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Pragmatic research methodology in education: possibilities and pitfalls
No full textThis paper considers the challenges experienced by a doctoral student engaging in qualitative research. It examines the difficulties experienced in selecting an appropriate approach from the traditional methodologies to answer the research question. A pragmatic methodology which provides the researcher with the opportunity to utilise a range of strategies to answer the research question will be discussed. The advantages and disadvantages of the freedoms afforded in methodological thinking, rather than following prescribed strategies and procedures are considered. How a pragmatic perspective informed the researcher’s understanding of the impact of selecting a methodology has on shaping the research and its outcomes concludes the paper
Creating and thinking critically
No full textThe chapter discusses strategies to encourage children to consider ideas in depth and to promote philosophical challenges that encourage them to generate their own decisions, analysis, evaluations and views. Adult interactions and the importance of questioning and listening to children’s voices will be highlighted, along with reference to Bloom’s taxonomy (see Figure 5.1)
At one with nature
No full textThe chapter describes the doctoral research undertaken by Pat Beckley, leading visits for English trainee teachers and staff to Norwegian barnehages and skoles (which accommodate nursery-aged children and those in school respectively) in the Hedmark region, and exploring their reflections on their experiences there. Insights into the philosophy behind the culture of being ‘at one with nature’ were considered. These were shared with colleagues, particularly Karin Moen, who developed the visitors’ understanding of the philosophy. This was considered further and reflected upon, as is discussed in the chapter. Finally, the chapter explores how the philosophy is used in the approach to learning in the early years, both in Norway and England
Measuring cortisol in the classroom with school-aged children- a systematic review and recommendations
No full textThe collection of salivary cortisol has been chosen as one of the least intrusive, easiest
to collect, analyze, and store methods of obtaining information on physiological changes. It is,
however, not clear what the best practice is when collecting salivary cortisol from children within the
school setting. The aim of this systematic review is to evaluate the feasibility of cortisol collection
in schools for future research and to make recommendations for best practice. The review included
25 peer-reviewed articles from seven databases. The hypotheses of the included studies vary, but they
all use cortisol as a diurnal, baseline, or acute measure, or to measure the effect of an intervention.
Two methods of salivary cortisol collection were preferred by most of the research, i.e., passive
drool or cotton Salivettes. The review has concluded that cortisol is a physiological marker that
can be successfully measured in school-based research. However, there are discrepancies across
studies when evaluating the collection guidelines, protocols, and instructions to participants as
well as transparency of the success rate of obtaining all samples. Recommendations are made for
future research to address and avoid such discrepancies and improve cross-study comparisons by
implementing standard protocol guidelines
Living the Experience of Learning: Embodied Reflexivity as Pedagogical Process
No full textAs theatre practitioners we constantly 'do', acting, speaking and moving. But where does this 'doing' come from? How might we develop an approach to pedagogy that recognises the primacy of relationships and the braiding of language, and the shifting emotional states that are associated with our behaviour? how do we live and experience these relationships in a way that enables learning processes to occur both for ourselves and those we teach? These are the questions that we explore in this paper, using our experiences and research. We identify how principles based on the Indigenous concept of 4Rs relevance,
responsibility, respect and reciprocity) that underpin embodied reflexivity could open up the possibility for new ways of knowing and understanding. We do this through presenting two research projects, one in Canada on using theatre games to explore well-being with Indigenous youth and one in Scotland on story and re-storying using an approach with educational professionals to develop embodied reflexive practice. Embodied reflexive processes as ollective experience become opportunities for complex learning to occur where participants gain potentially transformational insights into practice through their
symbiotic interaction with others
Reimagining teaching excellence: why collaboration, rather than competition, holds the key to improving teaching and learning in higher education
No full textThe Global Education Reform Movement’s (GERM) interest in the quality of teaching and teacher effectiveness has focused largely on schools and children’s attainment to date, with higher education (HE) remaining an outlier. Yet the neoliberal agenda that has dominated HE policy globally over the last two decades closely reflects the focus and ideology of the GERM. A recent example of this is the introduction of the Teaching Excellence Framework (TEF) in 2016 in the UK, which places explicit focus on the assessment of the quality of HE teaching, with human capital as a key driver. Drawing on the TEF as an ideological extension of the GERM, this paper challenges the policy’s purported aims and underpinning ethos. It argues that the current metrics-based model embodied in the TEF serves as a reductive instrument of normalising judgement that seeks to exercise control over HE teachers’ work. Contrary to policy claims that the TEF will act as a ‘key lever in driving up standards’ (BIS 2016), we maintain that its reliance on crude performance indicators as ‘evidence’ of excellence hinders creativity and pedagogic inquiry, ultimately dissuading the creation of new knowledge about learning and teaching. Contrary to what we perceive as the TEF’s narrow conceptualisation of teaching excellence, this paper proposes an alternative vision that seeks to reimagine excellence by integrating the complex, context-specific and collaborative characteristics of HE teaching into an approach that has authentic and meaningful improvement at its core, along with an ethos of professional responsibility
Groove and grow: young parents in challenging circumstances
No full textThe report covered a research project undertaken with soundLINCS, a music group, to identify strategies to support young parents to share and enjoy music making activities with other young parents and their babies and toddlers
Adults working with young children
No full textThe chapter explores the work and theories of key early years thinkers and educationalists, including Pestalozzi, Owen, Froebel, McMillan, Dewey, Steiner and Montessori, who developed a philosophical approach to working with babies and young children. These are discussed in terms of their influence on others to establish good practice. The chapter considers a variety of teaching styles, including the importance of the key worker role; it looks at adult-led learning, child-led learning and a child’s independent learning; and it considers children’s transitions and continuous development. It also raises possible challenges for early years practitioners such as accountability, target setting and the variety of qualifications available
Teacher presence
No full textThis chapter explores what it means to have presence in the classroom and discusses strategies