Ian Jamieson

A Study of "Effective" Departments in Secondary Schools.

ABSTRACT The findings are outlined from a pilot study which explored the key features of effective departments. The subject departments involved in the research were selected because they were shown to add significant value to pupils’ learning in a multi‐level school‐effectiveness analysis. The resulting qualitative study was an attempt to see if these effective departments had any common characteristics. These characteristics are outlined along with the central conclusion that the common characteristics appear to revolve around the effective organisation of teaching rather than around the teaching itself.

The effectiveness of personal development planning

ABSTRACT Over recent years, the development of strategies in schools and colleges to support individual student needs and encourage autonomous learning has influenced the work of most teachers and tutors. Personal Development Plans (PDPs) draw on good practice in careers guidance and on many of the educational initiatives introduced over the past decade, particularly, Records of Achievement (RoAs) and the Technical and Vocational Education Initiative (TVEI). The focus of PDPs is a dialogue between student and tutor which clarifies choices, identifies goals and plans appropriate actions. This process aims to raise personal understanding and motivation and, ultimately, school effectiveness. This article arises from an evaluation of the Personal Development Plans (PDP) project in Wiltshire. The Wiltshire project was initiated in January 1992, and was a joint venture by the Careers Guidance Service, the local authority advisory service, TVEI and Wiltshire Training and Enterprise Council (TEC). These agencies ...

An Exploratory Study of Novices and Experts in Educational Management

Kate Bullock and Professor Ian Jamieson are lecturers in the School of Education of the University of Bath and Professor Chris james is now at the University of Glamorgan Business School. This paper presents the findings of an exploratory study in which educational managers at three different stages in their careers were interviewed about their conceptions of educational management learning. Its conclusions have implications for the continuing professional development of those who work in schools and higher education.

What Makes an Effective Department

down’ effect was reported by the teams the style of collaborative development and evaluation had impacted on a wider range of staff than those who were formally on the programme. This then led onto a consideration of how the subculture of the MEDALS group affected and articulated with the staff generally. Where the senior management (particularly the head) had developed a culture which was complementary to the aims of the programme there was evidence of the development of a whole-

Education and the economy: themes and issues∗

∗ The Future Impact of Technology on Work and Education, by G. Burke and R. W. Rumberger, Falmer Press, London (1987), 250pp. (cloth) £16.95, ISBN 185000 0832, (paper) £9.95, ISBN 0832.

The Effect of Personal Development Planning on Attitudes, Behaviour and Understanding

Summary This paper explores the impact of a personal development planning (PDP) project on the attitudes, behaviour and understanding of students in Years 11 and 12. It examines levels of motivation, personal understanding, communication skills and the responsibility of the students with regard to their own learning at the beginning of the project and again after 6 months. Findings may be of interest to tutors involved in PDP, action planning and similar initiatives driven by the one‐to‐one dialogue.

Personal development plans and equal opportunities

Summary This paper explores the impact of gender and ability on a personal development planning (PDP) project, and discusses the hypothesis that PDPs enhance equal opportunities for students in Years 11 and 12. It uses findings from a questionnaire survey to illustrate issues of particular interest. Information about the motivation, personal understanding, communication skills and responsibility of students with regard to their own learning is presented, and differences between the ability and gender groups are discussed. Findings may be of interest to tutors involved in PDP, action planning and similar initiatives driven by the one‐to‐one dialogue.

TVEI and the work related curriculum

Abstract TVEI can be seen as an attempt to combine some of the features of liberal and vocational education set in the context of the economic and industrial transformation of the UK. The work related curriculum was always central to TVEIs purpose, but its fundamental weakness was that it never had a clear enough purpose. Judging the effect of TVEI is difficult and the article reports mixed success. The future of the work related curriculum looks bleak however, following successive changes in the national curriculum and associated arrangements for testing.

School‐Based Work Experience: Some International Comparisons

Abstract The forms which school‐based work experience have taken in a number of countries are reviewed. The countries covered include Sweden, other European countries, the USSR, East Germany, Cuba, Australia and the USA. The reasons why work experience appeared in thecurriculum in some countries but not in others, and at some points and for some groups but not others, are discussed. Some issues arising from these international comparisons are identified and related to the current expansion of school‐based work experience in Britain.

School Work Tasks as Simulated Work Experience

Abstract This article explores the use by schools of work tasks within the school as a form of simulated work experience for pupils. The paper distinguishes three types of tasks: tasks which teachers normally perform, tasks which are normally performed by ancillary staff, and finally tasks which are described as extraneous and which may normally be put out to external contractors. The paper concludes with a discussion of the issues which this topic raises for the whole structure of schooling.