4 found
  1.  17
    Values Acquisition and Values Education: Some Proposals.Peter Silcock & Diane Duncan - 2001 - British Journal of Educational Studies 49 (3):242 - 259.
    Three proposals are made regarding values acquisition in schools. It is believed that: (a) optimal conditions for the integration of values into school-students' lives will include students' voluntary commitments; (b) values learning must lead to personally transformed relationships between students and topics considered worthwhile; (c) since values learning is, arguably, the core of formal education, there has to be some consistency between what is learned and the wider socio-political scene. It is argued that these conditions are hard to fulfil via (...)
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  2.  22
    Towards a New Progressivism in Primary School Education.Peter Silcock - 1993 - Educational Studies 19 (1):107-121.
    Summary An ideologically neutral orthodoxy of primary school educational practice may be developing in the United Kingdom on the basis of a critique of ?progressive? methodologies found, for example, in the writings of Robin Alexander. This paper expresses caution about such a development, by defending principles underlying progressive or ?child?centred? approaches to classroom practice against misconception and misrepresentation as well as against more substantiated attacks. It argues for a development of child?centred teaching methods within the English/Welsh National Curriculum in the (...)
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  3.  9
    Primary School Teacher‐Time and the National Curriculum: Managing the Impossible?Peter Silcock - 1992 - British Journal of Educational Studies 40 (2):163-173.
  4.  19
    The Process of Reflective Teaching.Peter Silcock - 1994 - British Journal of Educational Studies 42 (3):273-285.
    The process of reflection is analysed into three components - an ego-driven purpose, a restructuring capability, and a transforming perspective. Different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context. Procedures for resolving contradictions in the literature concerning ways in which 'reflective teaching' can be fostered are also suggested. It is argued that adopting any single model of 'reflective practice' can be unnecessarily restrictive given the ubiquity of the reflective process. Finally, the (...)
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