980 research outputs found
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“What’s the point if it isn’t marked?” Trainee teachers’ responses to concepts of authentic engagement with poetry text
No full textThe purpose of this study was to consider the issue of ‘authentic engagement’ with texts in the context of KS3 and KS4 classroom English teaching. This article describes an exemplar session on the poem A Fine Romance by Roger McGough designed to elicit authentic engagement and provoke personal responses, and reports on the perceptions of the five pedagogic approaches used by 12 PGCE English trainees. These perceptions were gathered through both guided personal reflection and group discussion, and encouraged the trainees to consider the pedagogies as both learners and teachers. The article discusses the implication of the trainees’ perceptions and the potential impact of these perceptions on their future classroom practice
Student nursing placements in general practice through the University of Lincoln
No full textAn undergraduate programme lead (nursing) and practice placement co-ordinator (both registered nurses) at the university of Lincoln worked with general practice nurses to develop general practice (GP) placements for pre-registered nurses. This project enabled student nurses to experience general practice nursing (GPN) and aims to support succession planning for the future of general practice nursing
Children's deviant behavior in primary education: comparing physical educator's implicit theory With diagnostic criteria
No full textObjective: Physical educators’ implicit theory of children’s deviant behavior in primary education was investigated and compared with diagnostic criteria. Method: A total of 60 physical education (PE) teachers reported deviant behaviors during lessons. Experts sorted these behaviors together with the official diagnostic criteria into categories based on perceived similarity in content. Results: Hierarchical cluster analysis on the derived similarity matrix among the behaviors suggested that PE teachers focus more on attention problems, disobedience, and aggressiveness when internalizing behaviors, such as anxiety and low energy, were less reported. Conclusion: PE teachers may be important and useful informants on children’s behavior in school settings
How does social constructivism as displayed in contemporary educational settings in England compare with the Grossetestian view of the development of human knowledge?
No full textThere are some obvious differences between education in medieval and present day England, which are set in the wider context of far-reaching cultural changes. The pace and heterogeneity of life in complex, diverse, multi-cultural liberal democracies seems to be a far cry from widely held assumptions about the simplicity and homogeneity of medieval Latin Europe. Maybe we ‘no longer’ have a single source of Truth, but rather different truths and alternative facts? In this chapter we explore how social constructivism is enacted in modern education and how it differs from approaches that were popular in the medieval world. We compare and contrast Grosseteste’s account of acquiring knowledge to the theory of social constructivism, according to which knowledge is developed neither by accident nor by illumination. We consider the role of the teacher, the context, the student, and the educational environment with a view to ‘re-defining’ the source of ultimate knowledge, the role of the teacher, the student and their educational environment
Children at risk of being missed
No full textMany young people struggle with developing identity and agency whilst balancing tensions between home and school to fulfil their potential. This chapter, with an emphasis upon development and caring in the early years, explores how children are vulnerable during childhood and adolescence. Exploring how provision and practice supports such children, parent and practitioners’ emotive experiences are used to illuminate and identify ways to narrow risks of being missed
Threshold concepts and the troublesome transition from GCSE to A- level: exploring students’ experiences in secondary school biology
No full textThis paper draws on doctoral research exploring the lived experiences of secondary school students during their first year of A-level study, through the theoretical lens of the Threshold Concept Framework (TCF). A longitudinal design frame based on Interpretative Phenomenological Analysis (IPA) is employed, thus providing an original use of this methodology in education research to address the paucity of inquiry exploring the difficulties experienced by students as they transition from GCSE to A-level. In this context, I argue that students’ encounters with threshold concepts are significant for them, posing a degree of cognitive and affective challenge which serves to exacerbate the difficulty of transition already caused by increased workload and pressure. The findings offer insights into students’ struggles adjusting to shifting identity and membership of communities further intensified by the integrative, discursive and transformative nature of threshold concept acquisition. The longitudinal research design also surfaces positive aspects of growing awareness of the integrative power of threshold concepts. Recommendations are made for further research involving students, teachers and academics to explore threshold concepts in a range of other subjects and settings in secondary schools in the context of recent and significant changes to GCSE and A-level curricula
What is Religious Education for? Exploring SACRE member views.
No full textIn recent years concern has been expressed about lack of clarity in the published aims and purposes provided for the teaching of Religious Education (RE) in English schools. Public reports and significant RE authorities suggest that this contributes to teacher confusion and a lowering of standards in the subject.
As a contribution to the debate, 513 Standing Advisory Council for RE (SACRE) members offer their responses to an online survey about competing alternative aims for the subject. The results provide fascinating data on the perspectives of one of RE’s key stakeholder groups
Original sin in Marsilio Ficino’s Platonic works
No full textScholars generally agree that Marsilio Ficino (1433-1499) neglects the issue of original sin in his theological works and never mentions it in his Platonic writings. My work will show that not only does Ficino refer to the doctrine of original sin but also that some of his passages make more sense if one were to relate them to this doctrine. I will argue that although Ficino knows the ecclesiastical teachings on the subject, principally via Aquinas (II), he goes beyond his sources and strives to frame them within his own theology. More specifically, to reconstruct Ficino’s position, I will look for theological questions in his Platonic works along two perspectives: First, I will search for Biblical passages on original sin (III.1); and secondly, for references to baptism, that is the sacrament reputed to wash away original sin from the human soul (III.2). Next, I will study the role of original sin in Ficino’s philosophical anthropology. In particular, I will analyze the relationship Ficino establishes between the Fall of the first parents and the embodiment of the soul and show that the latter is a consequence of the former (IV). The aim of this article is to demonstrate that on the issue of original sin, Ficino was quite innovative and challenged the theology of his time
Addressing climate change at a much younger age than just at the decision-making level: Perceptions from primary school teachers in Fiji
No full textThis study uses an explanatory design to investigate the role of primary education in addressing climate change in primary schools in Fiji. A self-administered questionnaire (N=30) was conducted with primary school teachers from 14 primary schools in Fiji. Using frequency analysis, all teachers perceived that addressing climate change at a much younger age is more effective than just addressing it at the decision-making level. Furthermore, a Kendall tau-b was performed, and identified a significant correlation between the primary school teachers’ location and recommendations for further training on climate change (τb=.59, p<.001) and work relevance and climate evaluation (τb=.6, p<.001). The same factors (e.g. work relevancy, helping primary education adapt to climate change, etc.) were explored qualitatively using desktop review, literature search and found addressing climate change at a much younger age to be significant. These results are expected to perfect not only the role of primary education but to contribute significantly to the achievements of a climate-resilient Fiji by 2030 and beyond
The liberal arts: inheritances and conceptual frameworks
No full textFew figures of the Middle Ages command the attention of so many modern disciplines as Robert Grosseteste (c. 1170-1253). Theology, Philosophy, History, and Science are all areas which his life and thought continue to have significance and to inspire re-interpretation. Accompanied by a series of original commentaries, this new edition of Grosseteste's work, with English translation, draws together the perspectives of modern scientists and medieval specialists. Volume I of a six volume series, Knowing and Speaking presents two of the earliest of Grosseteste's works, the treatises On the Liberal Arts and On the Generation of Sounds. These are accompanied by a significant Middle English treatise on the Seven Liberal Arts whose anonymous fifteenth-century author translated and excerpted passages from Grosseteste's treatises in a re-imagining of their structure and function