Separate But Equal?: A Levels and GNVQs (Further Education (London, England).)

This book looks in detail at the strong contrasts in the provision traditionally made for 'academically' and 'vocationally' minded students, and looks at differences and similarities in practice. The chapters report evidence of how students on both sides think they have been taught. They also report on how those students prefer to learn, how their teachers define the kinds of learning appropriate for particular qualifications and how the organisation of learning for 'different but equal' qualifications was observed in forty schools and colleges. The book's main focus is on the objectives and processes of learning at a stage which is certainly being transformed, but which is still powerfully shaped by myths about the sixth form and education of 'leaders'. This book contrasts British programs for vocationally and academically minded students and looks at differences and similarities in practice in General National Vocational Qualifications (GNVQs) and Advanced level (A level) courses. "Contrasts in Learning?" (Tony Edwards) provides background. "Educating Leaders and Training Followers" (Tony Edwards) outlines the difficulty in securing parity of esteem for training alternatives and differences in curriculum, assessment, and pedagogy in A level and Advanced GNVQ. "Listening to Students and the 50 Percent Framework" (Carol Taylor Fitz-Gibbon) draws on data from the first four Advanced GNVQs to address how they are operating and the extent to which they can be judged to earn parity of esteem. "Classroom Observation in Academic and Vocational Courses Post-16" (Nick Meagher) examines results from classroom observation and suggests interpretations for the difference between academic and vocational learning. "A Level English Language and English Literature: Contrasts in Teaching and Learning" (Frank Hardman) draws on two empirical studies to explore teaching and learning methods in the A level curriculum. "Links between Learning Styles, Teaching Methods, and Course Requirements in GNVQ and A Level" (Roy Haywood) explores potential and real links. "Concentrated and Distributed Research: Reflective Observations on Methodology" (Carol Taylor Fitz-Gibbon) uses the Kolb model to express doubts about research styles that avoid active experimentation. "Conclusion: Different and Unequal?" draws tentative conclusions about differences between A levels and GNVQ alternatives and the prospects for parity between them. Contains 223 references and an index. (YLB) Looking In Detail At The Strong Contrasts In The Provision Traditionally Made For 'academically' And 'vocationally' Minded Students, The Authors Discuss The Differences And Similarities In Practice, As Observed In 40 Schools And Colleges. 1. Contrasts In Learning? / Tony Edwards -- 2. Educating Leaders And Training Followers / Tony Edwards -- 3. Listening To Students And The 50 Per Cent Framework / Carol Taylor Fitz-gibbon -- 4. Classroom Observation In Academic And Vocational Courses Post-16 / Nick Meagher -- 5. A Level English Language And English Literature: Contrasts In Teaching And Learning / Frank Hardman -- 6. Links Between Learning Styles, Teaching Methods And Course Requirements In Gnvq And A Level / Roy Haywood -- 7. Concentrated And Distributed Research: Reflective Observations On Methodology / Carol Taylor Fitz-gibbon -- 8. Conclusion: Different And Unequal? Tony Edwards ... [et Al.]. Includes Bibliographical References (p. 177-186) And Index. Preliminaries......Page 1 CONTENTS......Page 5 1 CONTRASTS IN LEARNING?......Page 12 2 EDUCATING LEADERS AND TRAINING FOLLOWERS......Page 20 3 LISTENING TO STUDENTS AND THE 50 PER CENT FRAMEWORK......Page 42 4 CLASSROOM OBSERVATION IN ACADEMIC AND VOCATIONAL COURSES POST-16......Page 76 5 A LEVEL ENGLISH LANGUAGE AND ENGLISH LITERATURE......Page 110 6 LINKS BETWEEN LEARNING STYLES, TEACHING METHODS AND COURSE REQUIREMENTS IN GNVQ AND A LEVEL......Page 140 7 CONCENTRATED AND DISTRIBUTED RESEARCH......Page 178 8 CONCLUSION: DIFFERENT AND UNEQUAL?......Page 184 References......Page 192 Index......Page 204 This book looks in detail at the strong contrasts in provision traditionally made for 'vocationally' and 'academically' minded students, and looks at differences and similarities in practice. This title looks in detail at the strong contrasts in provision traditionally made for vocationally and academically minded students, and looks at differenences and similarities in practice