Are English children able to grasp grammar better or worse than that of children in other countries? Are they better or worse at numeracy than their neighbours? Does the English education system measure up to the challenge from its competitors? This is an examination of the education system in England as compared with neighbouring countries, such as France. This text shows what pupils in England and France are doing in the classroom and what standards they achieve. The voices of the pupils themselves articulate numerous perceptions.

This fascinating volume compares the experience of young learners in England, France and Denmark in order to examine the relationship between national educational cultures, individual biographies and classroom practices in creating the context for learning. It explores how secondary schools in three very different education systems work to develop the aptitudes and attitudes conducive to lifelong learning in conditions of complexity, uncertainty and multiple change. By drawing upon a rich data-set including questionnaires, individual and group interviews and classroom observation, the book gives a voice to young learners in the three countries. Through detailed case studies and quotations it examines their concerns with schooling, with teachers, with motivation and achievement and explores the very different social contexts which influence their engagement with learning. This book will be an essential resource for researchers, practitioners, students and policy-makers and all those committed to understanding the relationship between culture and learning and to improving secondary education.

A comprehensive analysis of the work of teachers as it impinges on children, colleagues, other professionals, managers, parents, the community, and educational policy. In the process it relates theoretical perspectives to 15 detailed case studies.

This study is based on comparisions between primary schools in France and England. Using detailed interviews with teachers in both countries, it demonstrates different approaches on curriculum content, teaching and school organization, and highlights the fundamental differences in the education.

A comprehensive analysis of the work of teachers as it impinges on children, colleagues, other professionals, managers, parents, the community, and educational policy. In the process it relates theoretical perspectives to 15 detailed case studies.