BERA-TACTYC Early Childhood Research Review 2003-2017

BERA/TACTYC Review of Early Childhood Education and Care in the UK, 2003-2017 has involved a wide range of early childhood specialists, both in the early consultation stages, and in writing the five main sections of the Review. Teams of authors and their reference groups came together from TACTYC – the Association for Professional Development in Early Years, and the BERA Early Childhood Education and Care SIG. Using specific questions to interrogate the literature, each team worked on one of five main themes: Professionalism; Parenting and Family; Play and Pedagogy; Learning, Development and Curriculum, and Assessment and School Readiness. These themes are contextualised within broad policy issues in the UK. The Introduction shows the working methods for the Review, and the Conclusion brings together key messages and suggestions for future research. We hope that the Review will prove useful to a range of early childhood specialists, including students, researchers, practitioners, policy makers and teachers in further and higher education. We intend to create a User Review that will be aimed at practitioners and to engage other stakeholders in current trends and debates. The Review is being launched at a time of change and uncertainty within early childhood education and care, and we hope that the Review will provide a focal point for discussions about future directions in the four UK policy frameworks, the importance of research, and how we use research evidence to inform provision and practice

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

Understanding Cognition Across Modalities for the Assessment of Digital Resources

Drawing from the theories of the cognitive process, this paper explores the transmission, retention and transformation of information across oral, written, and digital modes of communication and how these concepts can be used to examine the assessment of digital resource tools. The exploration of interactions across modes of communication is used to gain an understanding of the interaction between the student, digital resource and teacher. Cognitive theory is considered as a basis for the assessment of digital resource tools. Lastly, principles for the assessment of digital resource tools are presented along with how assessment can be incorporated in the educational practice to enhance learning in higher education

Civil society roles in transition: towards sustainable food?

Civil society organisations (CSOs) are often conspicuously absent in policy discussions and strategic planning about food security and the environmental sustainability of food systems. However, findings from a recent study of UK-based CSOs indicate that these groups make a variety of important contributions towards innovation in both policy and practice. This briefing paper draws attention to the disconnection between the narrowly constrained treatment of CSOs within policy circles, and the broad range of different ways that they actually engage with and influence policy and market conditions. Its purpose is to provoke new ways of thinking about civil society and provide CSOs with a new logic (and evidence) to underpin their efforts to leverage resources. Key messages are as follows: - UK-based CSOs have historically made significant contributions to the innovation trajectories of our food and agriculture systems - In contrast to markets, which tend towards homogeneity and are fuelled by competition, characteristics of civil society that crucially underpin these contributions are diversity and collaboration - Policy ignorance of civil society – its purposes, how it operates and its contributions to the development of agro-food systems – must be addressed, e.g. by incentivising and creating spaces for exchange of ideas and practices between CSOs, policy-makers and academics - Established ways of engaging CSOs in the governance of agro-food systems must be re-thought and more appropriate modes and levels of intervention in and support for civil society must be sough