A new model of collaborative action research; theorising from inter-professional practice development     

Rachel Lofthouse  Jo Flanagan  Bibiana Wigley 《Educational Action Research》2016,24(4):519-534

The development of pedagogies to meet the needs of diverse communities can be supported through inter-professional practice development. This article explores one such experience, that of speech and language therapists developing a new video-based coaching approach for teachers and teaching assistants in multi-cultural settings with high numbers of children learning English as an additional language. To support them in developing and trialling the coaching approach, the expertise of a teacher-educator and educational researcher was provided through a university business voucher. It is this working relationship that the article has as its practical focus, as it transformed to one of collaborative action research. The action research is described, providing the context for a discussion of the characteristics of collaborative action research and the proposal of a new model. This model offers a way of conceptualising collaborative action research through time, and of recognising the importance of the partners’ zones of proximal, contributory and collaborative activities in sustaining change and knowledge-creation.  相似文献   

“You need a phone and camera in your bag before you go out!”: Children’s play with imaginative technologies     

Jo Bird 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):166-176

Early childhood settings value play as the way young children learn and educators encourage children’s re-enactment of cultural practices in the imaginative play spaces provided. From a cultural-historical perspective, children expect these imaginative play spaces to contain objects from their social contexts, but what happens when technologies are not provided? The aim of this study was to explore children’s imaginative play involving working and imaginative technologies within two kindergartens (the year before formal schooling). Imaginative play spaces are designed to replicate social situations relevant to the cultural context in which they occur and as technologies increase in society, their proliferation is reflected within early childhood settings. Understanding the role that imaginative technologies can play in children’s digital literacy learning is important for the early childhood field. Also, these devices are often absent from literature and overlooked in conversations about children’s digital participation. The findings show how the children engaged with the imaginative technologies and raises questions around the influence of these technologies on children’s imaginative play and their technological understandings. The findings have implications for educators’ understandings of children’s play with technologies and the objects they provide in an era where children’s lives are increasingly immersed in technology.  相似文献   

Between tradition and modernity: girls’ talk about sexual relationships and violence in Kenya,Ghana and Mozambique     

Jenny Parkes  Jo Heslop  Francisco Januario  Samwel Oando  Susan Sabaa 《比较教育学》2016,52(2):157-176

This paper interrogates the influence of a tradition-modernity dichotomy on perspectives and practices on sexual violence and sexual relationships involving girls in three districts of Kenya, Ghana and Mozambique. Through deploying an analytical framework of positioning within multiple discursive sites, we argue that although the dichotomy misrepresents the complexity of contemporary communities, it is nonetheless deployed by girls, educational initiatives and researchers in their reflections on girls’ sexual practices and sexual violence. The analysis examines variations between communities in patterns of and perspectives about sexual relationships, transactional sex and sexual violence. It illuminates ways in which features of ‘modernisation’ and ‘tradition’ both exacerbate and protect girls from violence. Across contexts, girls actively positioned themselves between tradition and modernity, while positioning others at the extreme poles. Education initiatives also invoked bipolar positions in their attempts to protect girls’ rights to education and freedom from violence. The paper concludes by considering the implications for educational intervention and the potential for the analytical framing to generate richer, more contextualised understandings about girls’ perspectives, experiences and ways of resisting sexual violence.  相似文献   

Connectedness to Campus and Likelihood of Help-Seeking for Suicidality among College Women     

Jessica Samuolis  Kenneth Griffin  Mary Jo Mason  Nancy Dekraker 《Journal of College Student Psychotherapy》2017,31(3):238-246

The goal of the present study was to examine the link between connectedness to campus and the likelihood of help-seeking from a mental health professional/school counselor for thoughts of suicide among college women. An online survey was administered to college students to assess perceived likelihood of seeking help, feelings of connectedness to campus, sense of togetherness with peers, and presence of a supportive group of friends on campus. Findings indicated that feeling connected to campus was positively associated with perceived likelihood of help-seeking for suicidal ideation. Furthermore, this association was stronger among participants reporting either a sense of togetherness with peers or a supportive group of friends. Efforts to increase students’ sense of connection to the larger campus community and build peer relationships may promote help-seeking for suicidal ideation among college women.  相似文献   

Employability and higher education: the follies of the ‘Productivity Challenge’ in the Teaching Excellence Framework     

Jo Frankham 《教育政策杂志》2017,32(5):628-641

This article considers questions of ‘employability’, a notion foregrounded in the Green and White Papers on the Teaching Excellence Framework (TEF). The paper first questions government imperatives concerning employability and suggests a series of mismatches that are evident in the rhetorics in this area. This summary opens up elements of what I am calling the first ‘folly’ in the field. The second section of the paper considers recent research with individual academics engaged in employability activity. This research suggests another series of mismatches in the aims and outcomes of ‘employability initiatives’ and opens up a further series of ‘follies’ in the day-to-day practices of academics and students’ responses to them. The third section of the paper turns to academics’ reports of student behaviour in relation to the outcomes of their degree. This section develops an argument that relates to the final ‘folly’ associated with the current focus on employability. I argue that students’ focus on outcomes (which at face value suggests they have internalized the importance of employment) is contributing to the production of graduates who do not have the dispositions that employers – when interviewed – say that they want. The highly performative culture of higher education, encouraged by the same metrics that will be extended through the TEF, is implicated then in not preparing students for the workplace.  相似文献   

Good readers but at a cost? Attitudes to reading in England     

Liz Twist  Michela Gnaldi  Ian Schagen  Jo Morrison 《Journal of Research in Reading》2004,27(4):387-400

The results of the Progress in International Reading Literacy Study 2001 (PIRLS) were reported in 2003. In addition to data about the reading achievements of 10‐year‐olds in 35 countries, the study also collected questionnaire information from children, their teachers, headteachers and parents. One aspect of the data that attracted comment in the media was the fact that, despite high achievement on the reading tests, children in England were reported as having relatively poor attitudes to reading, compared to children in many other countries. A review of the results of selected surveys over the past 30 years suggests that there may be some evidence of attitudes to reading in primary schools becoming less positive. Preliminary analysis of the attitude and achievement data from PIRLS suggests a more complex picture than that presented in the summary index published in 2003.  相似文献   

Preparing beginning teachers for technology integration in education: ready for take-off?     

Jo Tondeur  Natalie Pareja Roblin  Johan van Braak  Joke Voogt  Sarah Prestridge 《Technology, Pedagogy and Education》2017,26(2):157-177

The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, while few created opportunities for student-centred technology use. Further, pre-service learning experiences that impact graduate teachers’ technology use are identified. While teacher educators modelling technology use are an important motivator for beginning teachers to use technology in their own teaching, field experiences seem to be the most critical factor influencing their current practice. Based on the results of this study, recommendations about how to prepare and support pre-service and beginning teachers for technology integration are discussed.  相似文献   

Emotional neglect and family structure: impact on student functioning   总被引：1，自引：0，他引：1  

Wark MJ  Kruczek T  Boley A 《Child abuse & neglect》2003,27(9):1033-1043

OBJECTIVE: The goal of this study was to demonstrate the relationship between retrospective reports of child neglect, family of origin functioning, and current psychological distress. It was hypothesized that experience of childhood emotional neglect would be associated with lower levels of cohesion and adaptability in participants' family of origin and greater levels of current psychological distress. Gender effects were explored. METHOD: Retrospective reports of emotional neglect in childhood were quantified by use of a parental bonding measure, specifically by assessing level of perceived parental care. Participants were assigned to one of three groups based on level of care scores: neglect by a primary male caregiver, neglect by a primary female caregiver, and no neglect. These groups were compared on three variables: current psychological functioning, retrospective report of family of origin adaptability, and retrospective report of family of origin cohesiveness. Amount of time left in the care of others was used as a covariate based on attachment theory literature. RESULTS: Data were analyzed for 69 female and 22 male undergraduate students. Participants who reported a childhood experience of emotional neglect by a primary female caregiver described greater current psychological distress than those reporting no neglect or neglect by a primary male caregiver. Participants who experienced emotional neglect by a primary female caregiver, as compared to those reporting emotional neglect by a primary male caregiver and those reporting no neglect, described lower cohesion and adaptability in their family of origin. There were no differences between male and female participants in terms of impact of emotional neglect. CONCLUSIONS: This study suggests potential caregiver gender effects, regardless of respondent gender. Perceived neglect by female, but not male caregivers, led to psychological distress in adulthood and was associated with lower cohesion and adaptability in one's family of origin. Future research should attempt to account for the participants' expectations regarding male and female caregiver roles.  相似文献   

A longitudinal study of children's early literacy experiences at home and later literacy development at home and school     

Jo Weinberger 《Journal of Research in Reading》1996,19(1):14-24

Studies of literacy attainment in the early years of school have identified various measures at school entry which predict later attainment. The study reported has sought not only to replicate earlier findings but to investigate significant home factors from a younger age. Literacy experiences of 42 children at ages 3, 5 and 7 were investigated, and the relationship of home factors to literacy development explored. Findings are reported concerning two outcome measures at age 7: children's reading level, as determined by the difficulty level of their school reading book, and whether or not children at age 7 were judged to have literacy difficulties. Significant factors included having favourite books at age 3; letter knowledge and parents reading to children at school entry; and at age 7, access to home computers, and parents’ knowledge of literacy teaching in school. Children with literacy difficulties owned fewer books, were less likely to read to themselves or their parents, and generally had less support for literacy at home. Implications for teachers, highlighting the relevance of home literacy, are discussed. The findings underline the importance of home factors for children's literacy development.  相似文献   

Indonesian Children's Play with Their Mothers and Older Siblings   总被引：3，自引：0，他引：3  

Jo Ann M. Farver  Supra Wimbarti 《Child development》1995,66(5):1493-1503

30 Indonesian children were observed and videotaped on 2 separate occasions while playing with toys to promote imaginative play with their mothers and older siblings. Play episodes were examined for level of play with objects, mutual involvement in social and cooperative social pretend play, maternal and sibling play behaviors, and thematic content. Mothers were interviewed about children's play. Results showed that level of object play and mutual involvement in cooperative social pretend play increased with age. Pretend play with objects and cooperative social pretend play were more frequent with older siblings than with mothers. Older siblings were more actively involved in play activities than were mothers. Siblings joined their younger partners' play activities and made comments and suggestions for pretend play. The findings suggest that older siblings can be effective facilitators of pretend play with young children. The results also show how the sociocultural context shapes children's early play behavior with different partners.  相似文献