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Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are informing learning in mainstream settings. This novel study examined primary school children's experiences of engaging in a Forest School programme in relation to this intersection between formal and informal approaches to learning. It explored how children interpret their experiences when faced with a fusion of learning environments and critically evaluates the benefits children realise, when asked to reflect on their learning engagement in both classroom and outdoor settings. Interviews were conducted with 33 children from two mainstream primary schools in England who had recently completed a 6-week Forest School programme. A rigorous phenomenological thematic analysis revealed three inter-related themes: a break from routine; learning through play; collaboration and teamwork. The findings suggest that the blending of Forest School with mainstream settings contributes to children's social, cognitive, emotional and physical skill development through experiential learning using play. These findings are significant because they not only emphasise the values of social constructivist play-pedagogy which underpin Forest School practice, but also highlight the need for primary schools to consider learning outside of the classroom as an effective pedagogy. 相似文献
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Peter Davies Gwen Coates Linda Hammersley-Fletcher Jean Mangan 《School Leadership & Management》2013,33(5):493-511
Using the perspective of principal–agent theory, we suggest that the target setting process imposed by the government has shifted teachers’ focus away from their personal educational priorities. Our evidence suggests that schools with a higher proportion of students with high academic achievement differ in their practice of target setting from schools with a below average proportion of students achieving high examination grades. We examine possible explanations for variations in teachers’ practice and suggest some implications for policy and school leadership and management. 相似文献
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Elizabeth Coates 《International Journal of Early Years Education》2018,26(3):332-334
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R D Coates 《Journal of learning disabilities》1989,22(9):532-536
The Regular Education Initiative (REI) has been gaining momentum. However, the movement has not escaped criticism. One of the criticisms is that regular classroom teachers' views regarding many of the beliefs or assumptions of the REI are unknown. The present study was undertaken to provide this type of data. Ninety-four regular classroom teachers in northwest Iowa were asked to agree or disagree with a series of statements on the REI position. The results showed general disagreement with the statements, suggesting that the respondents do not share similar concerns or beliefs regarding the current delivery of special education services. Implications of the results with respect to implementation of the REI are discussed. 相似文献
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Elizabeth Coates 《International Journal of Early Years Education》2002,10(1):21-35
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Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi-method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self-efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi-structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers’ self-efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers. 相似文献
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