Emma Whapplington

B1045005
Education: critical reading and reflection
Assignment 1
B1045005
1

Introduction

During my assignment on Critical Reading and Reflection, I was required to read
three Separate articles relating to STEM (science, technology, English and
maths) subjects in secondary schools.

The first article I read was titled 'One class, many worlds', written by Wolff-
Michael Roth, Sylvie Boutonne, Campbell J.McRobbie and Keith B. Lucas.

In brief, this paper takes an experienced physics teacher at an Australian
suburban high school, who invites the authors to 'observe teaching and learning
in his year twelve physics course over a six week period.

Authors purpose

During this observation period, the authors concentrate on the 'differences
between the life worlds of the participants', and, 'closing the gap between
teaching and learning'.

They look at the necessity of communication within a learning environment, the
importance of understanding how pupils learn and how to communicate with
pupils who have different learning styles.

The authors are keen to state that the study 'should not be read as an indictment
of Mr. Sparks or his students, rather, it should be read as one description of a
situation that needs remediation.

The authors want to stress that individual perception within a teaching and
learning environment can greatly affect the outcome.


B1045005
2

Main claims

Perhaps the most significant point, mentioned throughout the paper is that
learning environments largely include social and cultural forces where, through
interaction, members learn to see each others life worlds in a new way.

The authors make the point that classrooms evolve into talking not only about the
subject matter but also other aspects. By doing this, the participants learn to see
the point or subject through the others eyes, so the teacher/pupil can gain a
better understanding of how the other perceives something.

Later on in the paper, when the authors are discussing the results of a particular
demonstration, it becomes clear that 'Mr. Sparks' is contradictive when
discussing the students levels of perception and ability.
On one hand, he refers to them as children 'too young to have had their own
experiences' to bring into the classroom, yet on the other hand, he describes
them as 'responsible students able to take charge of their own learning'.

Arguments and evidence

Throughout the article, various arguments and evidence are used to support the
main claims that the author makes.

The first claim that I noticed regarding communication being vital to a learning
environment is supported extremely well by the introduction to the paper.
Mr. Sparks is presented with results to show that twenty one of the twenty four
students in his class could not describe nor explain the demonstration just
reviewed.

One reason given for this is that eighteen students 'had not perceived the aspect
of motion necessary to understand Mr. Sparks' theory talk '.
B1045005
3


Mr. Sparks offers reasons as to the apparent failure of his demonstration stating,
'whenever I do a demonstration, the direction I'm taking is in my mind. It's only
when sometime down the track I get a wrong answer in a test or I get a wrong
comment somewhere that I realise that what was clear to me wasn't clear to
them.'

The authors go on to pose the question, 'why did Mr. Sparks and his students not
communicate with each other to know each other?'

The point being made above is also linked by communication to the second claim
of the study, the fact that a learning environment is also a social, cultural place
where members learn to see the subject through another's eyes.

This argument is backed up in the 'Research context' section of the study where
the author writes,
'More crucially, individuals in this class were frequently unaware of other peoples
life worlds. There were discontinuities between the ways participants described
events in the classroom.

The final claim that became apparent to me from reading the study was based
around Mr. Sparks treating the pupils differently according to which suited him.
In the section headed 'of students and pupils', the author notes that in one
instance Mr. Sparks says, 'they're still children you know' however, at a later
stage he defines them as 'responsible students, taking charge is their own
learning'. He seems to do this purely because it fits with the point he is trying to
make.

This becomes problematic for the students themselves who will ever be really
sure at what level they will be judged.

B1045005
4

Authors assumptions

In my opinion, the author doesn't particularly make any assumptions in this study,
it appears to be based upon claims which are supported by evidence from
observation rather than the author just assuming what will happen.

Implications for teaching

After reading this article, I realise there may be certain implications for my own
teaching experience.
I feel it will be vitally important to understand how pupils learn and have an
awareness of different learning styles.
Clearly from this article, not everyone sees things in the same way, and from a
teaching point of view, that may not be purely from an academic point of view
based in ability but may also be affected by an individual's social background.

Relevance and significance of the reading to my understanding of teaching and
learning in Design and Technology.

The relevance and significance of this article to me is particularly important when
considering Design and Technology as a whole subject.
For a pupil to be engaged within a lesson or project, they must see the relevance
for themselves and to the outside world. How this is communicated by me as a
teacher of the subject could be greatly affected by a students social background
as much as their academic ability.
This isn't something I had particularly considered before but will definitely be
taken forward into my own teaching practice.

References

Aikenhead, G. S., Ryan, A. G. and Fleming, R. (1989) Views on Science
Technology
B1045005
5

Society (University of Saskatchewan: Department of Curriculum Studies,
University of Saskatchewan).
Bourdieu, P. (1997) Meditations Pascaliennes (Paris: Seuil).
Bourdieu, P. andWacquant, L. J.D. (1992) An Invitation to Reflexive Sociology
(Chicago,
IL: The University of Chicago Press).
Brickhouse, N. W. (1992) Ethics in field-based research: ethical principles and
relational
considerations. Science Education, 76, 93103.
Brookhart-Costa, V. (1993) School science as a rite of passage: a new frame for
familiar
problems. Journal of Research in Science Teaching, 30, 649668.
Edwards, D. and Potter, J. (1992) Discursive Psychology (London: Sage).
Ehn, P. (1992) Scandinavian design: on participation and skill. In P. S. Adler and
T. A.
Winograd (eds), Usability: Turning Technologies into Tools (New York: Oxford
University Press), 96132.
Fraser, B. J., Giddings, G. J. andMcRobbie, C. J. (1993) Assessing the climate of
science
laboratory classes. In B. J. Fraser (ed.), Research Implications for Science and
Mathematics Teachers. Volume 1 (Perth: Curtin University of Technology), 41
50.
Gilbert,G.N. andMulkay,M. (1984) Opening Pandoras Box: A Sociological
Analysis of
Scientists Discourse (Cambridge: Cambridge University Press).
Gunstone, R. (1984) Circular motion: some pre-instruction alternative
frameworks.
Research in Science Education, 14, 125136.
74 W.-M. ROTH ET AL
Downloaded By: [Sheffield Hallam University E Only] At: 07:04 15 September
2010
Haraway, D. (1995) Situated knowledges: the science question in feminism and
the privilege
of partial perspective. In A. Feenberg and A. Hannay (eds), Technology and the
Politics of Knowledge (Bloomington, IN: Indiana University Press), 175194.
Jayyusi, L. (1991) Values and moral judgement: communicative practice as a
moral order.
In G. Button (ed.), Ethnomethodology and the Human Sciences (Cambridge:
Cambridge University Press), 227251.
Jordan, B. (1992) New research methods for looking at productivity in
knowledge-intensive
organizations. In H. V. D. Parunak (ed.), Productivity in Knowledge-intensive
Organizations: Integrating the Physical, Social, and Informational environments
(Ann
Arbor, MI: Industrial Technology Institute), pp. 194216.
B1045005
6

Latour, B. (1992) Aramis ou lAmour des Techniques (Paris: Editions la
Decouverte).
Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral
Participation
(Cambridge: Cambridge University Press).
Lederman, N. G. (1992) Students and teachers conceptions of the nature of
science: a
review of the research. Journal of Research in Science Teaching, 29, 331359.
Louden, W. and Wallace, J. (1994) Knowing and teaching science: the
constructivist
paradox. International Journal of Science Education, 16, 649657.
Lucas, K. B.,McRobbie, C. and Roth,W.-M. (1996) The nature of science as
viewed by
students and their teacher and as enacted in the curriculum. Paper presented at
the
Annual Conference of the National Association for Research in Science
Teaching, St.
Louis, MO, April.
Lynch,M. and Bogen,D. (1996) The Spectacle of History: Speech, Text, and
Memory at the
Iran-contra Hearings (Durham: Duke University Press).
McRobbie,C. J., Roth,W.-M. and Lucas,K.B. (1997)Multiple learning
environments in a
physics classroom. International Journal of Educational Research, 333342.
Ric-ur, P. (1990) Soi-meme Comme un Autre (Paris: Seuil).
Roth,W.-M. and Alexander,T. (1997) The interaction of students scientific and
religious
discourses: two case studies. International Journal of Science Education, 19,
125146.
Roth, W.-M. and McGinn, M. K. (1998) >unDELETE science education:
/lives/work/
voices. Journal of Research in Science Technology, 35, 399421.
Roth, W.-M., McRobbie, C. and Lucas, K. B. (1996) Students talk about circular
motion
within and across contexts and teacher awareness. Paper presented at the
Annual
Conference of the American Educational Research Association, New York, NY.
Roth,W.-M.,McRobbie, C. and Lucas,K.B. (1998) Four dialogues and metalogues
about
the nature of science. Research in Science Education, 28, 107118.
Roth, W.-M., McRobbie, C., Lucas, K. B. and Boutonne-, S. (1997a) The local
production
of order in traditional science laboratories: a phenomenological analysis.
Learning and
Instruction, 7, 107136.
B1045005
7

Roth,W.-M., McRobbie, C., Lucas, K. B. and Boutonne-, S. (1997b)Why do
students fail
to learn from demonstrations? A social practice perspective on learning in
physics.
Journal of Research in Science Teaching, 34, 509533.
Roth, W.-M. and Tobin, K. (1996) Aristotle and natural observation versus Galileo
and
scientific experiment: an analysis of lectures in physics for elementary teachers
in
terms of discourse and inscriptions. Journal of Research in Science Teaching,
33,
135157.
Roth, W.-M., Tobin, K. and Shaw, K. (1997) How numbers, tables, graphs, and
money
come to re-present a rolling ball: a microanalysis of difficult physics lectures.
International Journal of Science Education, 19, 10751091.
Taylor, P. C., Dawson, V. and Fraser, B. J. (1995) Classroom learning
environments
under transformation: a constructivist perspective. Paper presented at the Annual
Meeting of the American Educational Research Association, San Francisco, CA,
April.
Tijmes, P. (1995) The Archimedean point and eccentricity: Hannah Arendt s
philosophy of
science and technology. In A. Feenberg and A. Hannay (eds), Technology and
the
Politics of Knowledge (Bloomington, IN: Indiana University Press), 236251.
Tobin, K. (1992) Ethical concerns and research in science classrooms: resolved
and unresolved
dilemmas. Science Education, 76, 105117.
Traweek, S. (1988) Beantimes and Lifetimes: The World of High Energy
Physicists
(Cambridge, MA: MIT Press).
ONE CLASS, MANY WORLDS 75









B1045005
8

Introduction

For the second section of my reading assignment, I read a paper titled ' factors
contributing towards low ability and disaffected students having a positive
perception of the relevance of Design and Technology: A case study in a welsh
secondary school' written by Mike Thomas and Dr Howard Denton,
Loughborough university, UK.

The paper looks at Design Technology lessons specifically; to learn what factors
affect a pupils perceived relevance of the subject.
The paper concentrates mainly on disaffected and low ability pupils that see
school as irrelevant, have negative relationships within school, have problems
outside of school and have low self-esteem.

Authors purpose

The authors purpose within this paper is to provide research into two specific
questions, the first one being, 'what factors can be observed in Design and
Technology classroom practice that contribute towards pupils having a positive
perception of the relevance of Design and Technology at this school.

The second focuses more specifically on the school environment rather than the
subject as a whole. The author wishes to discover the features of a Design and
Technology lesson that 'motivates disaffected and low ability pupils to engage in
learning while they are still disruptive and disaffected in other lessons.'

Main claims

The main claim throughout the paper appears to be that the relevance of Design
and Technology is referred to time and time again during the lessons.
B1045005
9

Even though this is sometimes not very systematically executed, it appears to
have a dramatic effect on behavior.
The lack of relevance referenced on other subjects is also a common theme,
although not the focus of this paper and is merely used as a comparison tool.

The author also categorises the relevance references into three, separate areas.

Relevant for the future/ for a career or examination
Relevant for the present /need to complete a task/enjoyable/health and
safety
Relevant in a pastoral sense/relate to real world situations

Arguments and evidence

There are numerous pieces of evidence which support the claims of this paper,
case study one in particular shows how effective the perception of relevance can
be regarding a students behaviour and performance.
'80% of the group from case study 1 had been temporarily excluded at some
time. The pupils were in bottom sets for all subjects. Some staff refused to teach
the group.'

Yet the same group were 'performing to a better standard than they were
producing in other subject areas, yet still continued to be disruptive and
disaffected in other lessons' This statement is supported by data collected from
school academic/behavioural records and external examination results.

Relevance is referenced in many ways which are applicable to the students and
their lives, such as when the teacher shows them an insert from a chocolate box,
'how was it made in the real world?' This then leads to a lesson on vacuum
forming where the pupils made their own insert.

B1045005
10

Authors assumptions

In this study, although based on research, the author does seem to assume that
Design and Technology is perceived as relevant amongst the majority or
students.

It may be that his assumption is based on previous knowledge and is clearly
backed up through research but it does appear to be the authors own opinion
too.

Implications for teaching

In order to gain the best learning experience and be fully engaged within the
lesson, they must be able to make connections between the subject and
themselves, their lives and their future.

References

Cambridge Advanced Learner's Dictionary
Cambridge University Press (2003)
Atkinson, S (1993) Identification of some causes of
demotivation amongst KS 4 pupils in studying
technology with special reference to design and
technology, In J S Smith (ed) IDATER 93, Department
of Design and Technology, Loughborough University,
17-26
Brochocka, K.Y, Baynes, K, and Smith, J S (2001)
Pupils views of school and popular culture, their
opinions of design and technology at KS3 and their
perception of its relevance for their futures, In,
Norman, E.W.L. and Roberts, P.H. (eds.) IDATER,
2001, Department of Design and Technology,
Loughborough, 23-29
Cohen, L., Manion, L and Morrison, K, (2000),
Research Methods in Education, Routledge Falmer,
London
Daniels, H., Visser, J., Cole, T., and de Reybekill, N.
(1998), Emotional and Behavioural Difficulties in
B1045005
11

Mainstream Schools, Department for Education and
Employment, Research Report, RR90 in
www.education.bham.ac.uk/aboutus/profiles/inclusion
/visserj/default.htm - 61k - 20 Jul 2005
Davies, L., Fox, J., Grover, and Mitchell, A. (2004)
Approaches to teaching pupils with Behavioural,
Emotional and Social Difficulties in Design and
Technology, DATA International Research Conference
Denton, H, (1992), Towards maximising pupil
endeavour: An enquiry into a learning approach
centred on teamwork and simulation in the context of
Technology education. Unpublished PhD thesis,
Loughborough
Denton, H, (1994), Critical inputs within on-going
Design and Technology project work, J.S Smith, (ed)
IDATER 94, Loughborough University, 60-63
Estyn, (Welsh Schools Inspectorate), (2004),
Supplementary guidance on listening to learners,
Estyn, Cardiff
Geen, A. (2001), Effective teaching for the 21st
century UWIC Press, Cardiff
Growney, C. (1996) Gender inequality in design and
technology;...the pupils perspective, J S Smith (ed) -
IDATER 96, Department of Design and Technology,
Loughborough University, 75-79
Gutteridge, D. (2005) Eaton (City of Norwich) School,
Norwich, Norfolk, U.K.2005 www.uea.ac.uk, 7/5/05
Hustler, D., Callaghan, J., Cockett, M, & McNeil, J.
(1998), Choices for life: An evaluation of Rathbone
C.I.s work with disaffected and excluded school
pupils, Manchester Metropolitan University,
Manchester
Kvale, S. (1996) Interviews, Sage, London
Lave, J and Kvale, S. (1995) What is anthropological
research? International Journal of Qualitative Studies
in Education, 8(3) 219-228
Leach, D.J. Ingram, K.L. (1989) The effects of
information and feedback on teachers classroom
behaviour and students academic engaged time.
Educational Psychology, 9, 3, 167-184
Likert, R (1932) A technique for the measurement of
attitudes, Columbia Press, New York
Ofsted, (2004) Every child matters: new
arrangements for the inspection, assessment and
review of services for children and young people,
(Dec. 2004), Ofsted, London
B1045005
12

RESEARCH
Factors Contributing Towards Low Ability and Disaffected Pupils Having
a Positive Perception of the Relevance of Design and Technology:
a case study in a Welsh secondary school
Design and Technology Education: An International Journal 12, 1 53
Ofsted, (2005) A study of children and young people
who present challenging behaviour, (Nov. 2003),
Ofsted, London
Oppenheim, A.N. (1992) Questionnaire design,
interviewing and attitude measurement, Pinter
Publishers, London
Pollard, A. and Triggs, P. (1997) Reflective teaching in
secondary education Cassell, London
Potts, P. and Armstrong, F. (1995) Developing
inclusive curricula: equality and diversity in education,
Hobbs, Southampton
Rogers, C, (1998) The interpersonal relationship in
the facilitation of learning, Crawford, M., Edwards, R,
and Kydd, L., (eds.), Taking Issue, Routledge, London.
Thomas, M. and Denton, H. (2006) Exploring low
ability and disaffected pupils perceptions of the
relevance of design and technology: a case study
with a group of pupils aged between 14 and 16, Key
Stage 4, E Norman (ed) Design and Technology
Education: and International Journal, Trentham Books
Ltd, Stoke on Trent, Volume 11.1, 145-58
Thomas, M and Denton, H. (2006a) Ethical
Practitioner Research in Design and Technology
Education: Developing a position and checklist for an
action research project, E Norman, D Spendlove G
Owen-Jackson (ed) The D&T Association International
Research Conference, 2006
Toffler, A . (1970), Future Shock, Bodley Head,
London
Tufnell, R. Cave, J. and Neale, J. (1997) Teachers
beliefs about the value of making, J S Smith (ed)
IDATER 97, Department of Design and Technology,
Loughborough University, 223-229
Woods, P. (1996) E835, educational rese





B1045005
13

Introduction

For the final part of my assignment I read a paper titled 'is mathematics
T.I.R.E.D? A profile of quiet disaffection in the Secondary Mathematics
classroom.'

This study focuses on groups of students disaffected within Mathematics
classrooms whose disaffection is not apparent through disruptive behaviour,
absenteeism or special needs, but by disengagement and invisibility. The paper
also addresses the negative attitude towards Mathematics as a subject and an
increasingly smaller percentage of students pursuing the study of Mathematics at
upper secondary level and beyond.

Authors purpose

In my opinion, the authors purpose with this paper is to investigate the possible
reasons for a lack of engagement and interest within the quietly disaffected
students of a Mathematics classroom.

I think the author also intends to draw attention to the students less obviously
disaffected as they are seemingly overlooked in comparison to the students with
absenteeism and disruptive behaviour.

Main claims

One of the points raised frequently within the paper is the ideas that some of the
students within the Mathematics classroom made participating due to school and
parental pressure rather than engagement or enjoyment.

Another issue raised in the study is that many students included in the research
considered Mathematics to be 'boring' and 'too difficult'. A possible reason for this
B1045005
14

could be that some of the students view the work as irrelevant, decontextualised,
textbook based tasks.
Students need to see the relevance of what they are doing to the real world and
to see how it will assist them in the future.

Arguments and evidence

The authors refer to 'quietly disaffected students who apparently engage with
mathematical tasks in the classroom' but, as their evidence suggests, 'out of a
sense of professional obligation or under school and parental pressure.'
This point becomes quite clear later oh the article, one student is asked to
comment on completing a mathematics task, saying 'I'll just try like one question
and then .......or I'll do like five questions so I don't get into trouble.'
It is clear that the pupil being referred to above is participating purely because
they have to and not because they want to.

The second issue of students finding the subject 'boring' and 'difficult' is
mentioned numerous times throughout the study.
The paper makes references to the way in which the subject is sometimes
taught.
One student says 'you've got to spend an hour now looking at the book, But I
suppose you've got to do that and thats why Maths has got a bad reputation.'
This piece of evidence supports both claims within the paper. The author does go
on, however, to include the following information,
' in recent years there has been an effort to contextualise school mathematics
through the use of activities perceived by their creators as practical and relevant.

This makes it clear that the problem is apparent and efforts are being made to
change the relevance of Mathematics to students in order to increase
engagement and enjoyment.

B1045005
15

Authors assumptions

When reading the introduction to this paper it seems that the author assumes the
majority of Mathematics to be taught as a 'decontextualised, textbook based
subject.'
In my experience, this is not necessarily the case, a large majority of Maths
lessons I have been involved in use Mathematics to create relevant references to
today's world.

Implications for teaching

Are reading this paper, it really shows the importance of student engagement by
making the task relevant to them. The fact that there will be instances where
textbooks are appropriate but to be mindful that students don't necessarily have
an understanding of a method purely by answering out of a textbook and arriving
at the correct answer.

Relevance and significance of the reading to my understanding of teaching and
learning in Design and Technology

When applying the research in this paper to my own teaching, it will be essential
to use the points made above to make whichever task being completed relevant
to all students.

REFERENCES

BOALER, J. (1994) When do girls prefer football to fashion? An analysis of
female underachievement in
relation to realistic mathematics context, British Educational Research Journal,
20, pp. 551564.
BOALER, J. (1997a) Experiencing School Mathematicsteaching styles, sex
and setting (Buckingham,
Open University Press).
B1045005
16

BOALER, J. (1997b) Reclaiming school mathematics: the girls fight back, Gender
and Education, 9, pp.
285305.
BOALER, J. (1998) open and closed mathematics: student experiences and
understandings, Journal for
Research in Mathematics Education, 29, pp. 4163.
BOALER, J., WILLIAM, D. & BROWN, M. (2000) Students experiences of ability
groupingdisaffection,
polarization and the construction of failure, British Educational Research Journal,
26, pp. 631648.
BROWN, L. (1992) The influence of teachers on childrens image of
mathematics, For the Learning of
Mathematics, 12, pp. 2933.
BROWN, M. (1999) Problems of interpreting international comparative data, in:
B. JAWORSKI & D.
PHILLIPS (Eds) Comparing Standards Internationally: research and practice in
mathematics and
beyond, pp. 183205 (Oxford, Symposium Books).
COOPER, P. (1993) Effective Schools for Disaffected Students: integration and
segregation (London,
Routledge).
DICK, T. P. & RALLIS, S. F. (1991) Factors and influences on high school
students career choices, Journal
for Research in Mathematics Education, 22, pp. 281292.
DORN, S. (1996) Creating the Dropout: an institutional and social history of
school failure (London,
Routledge & Kegan Paul).
ELLIOTT, J. (1997) Curriculum Experiment (Buckingham, Open University
Press).
ELLIOTT, J. (1991) Action Research for Educational Change (Buckingham,
Open University Press).
GLASER, B. G. & STRAUSS, A. L. (1967) The Discovery of Grounded Theory:
strategies for qualitative
research (New York, Aldine de Gruyter).
HAMMERSLEY, M. (1990) Classroom Ethnography (Open University Press,
Milton Keynes).
HENSEL, L. T. & STEPHENS, L. J. (1997) Personality and attitudinal influences
on algebra achievements
[sic] levels, International Journal of Mathematical Education in Science and
Technology, 28, pp.
2529.
366 E. Nardi & S. Steward
HOLTON, D. A., ARTIGUE, M. & KIRCHGRABER, U. (2001) The Teaching and
Learning of Mathematics at
University Level: an ICMI study (Dordrecht, Kluwer).
B1045005
17

HOUSE, J. D. (1995) Noncognitive predictors of achievement in introductory
college chemistry, Research
in Higher Education, 36, pp. 473490.
IBEN, M. F. (1991) Attitudes and mathematics, Comparative Education, 27, pp.
135151.
JAWORSKI, B. (1994) Investigating Mathematics Teaching: a constructivist
enquiry (London, Falmer
Press).
JAWORSKI, B. & PHILLIPS, D. (Eds) (1999) Comparing Standards
Internationally: research and practice
in mathematics and beyond (Oxford, Symposium Books).
JOHNSTON, S. (1994) Choosing mathematics: You need it even if you dont
want to do it, Australian
Journal of Education, 38, pp. 233249.
JONES, L. & SMART, T. (1995) Confidence and mathematics: a gender issue?,
Gender and Education, 7,
pp. 157166.
JONES, J. & YOUNG, D. J. (1995) Perceptions of the relevance of mathematics
and science: an Australian
study, Research in Science Education, 25, pp. 318.
KEYS,W. & FERNANDES, C. (1993) What Do Students Think about School?
(Slough, National Foundation
for Educational Research).
KLOOSTERMAN, P. & STAGE, F. K. (1992) Measuring beliefs about
mathematical problem solving, School
Science and Mathematics, 92, pp. 109115.
LERMAN, S. (1998) Cultural perspectives on mathematics and mathematics
teaching and learning, in: F.
SEEGER, J. VOIGT & U. WASCHESCIO (Eds) The Culture in the Mathematics
Classroom (Cambridge,
Cambridge University Press).
LEWIS, A. (1992) Group child interviews as a research tool, British Educational
Research Journal, 18,
pp. 413420.
MA, X. (1997) Reciprocal relationships between attitude toward mathematics and
achievement in
mathematics, Journal of Educational Research, 90, pp. 221229.
MAQSUD, M. & KHALIQUE, C. M. (1991) Relationships of some socio-personal
factors to mathematics
achievement of secondary school and university students in Bophuthatswana,
Educational Studies in
Mathematics, 22, pp. 377390.
MCLEOD, D. B. (1992) Research on affect in mathematics education: a
reconceptualisation, in: D. A.
GROUWS (Ed.) Handbook of Research on Mathematics Teaching and Learning
(New York, Macmil-
B1045005
18

lan).
MCLEOD, D. B. (1993) Connecting research to teaching, Mathematics Teacher,
86, pp. 761763.
MORGAN, D. L. (1997) Focus Groups as Qualitative Research (London, Sage).
NARDI, E. & STEWARD, S. (2001) Observations on the nature of quiet
disaffection in the mathematics
classroom, Proceedings of the 25th Annual Conference of the International
Group for Psychology in
Mathematics Education, vol. III, pp. 407414.
NARDI, E. & STEWARD, S. (in preparation) On the invisibility paradox and other
methodological
constraints in a study of quiet disaffection in the mathematics classroom.
NORWICH, B. (1994) Predicting girls learning behaviour in secondary school
mathematics lessons from
motivational and learning environment factors, Educational Psychology, 14, pp.
291306.
NORWICH, B. (1999) Pupils reasons for learning and behaving and for not
learning and behaving in
English and mathematics lessons in secondary school, British Journal of
Educational Psychology, 69,
pp. 547569.
NORWICH, B. & JAEGER, M. (1989) The predictive relationship between beliefs,
attitudes, intentions and
secondary school mathematics learning: a theory of reasoned action approach,
British Journal of
Educational Psychology, 59, pp. 314325.
OAKLEY, J. (1999) RHINOS (Really Here in Name Only), a Research Report
about the Quietly
Disaffected for the Norwich Area School Consortium, unpublished report.
REID, K. (1987) Combating School Absenteeism (London, Hodder & Stoughton).
REYNOLDS, D. & SULLIVAN, M. (1979) Bringing schools back in, in: L.
BARTON & R. MEIGHAN (Eds)
Schools, Pupils and Disaffection, (Driffield, Nafferton).
REYNOLDS, A. J. & WALBERG, H. J. (1992) A process model of mathematics
achievement and attitude,
Journal for Research in Mathematics Education, 23, pp. 306328.
RUDDUCK, J., CHAPLAIN, R. & WALLACE, G. (1996) School Improvement:
what can pupils tell us?
(London, David Fulton).
RUFFELL, M., MASON, J. & ALLEN, B. (1998) Studying attitude to mathematics,
Educational Studies in
Mathematics, 35, pp. 118.
Disaffection in Secondary Mathematics 367
SCHIEFELE, U. & CSIKSZENTMIHALYI, M. (1994) Interest and the quality of
experience in classrooms,
European Journal of Psychology of Education, 9, pp. 251269.
B1045005
19

SCHOSTAK, J. (Ed). (1991) Youth in Trouble: educational responses (London,
Kogan Page).
SIMON, H. A. (1967) Motivational and emotional controls of cognition,
Psychological Review, 74, pp.
2939.
SKAALVIK, E. M. (1994) Attribution of perceived achievement in school in
general and in maths and
verbal areas: relations with academic self concept and esteem, British Journal of
Educational
Psychology, 64, pp. 133143.
STEWARD, S. (2002) Ability grouping, sex and social classeffects on attitude
towards and confidence
in mathematics, Proceedings of the 26th Annual Conference of the International
Group for Psychology
in Mathematics Education, vol. I, pp. 320.
STEWARD, S. & NARDI, E. (2002a) I could be the best mathematician in the
world if I actually enjoyed
it. Im 14, and I know that! Why cant some adult work it out?Part I,
Mathematics Teaching, 179,
pp. 4144.
STEWARD, S. & NARDI, E. (2002b) I could be the best mathematician in the
world if I actually enjoyed
it. Im 14, and I know that! Why cant some adult work it out?Part II,
Mathematics Teaching, 180,
pp. 49.
TATTUM, D. P. (Ed). (1986) Management of Disruptive Pupil Behaviour in
Schools (Chichester, Wiley).
TIKLY, C. & WOLF, A. (2000) The Maths We Need Now: demands, deficits and
remedies, Bedford Way
Papers (London, Institute of Education).
WILLIAMS, J. E. (1994) Gender differences in high school students efficacy-
expectation/performance
discrepancies across four subject matter domains, Psychology in the Schools,
31, pp. 232237.
WONG, N. (1992) The relationship among mathematics achievement, affective
variables and home
background, Mathematics Education Research Journal, 4, pp. 32