John J Ingram
Biographic Data
| ID | 10843404 |
|---|---|
| NAME | John J Ingram |
| GIVEN NAMES | John J |
| FAMILY NAME | Ingram |
| SIGNATURE | INGRAM J J |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 1993 |
| H-INDEX | 0 |
Action Research For Educational Change J ohn E lliott
Children's Self‐allocation and Use of Classroom Curricular Time
S ummary . A class of 9–10 year‐olds ( N =12) in a British primary school were observed as it moved over a one‐year period through three types of classroom environment, traditional directive, transitional negotiative and established negotiative. Each environment offered the children a differing relationship with curricular time, its control and allocation, moving from teacher‐allocated time to child allocation. Pupil self‐report and classroom obs…
Varieties of Curricular Experience
S ummary . In the first study a class of 10‐year‐olds was observed for the first and last five weeks of the autumn term. On both a class and individual child basis there was considerable difference between teacher‐believed and child‐actual timetables, and this increased over the term. In the second study, 53 children were classified into “frontrunners” or “backmarkers”, depending on success in pacing the taught curriculum. For backmarkers, strate…
No prominent works on this page.
Varieties of Curricular Experience
S ummary . In the first study a class of 10‐year‐olds was observed for the first and last five weeks of the autumn term. On both a class and individual child basis there was considerable difference between teacher‐believed and child‐actual timetables, and this increased over the term. In the second study, 53 children were classified into “frontrunners” or “backmarkers”, depending on success in pacing the taught curriculum. For backmarkers, strate…
Children's Self‐allocation and Use of Classroom Curricular Time
S ummary . A class of 9–10 year‐olds ( N =12) in a British primary school were observed as it moved over a one‐year period through three types of classroom environment, traditional directive, transitional negotiative and established negotiative. Each environment offered the children a differing relationship with curricular time, its control and allocation, moving from teacher‐allocated time to child allocation. Pupil self‐report and classroom obs…
Action Research For Educational Change J ohn E lliott
Class (philosophy) (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Directive (2 works) · Mathematics education (2 works) · Psychology (2 works) · Action (physics) (1 work) · Balance (ability) (1 work) · Child Development and Digital Technology (1 work) · Citation (1 work)