2,810 research outputs found
Review of Engaging Education: Developing Emotional Literacy, Equity and Co-education. Brian Matthews. (Book Review)
The book is only about a fraction of its title Engaging Education. His section on âengaging the emotionsâ sums this up: whereas the book is largely about engaging the emotions positively, the definition of âEngagingâ is more far reaching: âthat pupils should be involved in their learning; be active and absorbed and not just passive recipients of a set curriculum. Additionally, they should feel engaged in the processes of education and have some input into creating their own agendas for learningâ (p.2). Exploring the full impact of this statement across the curriculum really needs a different book
Innovating a new knowledge base for water justice studies:hydrosocial, sociohydrology, and beyond
Creating a new knowledge base that centers water justice (Zwarteveen and Boelens, 2014; Sultana, 2018; WĂślfle-Hazard, 2022) in hydrosocial and sociohydrology studies involves a broader discussion about why justice matters, how to work toward this goal, and what the implications for research praxis are. The articles in this Research Topic approach different angles of water justice: as law (FernĂĄndez and Alba), a social movement (Dame et al.), practice (Pool et al.; Reeves and Bonney), cases of injustice (Caretta et al.), and theory (Krueger and Alba). From this Research Topic, we find that the interrelated concepts of naturecultures and care can be mobilized to create fruitful collaborations between critical social scientists and sociohydrologists
Just picking it up? Young children learning with technology at home
We describe a two-year empirical investigation of three- and four-year-old children's uses of technology at home, based on a survey of 346 families and 24 case studies. Using a sociocultural approach, we discuss the range of technologies children encounter in the home, the different forms their learning takes, the roles of adults and other children, and how family practices support this learning. Many parents believed that they do not teach children how to use technology. We discuss parents' beliefs that their children 'pick up' their competences with technology and identify trial and error, copying and demonstration as typical modes of learning. Parents tend to consider that their children are mainly self-taught and underestimate their own role in supporting learning and the extent to which learning with technology is culturally transmitted within the family
Multilingual gendered identities: female undergraduate students in London talk about heritage languages
In this paper I explore how a group of female university students, mostly British Asian and in their late teens and early twenties, perform femininities in talk about heritage languages. I argue that analysis of this talk reveals ways in which the participants enact âculturally intelligibleâ gendered subject positions. This frequently involves negotiating the norms of âheteronormativityâ, constituting femininity in terms of marriage, motherhood and maintenance of heritage culture and language, and âgirl powerâ, constituting femininity in terms of youth, sassiness, glamour and individualism. For these young women, I ask whether higher education can become a site in which they have the opportunities to explore these identifications and examine other ways of imagining the self and what their stories suggest about âdoing beingâ a young British Asian woman in London
Experienced tutors' deployment of thinking skills and what might be entailed in enhancing such skills
In the context of research that reports weaknesses in adults' critical thinking skills, the primary aim was to examine adults' use of critical thinking skills that are described in taxonomies and to identify areas for development. Position papers written by an opportunity sample of 32 experienced adult educators formed the data for a descriptive sample survey design intended to reveal participants' use of critical thinking skills. Each 6000-word paper was written during a development programme that supported such skills. A content analysis of the papers revealed that when participants drew on personal and published ideas about learning to derive their proposals for change, they accepted the ideas uncritically, thereby implying that they might find it difficult to help learners to examine ideas critically. The evidence supports research that implies that critical thinking skills are unlikely to develop unless overall course design privileges the development of epistemological understanding (King and Kitchener 1994, Kuhn 1999). A fundamental assumption underlying the study is that this understanding influences effective citizenship and personal development, as well as employability. A proposition that merits attention in future research is that the development of epistemological understanding is largely neglected in current curricula in formal post-16 education
Mediation, translation and local ecologies: understanding the impact of policy levers on FE colleges
This article reports the views of managers and tutors on the role of policy âleversâ on teaching, learning, and inclusion in colleges of Further Education (FE) in our research project, âThe impact of policy on learning and inclusion in the Learning and Skills Sector (LSS)â.i Using data from five research visits conducted over two years in eight FE learning sites, we explore the processes by which colleges âmediateâ and âtranslateâ national policy levers and how this affects their ability to respond to local need. The paper tentatively develops three related concepts/metaphors to explain the complexity of the policy/college interface â âthe process of mediationâ, âacts of translationâ and âlocal ecologiesâ. We found that policy levers interacted with a complex set of national, local and institutional factors as colleges responded to pressures from the external environment and turned these into internal plans, systems and practices. We conclude by suggesting that national policy-makers, who design national policy levers, may not be fully aware of these complexities and we make the case for the benefits of greater local control over policy levers, where these interactions are better understood
Teachers as leaders in a knowledge society: encouraging signs of a new professionalism
[Abstract]: Challenges confronting schools worldwide are greater than ever,and, likewise, many teachers possess capabilities, talents, and formal credentials more sophisticated than ever. However, the responsibility and authority accorded
to teachers have not grown significantly, nor has the image of teaching as a profession advanced significantly. The question becomes, what are the implications for the image and status of the teaching profession as the concept of knowledge society takes a firm hold in the industrialized world? This article addresses the philosophical underpinnings of teacher leadership manifested in case studies where schools sought to achieve the generation of new knowledge as part of a process of whole-school revitalization. Specifically, this article reports on Australian research that has illuminated the work of teacher leaders engaged in the IDEAS project, a joint school revitalization initiative of the University
of Southern Queensland and the Queensland Department of Education and the Arts
Peer mentorship and positive effects on student mentor and mentee retention and academic success
This study examined how the introduction of peer mentorship in an undergraduate health and social welfare programme at a large northern university affected student learning. Using an ethnographic case study approach, the study draws upon data collected from a small group of mentors and their mentees over a period of one academic year using interviews, reflective journals, assessment and course evaluation data.
Analysis of the data collected identified a number of key findings: peer mentorship improves assessment performance for both mentee and mentor; reduces stress and anxiety, enhances participation and engagement in the academic community, and adds value to student outcomes
Is There a Role for Benefit-Cost Analysis in Environmental, Health, and Safety Regulation?
Benefit-cost analysis has a potentially important role to play in helping inform regulatory decision-making, although it should not be the sole basis for such decision-making. This paper offers eight principles on the appropriate use of benefit-cost analysis.Environment, Health and Safety, Regulatory Reform
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