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McPake, Joanna

Overview
Works: 34 works in 76 publications in 2 languages and 544 library holdings
Genres: Book reviews 
Roles: Author
Publication Timeline
Key
Publications about Joanna McPake
Publications by Joanna McPake
Most widely held works by Joanna McPake
Growing up with technology : young children learning in a digital world by Lydia Plowman( Book )
13 editions published between 2009 and 2010 in English and held by 282 libraries worldwide
This book is strongly grounded in a series of research projects, providing new ways of thinking about how children's learning with technology can be supported. It will be a great interest of undergraduate and postgraduate students on a range of courses, including childhood studies, and those with a particular interest in the use of technology in education. Parents, practitioners and researchers will also find this a fascinating and informative read
Foreign languages in the upper secondary school : a study of the causes of decline by Joanna McPake( Book )
6 editions published in 1999 in English and held by 25 libraries worldwide
The report presents findings from a study into the causes for modern language enrollment decline in Scotland's high schools. Data were drawn from teacher, students, and administrator interviews in 12 school studies and a survey of modern language teachers and a sample of students from 100 schools taking standardized modern language exams. Results indicate a major increase, over 20 years, in language enrollments at s4 level, but a major decline in enrollments at High Grade level, both in absolute terms and relative to other subjects. Two factors unique to Scotland are identified: limited exposure to foreign languages outside school, and lack of shared motivation within Scottish society. Perceptions of public policy on modern language education was found to have little effect on enrollment. Students are more critical of the language curriculum than of teaching methods, resources, class size, or ability grouping. Learners did not find second language learning intrinsically motivating, needed more support for their interest in other languages and cultures, saw few short-term benefits in language learning, and lacked clear expectations of language study. Recommendations are made for changes in the structure of the modern language program, in course content, teaching methods, resources, recruitment, and in promotion of lifelong language learning. (Mse)
Facing Goliath : adults' experiences of participation, guidance and progression in education by Alan Blair( Book )
3 editions published in 1993 in English and held by 23 libraries worldwide
A study examined adults' experiences regarding participation, guidance, and progression in various formal educational settings across Scotland. In-depth interviews were conducted with 50 adult returners to the different parts of the education system (higher, further, and community education and local schools). Data from the interviews were synthesized into a portrait of adults' reasons for participating in educational programs; their guidance needs, persistence in the system, gains, and progression; and policy implications. Most respondents returned to the education system to improve their positions in the labor market. The respondents expressed a need for three types of guidance (information, advice, and support) while choosing their courses and during and near the end of their courses. Although most respondents were already highly motivated to stay on course, they considered an encouraging and friendly staff to be the single most important factor in helping them stay on course. Among the reported gains due to participation were increased self-confidence and self-esteem, increased academic knowledge, and new friends and interests. (Fifty references and 10 suggestions for further reading are included along with a technical appendix, detailed description of the sample, respondent profiles, and list of advisory committee members.) (Mn)
Adults in schools by Alan Blair( Book )
3 editions published in 1994 in English and held by 17 libraries worldwide
Case studies of setting in primary school classrooms : an extension to the Teachers ̓and Pupils ̓Days in the Primary Classroom Project by Joanna McPake( Book )
4 editions published in 1999 in English and held by 16 libraries worldwide
In Scottish primary schools, "setting" refers to arranging pupils for a given curriculum area in separate classes with different teachers, based on pupils' attainment in that particular area. This research studied four Primary 7 classes in Scotland, in which setting was used for the teaching of mathematics and English in 3 of the 4 schools. Findings from observations of classroom practices in these classes were compared with findings from an earlier study of four Primary 7 classes in which setting was not used. The comparison findings indicated that there was little difference in the balance of the curriculum in setting and nonsetting schools. In both types of schools, there were marked differences between practice and 5-14 recommendations. Target pupils spent more time in whole class teaching situations in setting schools than in nonsetting schools. Setting was not related to the amount of time target pupils were engaged on task. There was no increase in the amount of time devoted exclusively to teaching in the setting schools. The dominant teaching approach in setting schools was instruction, with both set classes and mixed ability classes. In nonsetting schools, facilitating learning was the commonly noted teaching approach. Target students in setting schools spent more time involved in assessment than their counterparts in nonsetting schools. Overall, the time teachers spent assessing and recording pupils' progress was similar in setting and nonsetting schools. Recommendations were made regarding introduction of setting, grouping strategies, teacher allocation, resources, communication with pupils and parents, and evaluation of the effects of setting. (Contains 17 references.) (Kb)
Teachers ̓and pupils ̓days in the primary classroom by Joanna McPake( Book )
2 editions published in 1999 in English and held by 15 libraries worldwide
This study examined the classroom experiences of teachers and pupils in 12 primary schools in Scotland. In each school, researchers spent a week with one class, observing the teachers and six target pupils selected to represent the ability range within the class. Through interviews with teachers and pupils, the researchers aimed to identify the amount of time both groups spent on various types of activity, and to explore the reasons for particular patterns. Among the findings are the following: (1) the time spent on various curriculum areas diverged considerably from the amount suggested in the 5-14 curriculum guidelines; (2) there was high variation in classroom organization; (3) pupils spent about two-thirds of their time engaged on tasks; (4) target pupils spent about 40 percent of their time in some form of teacher-student interaction and 40 percent in interaction with other pupils; (5) the teacher behaviors most associated with pupil engagement, collaborative learning activities and one-to-one interaction with the teacher, were rarely observed; (6) teachers spent 82 percent of their time in teaching and related activities; and (7) teachers used a variety of teaching strategies, with different strategies predominating with different age groups. Issues that emerged as warranting further investigation included the balance of the curriculum, students' independent work, the implications of a heavy workload, and teachers' and pupils' views on changes in the ways pupils learn as they progress through primary school. (Contains 45 references.) (Kb)
Translating, interpreting and communication support services across the public sector in Scotland : a literature review by Joanna McPake( Book )
6 editions published between 2001 and 2002 in English and held by 12 libraries worldwide
Managing change in small Scottish primary schools by V Wilson( Book )
2 editions published in 1998 in English and held by 12 libraries worldwide
Practices and interactions in the primary classroom by Joanna McPake( Book )
3 editions published in 1999 in English and held by 9 libraries worldwide
Managing change in small primary schools by Valerie Wilson( Book )
2 editions published in 1998 in English and held by 7 libraries worldwide
This report summarizes a two-phase research project on the strategies used by headteachers in small Scottish primary schools to manage mandated educational changes. The research focused on four initiatives of the past decade: 5-14 Curriculum Guidelines, School Development Planning, Staff Development and Appraisal, and Devolved School Management. In the first phase, survey responses were received from 708 of the 863 small primary schools with 120 students or less. The second phase consisted of case studies in 18 schools. Two of the initiatives had been fully or partially implemented in virtually all responding schools. About half of headteachers identified problems with the pace of change and lack of time. The most frequently used management activity in implementation of change was informal discussions with other headteachers. Tables list management activities by frequency of use, overall and for each initiative. Sections on each of the four initiatives discuss management activities supporting implementation and factors inhibiting implementation. The findings suggest a small-school management style involving creation of a collegial team; networking with outside colleagues and resources; and situational management based on realistic assessment of context, tasks, and available resources. Recommendations are offered to headteachers, education authorities, and national organizations to support continuing development of a small-school management style. (Sv)
Valoriser toutes les langues en Europe ( Book )
1 edition published in 2007 in French and held by 6 libraries worldwide
Gender equality and lifelong learning in Scotland by Janet Powney( Book )
1 edition published in 2000 in English and held by 6 libraries worldwide
Valuing all languages in Europe ( Book )
4 editions published in 2007 in English and held by 5 libraries worldwide
Using ICT in the primary classroom by Joanna McPake( Book )
2 editions published in 1998 in English and held by 4 libraries worldwide
Having adults studying in your school by Amy Blair( Book )
1 edition published in 1995 in English and held by 4 libraries worldwide
Managing change in small primary schools by Valerie Wilson( file )
1 edition published in 1998 in English and held by 3 libraries worldwide
Education of minority ethnic groups in Scotland : a review of research ( Book )
2 editions published in 1998 in English and held by 2 libraries worldwide
Partnership teaching ( visu )
1 edition published in 1990 in English and held by 2 libraries worldwide
Aims to help multilingual schools examine ways of managing change in classrooms to extend the learning of all pupils, across the curriculum
Teachers' and pupils' days in the classroom by Joanna McPake( Book )
1 edition published in 1999 in English and held by 2 libraries worldwide
 
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Alternative Names
MacPake, Joanna
McPake, Joanna
Languages
English (60)
French (1)
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