120,834,228 research outputs found
Multi-agency training and the artist (Sharing our experience, Practitioner-led research 2008-2009; PLR0809/032)
The Multi-Agency Team Project approached issues of multi-agency training indirectly by using an artist as a catalyst in a group exercise examining movement and sound in relation to early childhood.
The aim of the research was to run an experiential non-traditional training programme based on using an artist as a catalyst to promote inter-agency dialogue in one setting, Woodlands Park Nursery and Children’s Centre, and to analyse the findings.
Eleven participants used this common experiential focus to frame collective research both as a focus group and as individual fieldworkers. The research demonstrated shared professional discourse but also collected judgements relevant to policy issues based on collaborative professional reflection triggered by the exercise.
The findings are presented theoretically in terms of critical discourse analysis using the interpretation-supporting software ATLASti. We next take a further look at the role play exercise in which the group constituted itself as a ‘House of Commons Select Committee’ before summarizing what theoretical insights might be brought to bear and attempting to draw some provisional conclusions. Some evidence is presented suggesting there is a degree of tension and ambiguity between alterative models of multi-agency working
Emerging patterns of leadership: co-location, continuity and community
"Local leaders have taken hold of the opportunity created
by co-location not just to deal with an immediate problem,
but also to transcend that with an even better offer to
children and their families." - Page 1
Researching mobile learning: overview, September 2006 to September 2008
This is the summary of the report, which brought together the findings from the third phase of a two-year development and research project that focused on the impact of one-to-one personal ownership of mobile devices. Two areas emerged from the analysis as important in relation to impact, namely students' use of and attitudes to their mobile devices and the professional development of teachers
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