English for Academic Purposes (EAP) tutors in an English Medium Instruction (EMI) setting in China. Despite considerable variation in spoken English around the world many EAP tutors tend to correct students' spoken language in relation to native speaker norms, while for students the native model is constructed as the ideal model. This exploratory study looks at …
Web-Based Journals in the Classroom
The use of Web 2.0 in the language classroom is an area of exploration and interest to many. In recent years, much research has looked at the use of blogs in the assistance of language development, and this paper continues in a similar fashion. One key area where this paper adds to the field however, is that it looks at a Web 2.0 portal specifically aimed at language learners; the portal in question is Lang-8, which in conjunction with being simi…
TLRP’s ten principles for effective pedagogy
The ESRC Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners across the United Kingdom. Individual projects within the Programme focused on different research questions and utilised a range of methods and theoretical resources. Across-programme thematic seminar series and task groups enabled emerging findings to be analysed, synthesised and communicated to wider audiences. One outcome of this acti…
International perspectives on research capacity building
Extended Review
Learning, differentiation and strategic action in secondary education
This paper reports on the social factors influencing the learning of two cohorts of school students and their experience of compulsory secondary education in a city in southern England—the secondary schooling phase of a 12‐year, longitudinal ethnographic study that also tracked the same children’s experiences through primary schooling. We embed our report of secondary school findings within the theoretical models and understandings generated by t…
The UK's Teaching and Learning Research Programme
Explorations in teaching and learning
This article takes a broad, and somewhat personal, sweep across the last 30 years or so of educational history in the United Kingdom (UK)and highlights some of the challenges concerning research, policy and practice on teaching and learning which developed over the period. Issues associated with academic agency are considered and a narrative of the author's academic biography, particularly associated with primary education, is used to illustrate …
Ecological and landscape effects of afforestation at a second rotation plantation
Ecological and aesthetic criticisms of commercial coniferous plantings in the early 20th century, together with growing environmental awareness of issues such as multiple‐use, sustainability and biodiversity, have prompted new policies and approaches to forest management. This paper examines the management and development of Fernworthy Plantation, Devon to illustrate the extent to which the management strategies have changed through time in respo…
Social Class, Educational Opportunity and Equal Entitlement
Through a comparison of the beliefs, goals and teaching methods adopted by primary school teachers working in areas of disadvantage in England and France, this paper considers how the education systems of the two countries resolve the dilemmas involved in providing educational opportunities to children of all social class backgrounds. Traditionally, the centralised French system, strongly influenced by a republican ideological tradition, has adop…
The Social World of Children's Learning
Changing English Primary Schools
Pupils’ Learning, Identity and Social Context
This paper provides an analysis of social factors which influence the sense of identity and approach to learning of young children. The analysis is set in the context of a critique of national education policies which fail to appreciate the importance of the engagement of learners in learning processes. However, it focuses at a more detailed level on the social dynamics between children and parents, siblings, peers and teachers and the ways in wh…
Some Sink, Some Float
This article considers the Government's stated aims of introducing to British primary schools an assessment process which would be simultaneously criterion‐referenced, formative, moderated, related to progression and evaluative. Accountability, which has provided the main rationale for the process, presupposes reliability. In 1991, as part of the Bristol Primary Assessment, Curriculum and Experience (PACE) research, the same Standard Assessment T…
Teachers and education policy
Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and po…
Towards a Sociology of Learning in Primary Schools
In this paper the aim is to highlight the absence of a sociology of learning in relation to primary education. Further, it is argued that there is considerable scope for cooperation between psychologists and sociologists in tackling this issue and one way will be explored in which this could be achieved by drawing on social constructivist psychology and symbolic interactionist sociology. In support of this suggestion, some brief illustrative mate…
British Primary Education
Pupils and Transfer
These studies provide a fascinating example of the strengths and weaknesses of different styles of research and, at the same time, provide a rich source of data and analysis on pupils views of transfer between schools. Such research is particularly welcome at this time for it provides some counterpoint to the concern with 'curriculum continuity' which, on transfer issues, has been given such a high profile in recent public discussions and in HMI …
Coping Strategies and the Multiplication of Differentiation in Infant Classrooms
A Model of Classroom Coping Strategies
This paper represents an attempt to construct a theoretical model with which to analyse the social context and genesis of classroom coping strategies, thereby linking macro‐ and micro‐factors. I approach this firstly through a critique of A. Hargreaves’ analysis which tends to emphasise macro‐factors and constraints on teacher action. I suggest that this analysis should be balanced and augmented by recognition of more independent and creative act…
A Model of Classroom Coping Strategies
This paper represents an attempt to construct a theoretical model with which to analyse the social context and genesis of classroom coping strategies, thereby linking macro‐ and micro‐factors. I approach this firstly through a critique of A. Hargreaves’ analysis which tends to emphasise macro‐factors and constraints on teacher action. I suggest that this analysis should be balanced and augmented by recognition of more independent and creative act…
Social Class, Educational Opportunity and Equal Entitlement
Through a comparison of the beliefs, goals and teaching methods adopted by primary school teachers working in areas of disadvantage in England and France, this paper considers how the education systems of the two countries resolve the dilemmas involved in providing educational opportunities to children of all social class backgrounds. Traditionally, the centralised French system, strongly influenced by a republican ideological tradition, has adop…
Teachers and education policy
Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and po…
Towards a Sociology of Learning in Primary Schools
In this paper the aim is to highlight the absence of a sociology of learning in relation to primary education. Further, it is argued that there is considerable scope for cooperation between psychologists and sociologists in tackling this issue and one way will be explored in which this could be achieved by drawing on social constructivist psychology and symbolic interactionist sociology. In support of this suggestion, some brief illustrative mate…
Coping Strategies and the Multiplication of Differentiation in Infant Classrooms
TLRP’s ten principles for effective pedagogy
The ESRC Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners across the United Kingdom. Individual projects within the Programme focused on different research questions and utilised a range of methods and theoretical resources. Across-programme thematic seminar series and task groups enabled emerging findings to be analysed, synthesised and communicated to wider audiences. One outcome of this acti…
Learning, differentiation and strategic action in secondary education
This paper reports on the social factors influencing the learning of two cohorts of school students and their experience of compulsory secondary education in a city in southern England—the secondary schooling phase of a 12‐year, longitudinal ethnographic study that also tracked the same children’s experiences through primary schooling. We embed our report of secondary school findings within the theoretical models and understandings generated by t…
Explorations in teaching and learning
This article takes a broad, and somewhat personal, sweep across the last 30 years or so of educational history in the United Kingdom (UK)and highlights some of the challenges concerning research, policy and practice on teaching and learning which developed over the period. Issues associated with academic agency are considered and a narrative of the author's academic biography, particularly associated with primary education, is used to illustrate …
Some Sink, Some Float
This article considers the Government's stated aims of introducing to British primary schools an assessment process which would be simultaneously criterion‐referenced, formative, moderated, related to progression and evaluative. Accountability, which has provided the main rationale for the process, presupposes reliability. In 1991, as part of the Bristol Primary Assessment, Curriculum and Experience (PACE) research, the same Standard Assessment T…
International perspectives on research capacity building
The UK's Teaching and Learning Research Programme
Ecological and landscape effects of afforestation at a second rotation plantation
Ecological and aesthetic criticisms of commercial coniferous plantings in the early 20th century, together with growing environmental awareness of issues such as multiple‐use, sustainability and biodiversity, have prompted new policies and approaches to forest management. This paper examines the management and development of Fernworthy Plantation, Devon to illustrate the extent to which the management strategies have changed through time in respo…
Pupils’ Learning, Identity and Social Context
This paper provides an analysis of social factors which influence the sense of identity and approach to learning of young children. The analysis is set in the context of a critique of national education policies which fail to appreciate the importance of the engagement of learners in learning processes. However, it focuses at a more detailed level on the social dynamics between children and parents, siblings, peers and teachers and the ways in wh…
A Model of Classroom Coping Strategies
This paper represents an attempt to construct a theoretical model with which to analyse the social context and genesis of classroom coping strategies, thereby linking macro‐ and micro‐factors. I approach this firstly through a critique of A. Hargreaves’ analysis which tends to emphasise macro‐factors and constraints on teacher action. I suggest that this analysis should be balanced and augmented by recognition of more independent and creative act…
Coping Strategies and the Multiplication of Differentiation in Infant Classrooms
Pupils and Transfer
These studies provide a fascinating example of the strengths and weaknesses of different styles of research and, at the same time, provide a rich source of data and analysis on pupils views of transfer between schools. Such research is particularly welcome at this time for it provides some counterpoint to the concern with 'curriculum continuity' which, on transfer issues, has been given such a high profile in recent public discussions and in HMI …
British Primary Education
Towards a Sociology of Learning in Primary Schools
In this paper the aim is to highlight the absence of a sociology of learning in relation to primary education. Further, it is argued that there is considerable scope for cooperation between psychologists and sociologists in tackling this issue and one way will be explored in which this could be achieved by drawing on social constructivist psychology and symbolic interactionist sociology. In support of this suggestion, some brief illustrative mate…
Pupils’ Learning, Identity and Social Context
This paper provides an analysis of social factors which influence the sense of identity and approach to learning of young children. The analysis is set in the context of a critique of national education policies which fail to appreciate the importance of the engagement of learners in learning processes. However, it focuses at a more detailed level on the social dynamics between children and parents, siblings, peers and teachers and the ways in wh…
Some Sink, Some Float
This article considers the Government's stated aims of introducing to British primary schools an assessment process which would be simultaneously criterion‐referenced, formative, moderated, related to progression and evaluative. Accountability, which has provided the main rationale for the process, presupposes reliability. In 1991, as part of the Bristol Primary Assessment, Curriculum and Experience (PACE) research, the same Standard Assessment T…
Teachers and education policy
Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and po…
Changing English Primary Schools
The Social World of Children's Learning
Social Class, Educational Opportunity and Equal Entitlement
Through a comparison of the beliefs, goals and teaching methods adopted by primary school teachers working in areas of disadvantage in England and France, this paper considers how the education systems of the two countries resolve the dilemmas involved in providing educational opportunities to children of all social class backgrounds. Traditionally, the centralised French system, strongly influenced by a republican ideological tradition, has adop…
Ecological and landscape effects of afforestation at a second rotation plantation
Ecological and aesthetic criticisms of commercial coniferous plantings in the early 20th century, together with growing environmental awareness of issues such as multiple‐use, sustainability and biodiversity, have prompted new policies and approaches to forest management. This paper examines the management and development of Fernworthy Plantation, Devon to illustrate the extent to which the management strategies have changed through time in respo…
Explorations in teaching and learning
This article takes a broad, and somewhat personal, sweep across the last 30 years or so of educational history in the United Kingdom (UK)and highlights some of the challenges concerning research, policy and practice on teaching and learning which developed over the period. Issues associated with academic agency are considered and a narrative of the author's academic biography, particularly associated with primary education, is used to illustrate …
Learning, differentiation and strategic action in secondary education
This paper reports on the social factors influencing the learning of two cohorts of school students and their experience of compulsory secondary education in a city in southern England—the secondary schooling phase of a 12‐year, longitudinal ethnographic study that also tracked the same children’s experiences through primary schooling. We embed our report of secondary school findings within the theoretical models and understandings generated by t…
The UK's Teaching and Learning Research Programme
Extended Review
TLRP’s ten principles for effective pedagogy
The ESRC Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners across the United Kingdom. Individual projects within the Programme focused on different research questions and utilised a range of methods and theoretical resources. Across-programme thematic seminar series and task groups enabled emerging findings to be analysed, synthesised and communicated to wider audiences. One outcome of this acti…
International perspectives on research capacity building
Web-Based Journals in the Classroom
The use of Web 2.0 in the language classroom is an area of exploration and interest to many. In recent years, much research has looked at the use of blogs in the assistance of language development, and this paper continues in a similar fashion. One key area where this paper adds to the field however, is that it looks at a Web 2.0 portal specifically aimed at language learners; the portal in question is Lang-8, which in conjunction with being simi…
EAP corrective feedback in an EMI setting
This study examines the oral corrective feedback (CF) beliefs of Chinese students and English for Academic Purposes (EAP) tutors in an English Medium Instruction (EMI) setting in China. Despite considerable variation in spoken English around the world many EAP tutors tend to correct students' spoken language in relation to native speaker norms, while for students the native model is constructed as the ideal model. This exploratory study looks at …
Sociology (17 obras) · Pedagogy (14 obras) · Psychology (14 obras) · Mathematics education (10 obras) · Political science (10 obras) · Social science (6 obras) · Computer Science (5 obras) · Educator Training and Historical Pedagogy (5 obras) · Law (5 obras) · Teacher Education and Leadership Studies (5 obras)