Getting pupils to ‘see the point’ of school subjects: history, a case study
Getting pupils to ‘see the point’ of school subjects: history, a case study
This paper examines the factors that influence pupil take up of a subject, in this case history, at GCSE. The research indicates that pupils enjoy history but significant factors prevent many from choosing it for further study; these include factors that are beyond the control of teachers, such as government policy and the way this is interpreted by senior managers in school, and factors that are within the control of teachers. The paper suggests that there are lessons that departments can learn from more successful departments but there are also important side effects of government policy that are having unintended consequences.
history, gcse, school effect, teacher effect, educational policy
Harris, Richard
0550d258-245a-4d0f-b366-4a8bc580cda3
Hatdn, Terry
142d2d32-9377-4962-8637-e30fe8dbaab2
2007
Harris, Richard
0550d258-245a-4d0f-b366-4a8bc580cda3
Hatdn, Terry
142d2d32-9377-4962-8637-e30fe8dbaab2
Harris, Richard and Hatdn, Terry
(2007)
Getting pupils to ‘see the point’ of school subjects: history, a case study.
ECER 2007, Ghent, Belgium.
18 - 22 Sep 2007.
Record type:
Conference or Workshop Item
(Paper)
Abstract
This paper examines the factors that influence pupil take up of a subject, in this case history, at GCSE. The research indicates that pupils enjoy history but significant factors prevent many from choosing it for further study; these include factors that are beyond the control of teachers, such as government policy and the way this is interpreted by senior managers in school, and factors that are within the control of teachers. The paper suggests that there are lessons that departments can learn from more successful departments but there are also important side effects of government policy that are having unintended consequences.
Text
ECER_Ghent_2007.doc
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More information
Published date: 2007
Additional Information:
This paper forms the basis of a formal report funded by the Qualifications and Curriculum Authority
Venue - Dates:
ECER 2007, Ghent, Belgium, 2007-09-18 - 2007-09-22
Keywords:
history, gcse, school effect, teacher effect, educational policy
Identifiers
Local EPrints ID: 48772
URI: http://eprints.soton.ac.uk/id/eprint/48772
PURE UUID: b54be113-0cec-4904-ae70-20576c13b75a
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Date deposited: 11 Oct 2007
Last modified: 15 Mar 2024 09:49
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Contributors
Author:
Richard Harris
Author:
Terry Hatdn
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