Shona McIntosh
University of Bath
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Featured researches published by Shona McIntosh.
Research Papers in Education | 2014
Andrew Stables; Kyoko Murakami; Shona McIntosh; Susan Martin
‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualitative and quantitative data from questionnaires and interviews with teachers, students and parents at an English comprehensive school were collected. Analysis reveals that understandings of ‘effort’ are not uniform. Rather, ‘effort’ is a shorthand term, which can be used variably, therefore can be construed as a tool of negotiation, or a form of investment in a set of aims distinctive to each group or individual case. There is a strong case for more sustained research into the operationalizing of such key concepts in schools and other professional and workplace settings.
Oxford Review of Education | 2018
Mary Hayden; Shona McIntosh
Abstract Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core. Creativity, Activity, Service attaches a transformative purpose to education, where students’ experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component.
Archive | 2005
Shona McIntosh
Archive | 2018
Shona McIntosh
Archive | 2018
Shona McIntosh
Journal of Research in International Education | 2018
Shona McIntosh
Archive | 2017
Mary Hayden; Anthony Hemmens; Shona McIntosh; Andrés Sandoval-Hernández; John Thompson
Journal of Research in International Education | 2017
Shona McIntosh
Images of Research Competition | 2017
Shona McIntosh; Mary Hayden; Jeff Thompson; Andrés Sandoval-Hernández
50th Anniversary Conference Department of Education, Bath | 2017
Shona McIntosh