Entitlement to attainment: tensions in the National Numeracy Strategy
Entitlement to attainment: tensions in the National Numeracy Strategy
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获得成就的权利：国家算术战略中的紧张局势
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
T. Bibby
中科院分区：
文献类型：
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作者：
Mike Askew;Alison Millett;M. Brown;V. Rhodes;T. Bibby
本文探讨了通过实施英国国家算术战略而鼓励的权利模型与早期政策文件中提出的模型的关系。争论的焦点是，言论已经从获得适当课程的权利，到教学经验平等的权利，转向学习成果平等的权利。然而，我们认为，在实践中，由于学生感知差异而产生差异的权利模型并没有被成果权利模型所取代，而只是后来的模型覆盖了早期的模型。学校和教师所接触到的混杂信息以及学校采取的各种策略就证明了这一点。我们认为，这使教师处于紧张的境地：一方面试图确保所有学生达到标准的学习水平，另一方面仍然试图区分课程以满足个人的需求。
This article examines models of entitlement that are being encouraged through the implementation of the English National Numeracy Strategy in relation to models presented in earlier policy documents. The argument is developed that the rhetoric has moved from entitlement as access to an appropriate curriculum, through entitlement to equality of teaching experience, towards entitlement to equality of learning outcome. However, we argue that in practice models of entitlement that were differentiated as a result of perceived differences in pupils have not been replaced with models of entitlement to outcomes, but merely that later models have overlaid earlier ones. This is made evident by the mixed messages that schools and teachers are exposed to and the variety of strategies adopted in schools. We suggest this places teachers in a situation of tension: on the one hand trying to ensure all pupils reach a standard level of attainment and on the other still trying to differentiate the curriculum to meet perceived individual needs.