Beyond DAB : another digital radio is possible

Like all the other cultural industries, radio finds itself in the middle of a digitalisation process. However, in contrast to the other industries, digitalisation of radio distribution has practically come to a halt, at least via its traditional broadcasting methods. The failure of DAB (Digital Audio Broadcasting) in Spain to digitalise FM broadcasts has made radio into analogue's last stand. In this paper, we have classified the formats in accordance with the model most used in Spain. It is one that can be understood by a European readership. That is why we use the terms News/Talk (better known in Spain as Generalist or Conventional programming) and Specialised which includes both radio based on a hot-clock (music, all-news) as well as those similar to news/talk shows but that focus on single subjects (sports, finance, youth-oriented or religious programming). As has been stated, the starting hypotheses of this research were structured around four axes: ownership, geographical coverage, format and whether a station belongs to a communication group, or is independent

Simultaneous Learning about Research and Filmmaking: Informed Learning and Research Guides

Christine Bruce has written extensively about informed learning. Informed learning is “using information, creatively and reflectively, in order to learn” (2008, Preface). Bruce writes about informed learning as it relates to information literacy. Librarians, working collaboratively with professors, often develop research guides to teach information literacy skills, and to organize and present program, course, assignment or topic specific resources. Research is essential to documentary filmmaking. This chapter is a case study that describes how the History of Non-Fiction Film research guide that we created aligns with the three principles and seven faces of informed learning.https://source.sheridancollege.ca/lls_books/1001/thumbnail.jp

Physically fit or physically literate? Children with special educational needs understanding of physical education

The role of physical literacy within physical education (PE) has become a widely debated topic in recent years. Its role in educating children about physicality through embodiment, skill acquisition and reading the environment is argued to be of great benefit to children. However, whether children understand the role of PE in the development of these competencies is not clear, and this is even truer for children who have special educational needs (SEN). Drawing on qualitative phenomenological data from 30 children in key stages 2 and three (7 to 14 years of age) who have SEN, this paper explores notions of physical fitness and physical literacy as understood by children in PE lessons. It aims to gain insight into the ways that children understand the purpose of PE, and places these perceptions within a physical literacy framework, using the National Curriculum for PE (NCPE) as a foundation. Findings demonstrate that children with SEN perceive PE as a means for improving physical fitness, whereas concepts surrounding physical literacy appear to be lost. The paper concludes by making recommendations for factoring physical literacy components more forcibly into the PE curriculum, and through initial teacher training and continued professional development

Designing a consequentially based study into the online support of pre-service teachers in the UK

This paper reports on the design of a pilot doctoral study into the online support of pre-service teachers. It highlights the significance of a consequential, rather than deontological, perspective in guiding the development of a study's design. The study initially aimed to explore pre-service teachers’ perceptions and use of social media on their school placements by setting up groups on Facebook and Twitter. However, several problems occurred in relation to the recruitment of participants. It became increasingly clear that there was significance in the positionality of the researcher as an “outsider” to the research context and the potential role for gatekeepers in understanding remote research sites. An ethical framework was used to make a more comprehensive analysis of the issues at play, which helped identify ways of proceeding. A redesign of the study followed with a stronger rationale for the way consequential considerations can help address deontological concerns

Teaching inclusively: are secondary physical education teachers sufficiently prepared to teach in inclusive environments?

Background: Contemporary British educational guidelines, such as the National Curriculum (NC) have adopted inclusivity in the way children with special educational needs (SEN) are taught. Therefore, inclusion has risen up the political agenda, resulting in more children with SEN being taught in mainstream environments. Empirical research has attempted to examine PE teacher's perceptions of inclusion. However, it is evident that PE teachers perceive the training they receive during initial teacher training (ITT) as a constraint on their practice with specific regard to teaching children with SEN. Purpose: This study aimed to determine if student secondary PE teachers are sufficiently prepared to teach children with SEN inclusively, by examining their training at ITT as well as their perceived preparedness and confidence to teach inclusively. Participants and setting: 107 students from a four-year BA (Hons) and a PGCE secondary PE ITT course attending a North West England ITT institution participated in the study. Research design: Survey research was implemented to examine if student secondary PE teachers attending two different ITT courses were sufficiently prepared to teach in inclusive environments. Data collection: A 31-item semi-structured questionnaire comprising predominantly of closed questioning, was used for this study. Open-ended questions were included to collect qualitative data, intended to add richness to the data and explore students' perceptions. Questions focused upon respondents' inclusion training at ITT, the perceived effectiveness of this training, students' preferences in teaching, experience of teaching children with SEN, as well as their perceived preparedness and confidence to teach inclusively

Langues d'instruction : implications pour les politiques d'éducation en Afrique

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Mentoring and Individual Learning Plans: Issues of practice in a period of transition.

publication-status: Acceptedtypes: ArticleThis article draws upon research undertaken with 28 teacher education mentors, managers and trainee teachers within the SW Centre for Excellence in Teacher Training (CETT) in 2008, following the introduction of the new revised Lifelong Learning UK (LLUK) standards. The first part of the article locates and contextualises the policy context in relation to the school and further education (FE) sectors. Two separate and distinctive models of mentoring practice are delineated, the first model as a source of formative support for trainee teachers, and the second model as a tool for the assessment of competence. The article concludes by suggesting that the danger and indeed unintended consequence of separating out these functions of mentoring is that an unnecessary dichotomy is created that dislocates coherent teacher practices from one another. It argues that what is needed is a sustained period of stability in the sector. This would leave a space for CETT professionals and others to promote those practices that will make a difference not only to the work of teacher educators but to the work of staff and students