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Software Reviews
No full textKidCAD - reviewed by John HansonNoddy's Big Adventure - reviewed by John Hanso
Preferential Learning Styles as an Influencing Factor in Design Pedagogy
Get PDFDesign is a discipline which involves many domains, skills
and professions. Design practice in Technology education1
in the Irish second level (high school) context is not a
representation of the professional realm of design. Design
education in the Irish second level system is generally
structured on a linear design process and associated
assessment criteria. Both the linear process and
assessment criteria are stifling creative design outcomes.
In an attempt to improve design teaching and learning,
and thus students design ability, consideration of students
preferred mode of learning has been investigated.
Educators have attempted to improve instruction through
the influential adaptation of pedagogy intervention in the
context of learning and cognitive styles of students (Cook
2008). This paper addresses the need for a strategic
approach to design pedagogy to be established within the
Irish second level education system, with reference to
student’s preferential learning styles (PLS). The findings of
the study identify the test cohort’s preferential learning
styles. It also reveals significant differences in school types
and contrary to initial hypotheses some surprising findings.
The preferential learning styles will be one of the prime
considerations in meeting the requirement of best practice
design pedagogy, where there is a “compatibility of his or
her learning style and the instructor’s teaching style” (Felder
and Silverman, 1988, p.674)
Managing CDT Departments in Secondary Schools in the context of LMS
Get PDFA paper contributed to the Loughborough Summer School 198
Examination Performance and Art Students
No full textAustwick1 and Wankowski2 point out significant correlations between 'A' level grades and quality of pass at first degree level. Warburton, Butcher and Forrest3 and Cortis4 also find significant correlations between 'A' level grades and quality of pass in theory examinations in teacher training examinations in University Departments of Education and Colleges of Education. Little, if any, work has been done on relationships between 'A' level and the Diploma in Art and Design and the Art Teacher's Certificate examinations. Evidence on the presence or absence of any relationship between various types of results could offer some objective information on criteria useful for entry to A.T.C. courses
Influences on the School Curriculum - A Head's View
Get PDFThe influences on the school curriculum have increased, are increasing - and ought to be increased further. No school is an island entire of iiself; too many try to be.THE SHELL OF RECEIVED OPINION. Figure one shows the shell of received opinion which surrounds and constricts the school's curriculum. Schools are usually envisaged as places where the culture and knowledge of the past is transmitted in traditional ways to those who will live in the future. This 'received opinion' says that exams are vital; and yet many jobs at 16 are offered before exam results are known. The purpose of education is held to be to enable pupils to get a respectable job; and yet Agriculture, Music, Art and Design are held in low esteem by parents, despite being among the most job~pecific subjects. Received opinion encourages us in 'the happiest days of our life' syndrome. In 'Titbits' recently, a letter appeared from a man of about 45 who every now and again puts on his school cap of thirty years before and then 'smells' the stationery cupboard and the workshop, those happy aromas of by-gone days. This syndrome leads to the belief that although society is changing, schools should stay as they were and uphold traditIOnal values by traditional methods; unfortunately most schools do not even enforce cap-wearing now. It is a received view that a 'grammar' school is 'per se' 'good'; the fact that the word now applies to independent schools, selective schools and non~elective schools and is therefore meaningless escapes notice. A curriculum is done in a school, it is said; the school is regarded as having a custodial function from about 0900 to about 1600. Schools that work longer hours but finish early in the afternoon are unpopular. Neighbours of our school were afraid that our pupils were 'casing the joint' when they were out on a housing survey. A last facet of a received opinion that is important relates to the financing of schools: 98%of the day-to-day running costs go on salaries; 2%on materials for learning. Any industry so resourced would go bankrupt. Of all subjects, Design suffers most by this