Charles Desforges
Biographic Data
| ID | 1909635 |
|---|---|
| NAME | Charles Desforges |
| GIVEN NAMES | Charles |
| FAMILY NAME | Desforges |
| SIGNATURE | DESFORGES C |
| AFFILIATIONS | University of Exeter |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 1 |
The ESRC teaching and learning research programme
On subject differences in applying knowledge to learn
There is a view underpinning current perspectives on learning, teaching and the curriculum that children apply their knowledge to learn in different ways according to the academic subject. In line with this view, since the 1988 Education Reform Act, the National Curriculum has insisted on the learning and teaching of distinct and separate subjects as a means not only of learning distinct bodies of knowledge but also as a means of learning differe…
Teaching Knowledge Application
We describe and examine a view of knowledge application in schooling developed from aspects of contemporary learning theory. To situate our perspective in contemporary practice, we establish the significance of the issue of knowledge application as an educational challenge. We then review some enduring theoretical conceptions of the problem and their educational ramifications following which we introduce some developments in educational learning …
Working practices and children's application of subject knowledge in the primary school
This paper explores the topic of young children's learning, particularly the strategies used to apply old knowledge in new learning. Young children's learning is discussed in the theoretical contexts of the nature of knowledge and its acquisition and the nature of classroom settings and their operation in the learning process. The research to be reported arises from a 2‐year longitudinal study of children aged 7 and 9 years at entry. The research…
Academic subjects and pupils' constructive learning processes in the primary school
The design of curricula on the basis of academic subjects rests in part on the assumption that different subjects are associated with different modes of knowing, that is to say, with different forms of constructive activity. This study set out to examine this assumption in regard to young learners. A sample of 48 children aged 7–11 years was presented with learning materials in the domains of English, mathematics and science and required to provi…
Authentic Activity and Learning
This article describes the tension that exists between the views of learning as a means of knowledge transfer and the alternative idea that it is socially situated and not separable from the activities in which it is developed. It concludes that the 'authentic practices' of particular academic domains should be employed in schools to encourage learning rather the culture of schooling itself
Authentic activity and learning
This article describes the tension that exists between the views of learning as a means of knowledge transfer and the alternative idea that it is socially situated and not separable from the activities in which it is developed. It concludes that the ‘authentic practices’ of particular academic domains should be employed in schools to encourage learning rather the culture of schooling itself
Assessment at Key Stage One
As part of the 1988 Education Reform Act, standardized assessment procedures have been introduced in England and Wales within an explicit market philosophy in which schools are seen as ‘traders’ supplying a product for the benefit of their ‘consumers’ ‐‐ the parents. This market model of education is based on a number of assumptions about the perceptions, attitudes and behaviour of both parents and teachers. The research reported here aims to exa…
British Journal of Education Psychology
The Quality of Pupil Learning Experiences
The Educational Utility of Piaget
S ummary . Shayer's article argues for the utility of Piagetian stages. We contend that the case has not been made. It is argued that the pursuit of accuracy in identifying Piagetian stages may be counterproductive to the more important task of providing appropriate curriculum sequences
Piagetian Psychology and Education
S ummary . The relationships between Piaget's theory and education are discussed. The accumulated data from studies based upon the theory are examined in terms of (i) shared assumptions which govern the interpretation of replication studies, (ii) the extent to which a stage can be meaningfully defined, and (iii) the nature of the developmental process proposed by the theory. It is concluded that Piaget's search for generalities in cognitive devel…
Piagetian Psychology and Education
S ummary . The relationships between Piaget's theory and education are discussed. The accumulated data from studies based upon the theory are examined in terms of (i) shared assumptions which govern the interpretation of replication studies, (ii) the extent to which a stage can be meaningfully defined, and (iii) the nature of the developmental process proposed by the theory. It is concluded that Piaget's search for generalities in cognitive devel…
Teaching Knowledge Application
We describe and examine a view of knowledge application in schooling developed from aspects of contemporary learning theory. To situate our perspective in contemporary practice, we establish the significance of the issue of knowledge application as an educational challenge. We then review some enduring theoretical conceptions of the problem and their educational ramifications following which we introduce some developments in educational learning …
Assessment at Key Stage One
As part of the 1988 Education Reform Act, standardized assessment procedures have been introduced in England and Wales within an explicit market philosophy in which schools are seen as ‘traders’ supplying a product for the benefit of their ‘consumers’ ‐‐ the parents. This market model of education is based on a number of assumptions about the perceptions, attitudes and behaviour of both parents and teachers. The research reported here aims to exa…
Piagetian Psychology and Education
S ummary . The relationships between Piaget's theory and education are discussed. The accumulated data from studies based upon the theory are examined in terms of (i) shared assumptions which govern the interpretation of replication studies, (ii) the extent to which a stage can be meaningfully defined, and (iii) the nature of the developmental process proposed by the theory. It is concluded that Piaget's search for generalities in cognitive devel…
The Educational Utility of Piaget
S ummary . Shayer's article argues for the utility of Piagetian stages. We contend that the case has not been made. It is argued that the pursuit of accuracy in identifying Piagetian stages may be counterproductive to the more important task of providing appropriate curriculum sequences
The Quality of Pupil Learning Experiences
British Journal of Education Psychology
Authentic Activity and Learning
This article describes the tension that exists between the views of learning as a means of knowledge transfer and the alternative idea that it is socially situated and not separable from the activities in which it is developed. It concludes that the 'authentic practices' of particular academic domains should be employed in schools to encourage learning rather the culture of schooling itself
Authentic activity and learning
This article describes the tension that exists between the views of learning as a means of knowledge transfer and the alternative idea that it is socially situated and not separable from the activities in which it is developed. It concludes that the ‘authentic practices’ of particular academic domains should be employed in schools to encourage learning rather the culture of schooling itself
Assessment at Key Stage One
As part of the 1988 Education Reform Act, standardized assessment procedures have been introduced in England and Wales within an explicit market philosophy in which schools are seen as ‘traders’ supplying a product for the benefit of their ‘consumers’ ‐‐ the parents. This market model of education is based on a number of assumptions about the perceptions, attitudes and behaviour of both parents and teachers. The research reported here aims to exa…
Working practices and children's application of subject knowledge in the primary school
This paper explores the topic of young children's learning, particularly the strategies used to apply old knowledge in new learning. Young children's learning is discussed in the theoretical contexts of the nature of knowledge and its acquisition and the nature of classroom settings and their operation in the learning process. The research to be reported arises from a 2‐year longitudinal study of children aged 7 and 9 years at entry. The research…
Academic subjects and pupils' constructive learning processes in the primary school
The design of curricula on the basis of academic subjects rests in part on the assumption that different subjects are associated with different modes of knowing, that is to say, with different forms of constructive activity. This study set out to examine this assumption in regard to young learners. A sample of 48 children aged 7–11 years was presented with learning materials in the domains of English, mathematics and science and required to provi…
Teaching Knowledge Application
We describe and examine a view of knowledge application in schooling developed from aspects of contemporary learning theory. To situate our perspective in contemporary practice, we establish the significance of the issue of knowledge application as an educational challenge. We then review some enduring theoretical conceptions of the problem and their educational ramifications following which we introduce some developments in educational learning …
On subject differences in applying knowledge to learn
There is a view underpinning current perspectives on learning, teaching and the curriculum that children apply their knowledge to learn in different ways according to the academic subject. In line with this view, since the 1988 Education Reform Act, the National Curriculum has insisted on the learning and teaching of distinct and separate subjects as a means not only of learning distinct bodies of knowledge but also as a means of learning differe…
The ESRC teaching and learning research programme
Psychology (11 works) · Pedagogy (8 works) · Mathematics education (7 works) · Sociology (6 works) · Computer Science (5 works) · Education and Critical Thinking Development (5 works) · Developmental psychology (4 works) · Epistemology (4 works) · Philosophy (4 works) · Cognition (3 works)