The last decade has seen the introduction of new educational policies affecting the working conditions of teachers, the management of schools, the curriculum and its assessment, and relationships between teachers and their employers. What changes, if any, have these new policies brought into the work of teachers? It is over twenty years since teachers' work was systematically investigated and recorded in England and Wales. At Warwick University, the Teaching as Work Project, directed by Professor Jim Campbell and Dr. Sean Neill, has recorded and analysed nearly 7,000 working days from over 700 teachers over the period 1990 to 1992 in England, Wales, Northern Ireland and the Channel Islands.
The research provides a detailed picture of how the teachers spend their time on work, both on and off the school premises which the authors then analyse by reference to national policy, to issues of school management and to conceptions of teacher professionalism.
By Jim Campbell, S. R. St. J. Neill
September 15, 1994
The first part of this book charts and analyses 2,688 working days of 384 teachers in 91 LEAs in 1991. It shows how they spent their working lives, how well matched their teaching was to their academic background, and the balance between teaching and other aspects of their work. The analysis uses ...
By Linda Evans, Angie Packwood, S.R. St. J. Neill, R.J. Campbell
September 15, 1994
Teachers of the youngest children at school were the first to bear the brunt of the policies to change the curriculum after the 1988 Education Act. What did the changes mean to them? How did they perceive their impact upon their work, on standards in the curriculum, on assessment and testing, and ...
By R. J. Campbell, S. R. St. J. Neill
September 15, 1994
The first part of this book charts and analyses the working days of 326 primary school teachers. It shows how they spent their working lives, the nature of the curriculum they taught, and analyses their work into five main categories: Teaching, Preparation, Administration, Professional Development ...