Education in a multicultural environment: equity issues in teaching and learning in the school system in England     

Bill Boyle  Marie Charles 《International Studies in Sociology of Education》2013,23(4):299-314

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The role of inhibitory functioning in children’s reading skills     

Josephine N. Booth  James M.E. Boyle 《Educational Psychology in Practice》2009,25(4):339-350

Executive functions, including inhibition, have been implicated in children’s reading ability. This study investigates whether children’s performance on an inhibition task is more indicative of reading ability than a measure of another executive function, that is, planning. Fifty‐three male participants were administered a reading test and tests of inhibition and planning not requiring a verbal response. Regression analyses revealed that only inhibition significantly predicted reading. Previous inconsistencies may reflect the modality of the tasks used to measure inhibition. Therefore non‐verbal measures may have highest utility for educational psychologists.  相似文献   

Teacher perceptions of inclusive education in the Cook Islands     

Angela Page  Christopher Boyle  Kathy McKay  Sofia Mavropoulou 《Asia-Pacific Journal of Teacher Education》2019,47(1):81-94

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Game-based career learning support for youth: effects of playing the Youth@Work game on career adaptability     

Hans G. K. Hummel  Elizabeth A. Boyle  Sif Einarsdóttir  Arna Pétursdóttir  Aurel Graur 《Interactive Learning Environments》2018,26(6):745-759

Choosing a career is one of the most important decisions that youth has to take but many young people find this a hard issue to engage with. Current career counselling practice does not appear very compelling or motivating to young people. Professional games could provide a more engaging and motivating way of acquiring professional awareness and competence for career decision making and learning. We present the design and effects of playing a game that aims to increase career awareness and adaptabilities in youth (13–19 years). In a Randomized Controlled Trial, 93 high school students from Iceland and Romania were asked to carry out career-oriented activities, with half playing an interactive game and the other half performing a paper-and-pencil version of the same activities. The students were compared on career adaptability, career learning and career awareness scores before and after these interventions. Main results show that engaging players in these career-oriented activities has short term effects on outcome scores for career adaptabilities and for perceptions of career learning competences. Students who played the game report significantly faster growth on career adaptabilities that deal with “concern”, “control” and “confidence”. It can therefore be concluded that introducing game-based learning in career decision support for youth is a promising endeavour.  相似文献   

Encounters with identity: reflexivity and positioning in an interdisciplinary research project     

Aisling O’Boyle 《International Journal of Research & Method in Education》2018,41(3):353-366

This paper discusses researcher identity, positioning, and reflexivity as they relate to the experience of a researcher on an interprofessional research project. The project collected video recordings of students and healthcare professionals in university and clinical settings. During the process of data collection, ‘conversations’ emerged between the researcher and participants. They occurred before and after recordings took place and outside of the planned methods of data collection. These unaccounted-for-encounters between the researcher and participant produced a negotiated understanding of who each other were and how it related to the research process. But dichotomous notions of insider and outsider identity seemed too fixed to examine the social construction of knowledge produced in these encounters. This paper examines the methodological reflections on those unaccounted-for-encounters, which emerged as instances of participant focussed reflexivity. It aims to demonstrate how positioning can offer a more refined means with which to highlight the processes and practices which participants and researchers undertake in interaction. These researcher–participant encounters were sites of knowledge construction transversing professional and educational territories and transient opportunities for negotiated intersubjectivity. As such, they highlight the role that positioning can play in not only individual methodological matters but for multidisciplinary, interdisciplinary, or transdisciplinary research teams.  相似文献   

Evidence for the Efficacy of Systemic Models of Practice from a Cross‐sectional Survey of Schools’ Satisfaction with their Educational Psychologists     

James M. E. Boyle  Tommy MacKay 《Educational Psychology in Practice》2007,23(1):19-31

A follow‐up cross‐sectional survey of the involvement of educational psychologists in pupil support in mainstream primary and secondary schools was conducted using questionnaires employed in a study carried out 10 years previously. The questionnaires were sent to the head teachers of 112 primaries and 24 secondaries in four education authorities. Ninety‐one of the primaries (81%) and 21 of the secondaries (87%) responded. The findings reveal significantly higher levels of satisfaction with the current contributions of educational psychologists compared with the earlier surveys, with over 70% of head teachers valuing the input of their school’s psychologist. While schools value, and the majority of psychologists offer, the traditional role of individual assessment, the findings also indicate changes in psychologists’ practice and in schools’ expectations, with significant and highly‐valued increases in the number of educational psychologists involved at strategic level in primary and secondary schools and in research and development in primaries over the last 10 years. Implications for schools and for psychological services are considered.  相似文献   

Family Education and Community Power: New structures for new visions in the educational village     

Mary-Lou Breitborde  Louise Boyle Swiniarski 《Educational studies》2002,28(3):305-318

Noting that differences and inequality of education exist in the United States of America, this paper presents two model educational programs that address the iniquities in American public education. The first model is a collaborative effort of a public school in an urban northeast community, the Robert L. Ford Elementary School of Lynn, Massachusetts, USA and a public supported college of higher education, Salem State College, Salem, Massachusetts, USA, whose joint venture is known as The Partnership for the Educational Village Project. The second model utilizes technology to outreach families and child care providers through a televised distance learning project that was nationally presented by its producer, Mass Interactions, and a US Department of Education Star School Grant. The Ford School's principal (head teacher) forged the partnership with the college to create a 'full service school' that provides multiple avenues of support to the school's children, their families, and community. The distance learning programs, entitled 'Taking the First Steps: Parents as Teachers' and 'Building Bridges for Excellence in the Early Grades: Home/School Partnership', were conceived as two live and interactive television series that promoted literacy development in preschool and primary school-aged children in their homes. Both educational models recognize the paramount role families and communities play in the education of children. To compensate and overcome the plight of poverty and disenfranchisement, educational endeavors need to respect the parental role, offer new structures for engaging the family and community in the education of their youth, and provide options as a foundation for sound schooling practices. The two educational models in this paper face these challenges of contemporary society. The paper illustrates how the models define and exemplify initiatives that attempt to transform society to accept social responsibility for educating the whole 'village'.  相似文献   

Student Strategies for Learning Computer Programming: Implications for Pedagogy in Informatics     

Anne McDougall  Martin Boyle 《Education and Information Technologies》2004,9(2):109-116

In the context of the debate about the extent to which secondary school Informatics curricula should include specifically vocational content, this paper explores the possibility that in Informatics teaching, there is value in adopting pedagogical approaches, rather than curriculum content, based on practice in industry and business settings. This paper reports research findings that raise questions about the widely held assumption that students will gain their programming knowledge and skills predominantly from classroom activities undertaken at the instigation of the Informatics teacher. Investigation of sources of students' information about programming skills and knowledge indicates that such an assumption is not well founded, and leads to the suggestion that innovative approaches to pedagogy in this area should be explored.Two studies, each a part of a larger project, are reported here. The first showed that a group of Grade 5 students, skilled programmers in the MicroWorlds multimedia programming environment, sought and acquired programming skills and techniques from a wide variety of sources, many of which were not classroom based. The second reports a formalisation of this model of student initiated seeking among a range of resource people for immediately needed expert advice. This was observed in a deliberately constructionist learning environment in an after-school Computer Clubhouse where students are supported by mentors with different specialist areas of expertise as well as by a teacher.The importance of these issues for Informatics teaching, assessment, course design and evaluation, and for the preparation of Informatics teachers is considered, and the need for further research in this area is outlined.  相似文献   

Teachers' scaffolding behaviours during cooperative learning   总被引：1，自引：0，他引：1  

Robyn M. Gillies  Michael Boyle 《Asia-Pacific Journal of Teacher Education》2005,33(3):243-259

This paper outlines the types of verbal interactions teachers engage in to challenge children's thinking and problem‐solving during cooperative learning. The paper also provides examples of how children model many of the verbal interactions they have seen demonstrated in their discourse with each other. It appears that when teachers are explicit in the types of thinking they want children to engage in, it encourages children to be more focused and explicit in the types of help they provide. Understanding the key role that teachers play in promoting thinking and problem‐solving in their students is particularly important given that it is the quality of talk that children generate that is a significant predictor of their learning.  相似文献   

BOOK REVIEWS     

Chris Nield  Ben Hayes  Andrea Dennison  Chris Boyle  Louise Sharrocks 《Educational Psychology in Practice》2008,24(2):155-167

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