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1.
Michael Jopling Judy Whitmarsh Mark Hadfield 《International Journal of Early Years Education》2013,21(1):70-84
This paper describes the findings of a qualitative evaluation of an early years' intervention, I Can's Early Talk (ET) programme. ET was designed to improve speech, language and communication outcomes for children aged 0–5 by focusing on enhancing practitioners' knowledge and skills. The research focused on children aged 3–4 years and was conducted in 14 Sure Start Children's Centres across England, using a combination of observations and interviews with practitioners, centre managers and local authority staff, along with a questionnaire survey of parents. Findings revealed improvements in practitioners' confidence and practice as a result of participating in the programme. The results also suggest that participating practitioners felt their capacity to understand and reflect on how to support children's speech, language and communication improved, particularly in the children's centres which had been accredited for over six months. ET was also found to offer a balance of support and challenge which consolidated and extended good practice and identified areas for development where practice was less effective. In addition, some of the challenges, which characterised and ultimately enhanced the research process, are described. 相似文献
2.
Christopher Michael Whitsel Kate Lapham 《International Journal of Early Years Education》2014,22(1):105-116
Within the development studies framework, empowerment involves increasing individual agency vis-à-vis the formal and informal opportunity structure. The Open Society Foundation's Early Childhood Programme developed the Getting Ready for School programme specifically for parents of preschool-age children to use at home in the year before school to build early math and literacy skills in their children. In Tajikistan, parents met on a regular basis with teachers in their local schools to learn activities to use with their children at home. Focus group reports indicated that parents gained knowledge and self-confidence as a result of programme participation, considered foundational aspects of the empowerment process. Responses also demonstrated that parents displayed characteristics of empowerment as they used programme activities and skills not only with their six-year-old child, but with siblings, extended family members and community children. They also shared the skills they learned with family members and neighbours. 相似文献
3.
Focusing on ‘Whole school action on Numeracy’, research began in six primary schools undergoing an Office for Standards in Education (OFSTED) inspection during the year September 1997 to 1998, as part of the Leverhulme Numeracy Research Programme. The Numeracy Task Force was working during that time to prepare the Numeracy Strategy with its implementation date of September 1999. Schools were aware that this was coming, but had the major innovation of the National Literacy Strategy to implement in September 1998. This paper reports on the ways in which three major outside constraints — OFSTED inspection with its attendant Action Plan, a national focus on Literacy and the impending National Numeracy Strategy — caused conflicts for schools as they planned action to raise attainment in numeracy. 相似文献
4.
This paper focuses on parents' perspectives of combining special and mainstream services for their children in the early years, offering insights into: how parents came to make this choice for their children's education; what parents expected from the combined provision and how their expectations were being met in practice. The data presented formed part of a small‐scale, UK‐based study that investigated local discourses and practices operating for young children within a global context of commitment to inclusion. Despite moves towards inclusive early years education in the UK, many parents of young children identified as having special educational needs opt for a combination of both inclusive and special early years settings. A survey sent to early years providers, voluntary groups and parents in three local education authorities (LEAs) in southern England, revealed that the practice of combining placements was widespread. Follow‐up interviews with parents of five children revealed rich detail about the processes of choice making and parents' expectations and experiences of combined provision. The research findings have clear implications for the development of inclusive education and its appeal to parents, who may need convincing that it can offer sufficient specialist expertise and resources. 相似文献
5.
John Elliott 《Educational Action Research》2015,23(1):4-21
Curriculum aims often remain unrealised aspirations. This is because the values and principles implicit in them fail to get articulated in forms that can effectively inform and guide the practice of teaching. Ideas such as ‘learner-centred education’, ‘independent/autonomous learning’, ‘self-directed learning’, ‘enquiry/discovery learning’, ‘collaborative learning’, ‘active learning’ and ‘learning with understanding’ refer to critical aspects of the learning process rather than its outcomes. While often enthusiastically embraced by teachers, they rarely get realised in appropriate forms of virtuous action. Such is the power of an outcomes-based model of teaching and learning to shape the practice of teaching. This paper cites examples of curriculum design that specify the pedagogical values and principles implicit in various educational aims, and shows how they can provide a basis for practical experiments by teachers in their classrooms and schools, in a quest to transform their teaching into concrete forms of virtuous action. Indeed, the paper depicts a number of actual action research projects in which teachers generated some common insights into how to transform their teaching into the practice of virtue in education. It also explores the role of theory-informed action research in developing teaching as a virtuous form of action. 相似文献
6.
Yuk Ching Lai Judith Gill 《Early Years: An International Journal of Research and Development》2019,39(2):132-147
Initially developed from policies implemented under British rule, the integrated programme for children with disabilities has not been widely publicised in the context of early childhood education in the Hong Kong Special Administrative Region (HKSAR). Local communities have responded differently to the integrated programme implemented in mainstream kindergarten-cum-child care centres (Kg-cum-CCCs), which serve children from 2 to 6 years old. This study focuses on the perceived benefits and challenges of the integrated programme implemented in mainstream Kg-cum-CCCs. Thirty stakeholders (18 school personnel and 12 parents of children with and without disabilities) from six integrated Kg-cum-CCCs took part in a series of semi-structured in-depth interviews, providing a comprehensive database for this study. The data were analysed with reference to previous studies on the integrated programme for children with disabilities in the context of the current educational experience in the HKSAR. The findings indicate that the stakeholders believe that the integrated programme can benefit children with and without disabilities, but that it can also cause challenges for these children. Implications for policy and practice are discussed. 相似文献
7.
Elena Soukakou Maria Evangelou Becki Holbrooke 《International Journal of Inclusive Education》2018,22(10):1124-1135
Research has highlighted that children with Special Educational Needs (SEN) might be at risk of receiving less-than-outstanding experiences in settings typically rated as outstanding. There are still significant barriers to the implementation of high-quality inclusive practices in early years settings: inadequate preparation of early educators for implementing inclusive classroom practices, and a lack of reliable and valid measures for assessing the quality of inclusive practice. The Inclusive Classroom Profile (ICP) was designed to measure the quality of inclusive classroom practices that can support the developmental needs of children with SEN in early childhood programmes. This paper describes the first study that explored the feasibility and usefulness of the ICP measure for quality improvement. The usability of the ICP was explored in the context of a partnership between a team of early years inclusion advisors and inclusive settings in one local authority in south England. Early years advisors received training for using the ICP and performed follow-up feedback visits to settings. Advisors achieved reliability proficiency and rated the ICP measure and training programme positively. Future research needs to investigate how the ICP might support quality improvement through designing and piloting the effectiveness of a multi-component professional development programme. 相似文献
8.
Lesley Saunders 《Educational Assessment, Evaluation and Accountability》2010,22(3):199-213
This paper is a reflection on practice. It begins by briefly describing an evaluation of an externally-funded education programme in Kosovo (a new country in south-east Europe). The programme was managed by Save the Children in Kosovo and aimed to develop and promote models of inclusive education through three strands of activity. The first of these provided a bi-lingual multicultural learning environment for children of 3–5 years; the second was designed to integrate children with special educational needs and disabilities into mainstream education; and the third was concerned to support the inclusion of Roma/Ashkali/Egyptian children in primary schooling. The three strands of the programme were piloted in selected schools in different municipalities throughout the country for between 1 year and 3 years. The client (Save the Children in Kosovo) commissioned an independent evaluation to assist with decision-making at a time of transition for the programme. The author (who was the evaluator) discusses how she attempted to address the methodological challenges often typical of this kind of work: a small budget, a compressed time-frame, a complex and volatile socio-political climate and, last but not least, a contractual requirement to produce authoritative recommendations for action. She goes on to reflect on how and why various unplanned events and encounters that occurred outwith the parameters of the evaluation made a significant contribution to its outcomes. The author invites comments from other evaluators about their experiences in similar situations. 相似文献
9.
Paul R. Whiting 《Asia-Pacific Journal of Teacher Education》1999,27(1):77-87
A programme at Sydney University designed to assist trainee teachers to meet the needs of individual children with difficulties in learning is described. Meeting these needs is defined as: being able to assess the child's learning, select appropriate learning experiences, select resources, manage the behaviour of the child, model appropriate language, explain concepts clearly, set out a suitable programme, maintain records, and write a report on the child's progress. Repeated surveys of trainees and more recently of the children and their classroom teachers indicate that the programme is largely meeting its objectives. Whether students work in the Early Learning Unit, the Language Development Unit, or the Numeracy Unit, it appears that this programme is an effective way of operationalizing the theoretical knowledge acquired during initial teacher education. Further, the programme seems to have had positive effects on the classroom behaviours of the children involved. The programme requires significant staff time, but it is an efficient way of supplying individual attention to children and ensuring that learning takes place. Students rate the provision of close supervision as essential to the success of the programme. The repeated request for more time in a programme such as this suggests that the preparation of teachers would be enhanced if they were able to experience the programme in both mathematics and language development. 相似文献
10.
The Independent Review of the Primary Curriculum and the independent Cambridge Primary Review both highlight the need to re‐think children's educational experiences in English classrooms between the ages of five and seven. Recent government initiatives have led to experiences in these early primary years being adult‐directed and often in whole‐class groups, with little place for the play and self‐initiated learning familiar in the Early Years Foundation Stage, which regulates education from birth to five years. This discontinuity in pedagogy has led to concerns at national and local levels. This article describes the efforts of teachers in one English local authority to develop practice in their classrooms which was less formal and teacher‐led and which responded more to the needs and interests of individual children. It describes the reasons for teacher participation in the project, the barriers that they faced and the outcomes for both teachers and children. 相似文献
11.
The age pattern of school entry reflects a complex social and empirical reality that is inadequately captured by a single number. Recognising these complexities in national and international research and policy discourse raises important but neglected questions around the identification of vulnerable groups, the relative value of pre-primary and primary education, as well as the normative powers and responsibilities of governments vis-à-vis parents, and the international educational community vis-à-vis both. This is illustrated by the example of Indonesia, where the official age norm for primary school entry is widely disregarded in practice, with a majority of children starting school one or even two years earlier. Crucially, it is the compliant children entering at the statutory age who tend to be from more disadvantaged households, and enjoy no benefit in educational outcomes from their greater maturity. 相似文献
12.
Gaby C. Jacobs 《Action Learning: Research and Practice》2008,5(3):221-235
Public health is a major focus of government policy worldwide and an expanding area of practice that includes an array of professionals and disciplines. Since the 1980s ‘empowerment’ of individuals and communities to gain greater control over the factors that in?uence their health has become the focus of many national and local policies and practices. In The Netherlands, where the current study is undertaken, empowerment has only recently found its way in the health promotion discourse and a review study found that practitioners feel incapable to transform their current practice in line with the new discourse. Therefore, an action learning programme on empowerment was developed to support practitioners in this process and evaluated using a qualitative case-study approach. In this paper, the process and outcomes of reflection as experienced and described by the practitioners in the action learning programme, are discussed against the background of notions of reflection and reflexivity, critical being and critical pedagogy. 相似文献
13.
This longitudinal study was aimed at increasing our understanding of how teachers learn. It was conducted within a national innovation programme in secondary education. During one year 94 teachers reported six learning experiences using digital logs. The learning experiences were content-analysed in terms of learning activities and learning outcomes. The former comprised six main categories, namely experimenting, considering own practice, getting ideas from others, experiencing friction, struggling not to revert to old ways, and avoiding learning—the first two categories being reported most frequently. Reported learning outcomes referred to changes in knowledge and beliefs, emotions, practices, and intentions for practice, with changes in knowledge and beliefs being reported most frequently and changes in teaching practices being reported rarely. Learning activities were associated significantly with all measures of learning outcomes. Type of learning environment was significantly associated with learning activities and learning outcomes. Results are discussed with respect to ways of fostering teacher learning. 相似文献
14.
Magdalena M. Apanasionok Barah Alallawi Corinna F. Grindle Richard P. Hastings Richard C. Watkins Gemma Nicholls Leanne Maguire Darragh Staunton 《British Journal of Special Education》2021,48(1):90-111
Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils’ mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental Disabilities (TEN-DD) programme could be implemented by teaching staff in a special school in the UK to improve the numeracy skills of students with autism. Adaptations to the delivery of the programme were made during the study as a result of continued collaboration with the participating school. The findings suggest that it may be feasible to implement the TEN-DD programme using a school staff delivery model and it may help learners improve their early numeracy skills. Practical aspects of TEN-DD’s implementation highlighted the need to incorporate more systematic adaptations for minimally verbal students, as well as for learners who might need additional training with prerequisite skills. 相似文献
15.
Tom Phillips 《Education 3-13》2013,41(2):107-125
An account is given of a series of drawings done by two boys (four and six years old) while staying with their grandparents. These are considered within a child development framework emphasising the place of context and the socio-cultural theory of Wertsch. Context is explicated through looking at how household, local culture, mediated action and children's drawings can be connected. Links are made with the Early Years Foundation Stage and the championing of parent–teacher links within effective practice. Grandparenting is partly located within the generativity–stagnation arguments of Erikson in adult development. 相似文献
16.
The Emotional Literacy Support Assistant (ELSA) programme is an example of an individualised intervention to support pupils experiencing a range of social and emotional needs. Semi-structured interviews were conducted to explore parents’ constructions of several aspects of the programme: its aims and how these are achieved; its impact on children, within school and home contexts; the function and value of parental contact with ELSAs; and ways in which the programme could be improved. A thematic analysis of the data indicated that a majority of parents perceived the programme to impact positively on social and emotional aspects of development, with skills learned within the ELSA sessions transferring to the home context. Parents also noted several ways in which the programme could be enhanced: improved home–school communication; agreed and measurable targets and outcomes; and plans for children’s next steps. Implications for developments and extensions of the ELSA programme are discussed and the role of educational psychologists within this process is highlighted. 相似文献
17.
Jean-Claude Pauvert 《Prospects》1970,1(2):13-19
After two years of study and research, the Ivory Coast has drawn up a far-reaching, ambitious programme for televised education.
The aim is to ensure that all children receive primary schooling, to achieve this in fifteen years, and to use the national
network of schools equipped with television to provide education for children and adults alike all over the country.
This is an ambitious project, calling for an exceptional effort on the part of a national community to raise, once and for
all, the educational level of an entire population and to cut through the tangle of obstacles which developing countries encounter
in their struggle against ignorance.
This undertaking is a good example of a country and its government becoming aware of the close relationship between its economic
development and its educational system. It reveals the essential links between the community and the school and the results
of their interaction on a nation-wide scale and, of course, at the local level. It is an example, too, of the modernization
of an educational system which is based alike on genuine national cultural values and on the use of the most up-to-date teaching
methods and techniques—two principles which combine quite naturally, as I shall try to show here.
now chief technical adviser to the Ivory Coast educational television programme. 相似文献
18.
David Zyngier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(1):9-28
Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children’s disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specific community engagement programme in Australia which uses experiential learning in an informal setting. The programme, which has been running for seven years, partners pre-service teachers, volunteer high school students and volunteers from a national bank with primary schools where many pupils are experiencing learning difficulties and school engagement problems as a result of their socio-economic status, their poverty, and their ethnic and cultural diversity. Drawing on the perspectives of the children and volunteers participating in the pilot study, and privileging their voices, this paper illustrates how community partnerships may be developed and sustained. The programme’s conceptual framework of Connecting-Owning-Responding-Empowering (CORE) pedagogy is explored for its potential to enhance student engagement, achievement and empowerment through focused community involvement. The findings show that when students feel connected to and involved in their community, all participants are empowered in their learning and teaching. 相似文献
19.
Sixty-four neglected and abused children with a mentally retarded parent seen from one to seven years earlier, were followed to determine placement outcomes. At the time of follow-up, 11 of 64 children remained with their low functioning parents. Six children had been relinquished voluntarily for adoption and courts had terminated parental rights for 34, resulting in a total of 40 who had been adopted. Nine children were in foster care at the time of the study; two had been awarded to their nonretarded parent following divorce; and two had died. All families had received public financial assistance and medical care and used an average of 10 other services per family. Because of their cognitive limitations, most of these retarded parents were unable to benefit sufficiently from community services to enable them to care for their children. These findings point up the need for a mechanism whereby the retarded adult's right to parent and the child's right to nurturance and protection may both be preserved. Until this dilemma can be resolved, decisions to terminate parental rights in such cases should be made more quickly. 相似文献
20.
Sue Dockett Bob Perry Emma Kearney 《International journal of qualitative studies in education》2013,26(7):802-828
Informed agreement to participate in research is a critical element of ethical practice. When researching with children, opportunities to provide informed agreement are often afforded to adult gatekeepers, yet not necessarily extended to the children involved. This paper reports an approach to engaging with children in research, emphasising strategies to facilitate their informed, and ongoing, assent. As part of a research project seeking children’s perspectives of their local community, researchers developed assent and information forms for children and young people. The aim of these forms was to promote discussion of children’s research rights, including the right to choose whether or not they engaged in the research. Within the broader research project, 130 children aged 4–12 years provided feedback about the forms and discussed how the forms influenced their participation in the research project. 相似文献