980 research outputs found
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Understanding and using educational theories
No full textThis textbook gives a clear overview of the most influential twentieth and twenty-first century thinkers on education, including established names (including Vygotsky, Bruner, Dewey), more recent writers (such as Freire, Kolb, Claxton) and many other important theorists whose writings have helped shaped our views on teaching and learning
educationUndergraduate: Journal of undergraduate research in education (Volume 7)
No full textEdited by Chris Atkin and Ellie Foster.
Contents: Teaching Assistant or Teacher’s Assistant: How do Teachers View their Role as Manager of Other Adults within the Classroom? by Louise French; Media Coverage of the Paralympics: Podiums or Pedestals? by Alistair Guest; A Contemporary Insight towards the Challenges of Including Children with Special Educational Needs in the Classroom by Hayley Scott; Do Children Express their Emotions Creatively through Art? by Lucy Staves; ‘Streaming or Screaming’ (Effects of Streaming on Low Ability Boys in Key Stage 4) by Daisy Young-All
Adapting ‘lesson study’ to investigate classroom pedagogy in initial teacher education: what student-teachers think
No full textThis paper reports findings from a project that explored the use of a modified form of ‘lesson study’ in a one-year programme of secondary school initial teacher education (ITE). Twelve mentors and student-teachers worked in pairs to design and teach two ‘research lessons’ in the course of two eight-week teaching practice placements as part of a university–school partnership for the preparation of new teachers. Participating student-teachers reported that engagement in this form of lesson study with a mentor was an effective way to help them grow individual teaching skills, knowledge and confidence in teaching placements. In addition, in most cases, it enabled active and creative participation in a community of teacher learners. However, engagement in lesson study not only supported student-teachers to meet ‘qualifying to teach’ standards, but also offered opportunities for holistic study of teaching and learning, leading to growth in what we characterise as ‘pedagogic literacy’
Early childhood spirituality in education: towards an understanding of the distinctive features of young children's spirituality
No full textEarly years education is a holistic endeavour, with some education policies including spiritual development as part of that approach. However, studies exploring the spirituality of young children are scarce, which limits understanding of the phenomenon and its full application in educational settings. Furthermore, nurturing children's spiritual development is a complex matter, compounded by a variety of factors, not least a lack of clarity over what spirituality is. This article initiates a discussion about the possible distinctive features of young children's spirituality. It does so by addressing inherent difficulties in attempting to define spirituality before subsequently reviewing how it is conceptualised in the broader literature, and then in the literature on young children. Implications for policy and practice are considered, arguing that there is a need for more clarity in framing how young children's spirituality may be understood, which needs to be founded on a wider evidence base than currently exists
Metaphor and hyperassociativity: the imagination mechanisms behind emotion assimilation in sleep and dreaming
No full textIn this paper we propose an emotion assimilation function of sleep and dreaming. We offer explanations both for the mechanisms by which waking-life memories are initially selected for processing during sleep, and for the mechanisms by which those memories are subsequently transformed during sleep. We propose that emotions act as a marker for information to be selectively processed during sleep, including consolidation into long term memory structures and integration into pre-existing memory networks; that dreaming reflects these emotion assimilation processes; and that the associations between memory fragments activated during sleep give rise to measureable elements of dream metaphor and hyperassociativity. The latter are a direct reflection, and the phenomenological experience, of emotional memory assimilation processes occurring during sleep. While many theories previously have posited a role for emotion processing and/or emotional memory consolidation during sleep and dreaming, sleep theories often do not take enough account of important dream science data, yet dream research, when conducted systematically and under ideal conditions, can greatly enhance theorizing around the functions of sleep. Similarly, dream theories often fail to consider the implications of sleep-dependent memory research, which can augment our understanding of dream functioning. Here, we offer a synthesized view, taking detailed account of both sleep and dream data and theories. We draw on extensive literature from sleep and dream experiments and theories, including often-overlooked data from dream science which we believe reflects sleep phenomenology, to bring together important ideas and findings from both domains
A critical appraisal of the defining features of Heathcote’s methodology and their impact on the delivery of Mantle of the Expert in classrooms
No full textThis paper considers the breadth of Heathcote’s educational drama methodologies and proposes that Mantle of the Expert, a situated drama practice which she developed in the latter half of her career, cannot be viewed in isolation and that it is very difficult to teach effectively without an understanding of the subtleties of her earlier work
Small is beautiful: An analysis of the NGO Alofa Tuvalu’s 10 year renewable energy project in Tuvalu
No full textTuvalu is a small island developing state (SID) with least developed country (LDC) status. Presently, Tuvalu is close to being a totally oil dependent economy (83% of primary energy), whose energy security is dependent upon foreign aid to ensure its ability to pay international oil companies. The renewable energy component of Alofa Tuvalu’s Small is Beautiful (SiB) project is aimed at ensuring provision and access to a matrix of secure, affordable, appropriate & sustainable energy sources throughout Tuvalu by using Tuvalu’s own resources (biomass, solar, wind). The overall objective of SiB is to improve access to energy services for the rural poor and thereby improve economic, social and environmental conditions for all isolated communities throughout the 9 atolls of Tuvalu. SiB is a ten year initiative which began in 2005. This paper analyses SiB’s objectives and outcomes so far against the backdrop of local governance processes, regional and national policy initiatives and the Tuvaluan Government’s commitment to 100% renewable energy – “being carbon neutral” - by 2020
Cultural and linguistic diversity in the early years: implications for inclusion and inclusive practice
No full textGender and categorial systematics
No full textIn this chapter, we explore membership categorization analysis (MCA) as a method for interrogating the systematic ways in which gender, as an everyday members' category, is invoked, given meaning, and sustained in various spoken and textual forms of social interaction. To this end, the chapter begins with a discussion of recent developments within MCA and how they allow for the possibility not just of a categorial systematics, but of a categorial systematics that can contribute to the project of language and gender studies. A practical, step‐by‐step explanation of how to do categorial systematics is then followed by three case studies that exemplify the method in use. In this way, the chapter shows that and how MCA works as a corpus‐based approach which, like conversation analysis (CA), can use collections of naturally occurring data to reveal people's discourse practices for accomplishing social action
Religious education, interfaith dialogue and community cohesion in Wales : an empirical investigation of the contribution made by the Standing Advisory Councils on religious education
No full textThe provision within each local authority of a Standing Advisory Council on Religious Education (SACREs) is a statutory requirement under the Education Reform Act 1988 designed to monitor the implementation of the locally determined syllabus of religious education. As part of their statutory constitution SACREs bring together representation of Christian denominations and religious groups active within the local authority. Drawing on a recent survey conducted throughout the twenty-two local authorities in Wales, this paper demonstrates the significant contribution made by SACREs to interfaith dialogue and community cohesion in Wales relevant to the Welsh Assembly Government's community cohesion strategy, 'Getting on Together: A Community Cohesion Strategy for Wales' (2009). It is argued that any erosion of the capacity of SACREs in Wales to connect with local representatives of diverse religious traditions may carry unintended consequences of damaging the community cohesion strategy