The name is absent

80

Alongside these findings are those which suggest that there was,
for students, a more flexible and responsive relationship with the
school and that students had more teaching experience. Despite the
restrictions of practice which centred around responsible (ie VI
Form) and difficult (ie bottom stream) pupils teacher - tutors were
seen as feeling greater responsibility for their students because

concerning the importance of ’integration into school’ as one aspect

assessments of tutees as among their most important activities.

Role of University Tutor

Earlier Lacey comments that implementation of the in-service element

of the Sussex schjeme might have changed the results and this is

apparent throughout this section and perhaps nowhere is it

pertinent than in relation to assessment. The finding needs to be

placed in the context of the position in which Sussex teacher tutors

staff and teacher-tutors no evidence was found of close working

relationships either of university staff in the school nor of teacher-

tutors in the university (1973 Ch8 P25). Such findings suggest that

the good intentions which undoubtedly existed needed to be underpinned
by changes in structure and in roles that require conscious planning

and determined implementation.

<<   78   79   80   81   82   83   84   >>

More intriguing information