Marilyn Osborn
Biographic Data
| ID | 3659818 |
|---|---|
| NAME | Marilyn Osborn |
| GIVEN NAMES | Marilyn |
| FAMILY NAME | Osborn |
| SIGNATURE | OSBORN M |
| AFFILIATIONS | University of Bristol |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 60 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 5 |
England
Marylin Osborn, professeur mrite de l'universit de Bristol, a dirig de nombreux projets de recherche comparatifs internationaux et a publi de nombreux ouvrages sur le travail des enseignants, l'apprentissage des lves et l'ducation des adultes. L'entretien a t ralis par Richard Wittorski sous la forme d'un change autour de thmatiques dinies par Pascal Roquet et Richard Wittorski avec l'auteur
Promouvoir la qualité
Les systèmes éducatifs sont actuellement engagés dans une quête de qualité et d’efficacité, définies en termes de résultats des élèves. Cet article reprend les préoccupations des comparatistes pour démontrer l’importance, grâce à la comparaison interculturelle, des relations entre la conjoncture nationale, l’éthos institutionnel, les pratiques pédagogiques ainsi que leur rôle dans le développement de l’identité de l’apprenant. L’article souligne …
Is the Effective Compromising the Affective
This article draws on the evidence from two Economic and Social Research Council funded projects which examined the impact of policy on the lives of classroom teachers and the experience of their pupils. The PACE Project concentrated on English primary teachers, reviewing practice in the light of the successive waves of legislative change following the 1988 Education Reform Act. The ENCOMPASS Project was a cross‐cultural study which investigated …
Constants and Contexts in Pupil Experience of Learning and Schooling
The article reports on some key findings of a major research project which examines the relationship between national educational values as these are mediated by the school context, teacher beliefs and classroom processes, and eventually translated into pupil perspectives on learning and schooling. These findings are drawn from questionnaires to 1,800 secondary school pupils in England, France and Denmark, and from individual and group interviews…
National Context, Educational Goals and Pupil Experience of Schooling and Learning in Three European Countries
The paper reports on the findings of a major research project which examines the relationship between the national context and national educational values as these are translated into the school context, teacher beliefs, classroom processes and pupil perspectives on learning and schooling. The theoretical rationale for such research is examined and evidence is drawn from questionnaires administered to approximately 1,800 pupils in secondary schoo…
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…
Changing English Primary Schools
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…
What Professional Responsibility Means to Teachers
This article discusses some of the findings pertaining to how teachers see their work which were produced by a comparative study of 360 French and 360 English primary school teachers. The sample was drawn from schools in four different types of matched catchment areas—rural, inner‐city, average suburban and affluent suburban— in Avon, UK and Bouches du Rhone, France. Four major dimensions of difference between the two national contexts are identi…
Teachers' Conceptions of their Professional Responsibility
Patricia Broadfoot, Marilyn Osborn, Michel Gilly, Arlette Paillet, Teachers' Conceptions of Their Professional Responsibility: Some International Comparisons, Comparative Education, Vol. 23, No. 3 (1987), pp. 287-301
Adult Students
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…
What Professional Responsibility Means to Teachers
This article discusses some of the findings pertaining to how teachers see their work which were produced by a comparative study of 360 French and 360 English primary school teachers. The sample was drawn from schools in four different types of matched catchment areas—rural, inner‐city, average suburban and affluent suburban— in Avon, UK and Bouches du Rhone, France. Four major dimensions of difference between the two national contexts are identi…
Teachers' Conceptions of their Professional Responsibility
Patricia Broadfoot, Marilyn Osborn, Michel Gilly, Arlette Paillet, Teachers' Conceptions of Their Professional Responsibility: Some International Comparisons, Comparative Education, Vol. 23, No. 3 (1987), pp. 287-301
Constants and Contexts in Pupil Experience of Learning and Schooling
The article reports on some key findings of a major research project which examines the relationship between national educational values as these are mediated by the school context, teacher beliefs and classroom processes, and eventually translated into pupil perspectives on learning and schooling. These findings are drawn from questionnaires to 1,800 secondary school pupils in England, France and Denmark, and from individual and group interviews…
Is the Effective Compromising the Affective
This article draws on the evidence from two Economic and Social Research Council funded projects which examined the impact of policy on the lives of classroom teachers and the experience of their pupils. The PACE Project concentrated on English primary teachers, reviewing practice in the light of the successive waves of legislative change following the 1988 Education Reform Act. The ENCOMPASS Project was a cross‐cultural study which investigated …
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…
National Context, Educational Goals and Pupil Experience of Schooling and Learning in Three European Countries
The paper reports on the findings of a major research project which examines the relationship between the national context and national educational values as these are translated into the school context, teacher beliefs, classroom processes and pupil perspectives on learning and schooling. The theoretical rationale for such research is examined and evidence is drawn from questionnaires administered to approximately 1,800 pupils in secondary schoo…
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…
Adult Students
Adult Students
Teachers' Conceptions of their Professional Responsibility
Patricia Broadfoot, Marilyn Osborn, Michel Gilly, Arlette Paillet, Teachers' Conceptions of Their Professional Responsibility: Some International Comparisons, Comparative Education, Vol. 23, No. 3 (1987), pp. 287-301
What Professional Responsibility Means to Teachers
This article discusses some of the findings pertaining to how teachers see their work which were produced by a comparative study of 360 French and 360 English primary school teachers. The sample was drawn from schools in four different types of matched catchment areas—rural, inner‐city, average suburban and affluent suburban— in Avon, UK and Bouches du Rhone, France. Four major dimensions of difference between the two national contexts are identi…
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
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…
National Context, Educational Goals and Pupil Experience of Schooling and Learning in Three European Countries
The paper reports on the findings of a major research project which examines the relationship between the national context and national educational values as these are translated into the school context, teacher beliefs, classroom processes and pupil perspectives on learning and schooling. The theoretical rationale for such research is examined and evidence is drawn from questionnaires administered to approximately 1,800 pupils in secondary schoo…
Constants and Contexts in Pupil Experience of Learning and Schooling
The article reports on some key findings of a major research project which examines the relationship between national educational values as these are mediated by the school context, teacher beliefs and classroom processes, and eventually translated into pupil perspectives on learning and schooling. These findings are drawn from questionnaires to 1,800 secondary school pupils in England, France and Denmark, and from individual and group interviews…
Is the Effective Compromising the Affective
This article draws on the evidence from two Economic and Social Research Council funded projects which examined the impact of policy on the lives of classroom teachers and the experience of their pupils. The PACE Project concentrated on English primary teachers, reviewing practice in the light of the successive waves of legislative change following the 1988 Education Reform Act. The ENCOMPASS Project was a cross‐cultural study which investigated …
Promouvoir la qualité
Les systèmes éducatifs sont actuellement engagés dans une quête de qualité et d’efficacité, définies en termes de résultats des élèves. Cet article reprend les préoccupations des comparatistes pour démontrer l’importance, grâce à la comparaison interculturelle, des relations entre la conjoncture nationale, l’éthos institutionnel, les pratiques pédagogiques ainsi que leur rôle dans le développement de l’identité de l’apprenant. L’article souligne …
England
Marylin Osborn, professeur mrite de l'universit de Bristol, a dirig de nombreux projets de recherche comparatifs internationaux et a publi de nombreux ouvrages sur le travail des enseignants, l'apprentissage des lves et l'ducation des adultes. L'entretien a t ralis par Richard Wittorski sous la forme d'un change autour de thmatiques dinies par Pascal Roquet et Richard Wittorski avec l'auteur
Sociology (11 works) · Mathematics education (10 works) · Psychology (10 works) · Pedagogy (9 works) · Political science (8 works) · Educator Training and Historical Pedagogy (5 works) · Teacher Education and Leadership Studies (5 works) · Global Educational Policies and Reforms (4 works) · Context (archaeology (3 works) · Geography (3 works)