University of Cumbria Open Access Journals
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An Investigation of School Readiness – A Year One Perspective
Get PDFIn England school readiness, has been a frequent topic of debate since the introduction of the National Curriculum in 1988. Although official guidance from the Government dictates that children must begin formal schooling on the closest set day to their 5th birthday (those set days being 31st December 31st March and 31st August), most children start Reception in the September after they turn 4. These admission guidelines however, get somewhat more complicated when considering summer-born children, those born between 1st April and 31st August. With parents of those children being able to choose whether to introduce their child into Reception or Year 1. This practitioner research aims to investigate school-readiness from the perspective of a small year 1 class in the South of England. In particular, it focuses on the definition of school readiness, the age that children should begin school, and the various strategies used to support children when beginning school, and during transitions between key stages. I will also consider summer-born children, and whether the information is or should be applicable to this specific group of children. Research data was collected via observations, questionnaires, interviews, and scrutiny of children’s work and behaviour. The key findings from my research and study of relevant literature suggests that children do not appear to have lower attainment based on the age they begin school. However, it did show that a lack of clear communication between school and parents, and a lack of clarity over the definition of readiness for school, could be shown to negatively impact on a child’s experience of starting school
Adults with a diagnosis of autism: personal experiences of engaging with regional criminal justice services
Get PDFThis paper reports on interviews undertaken with four adults with a diagnosis of autism, about their experiences of engaging with regional Criminal Justice Services (CJS) as victims, witnesses or perpetrators of a crime. Participants were recruited through an autism-specific charity, Triple A Project (All About Autism). These interviews comprised the second phase of a two-stage project; the first phase involved interviews with members of the charity and revealed differences in perceptual frames of reference between individual participants with a diagnosis of autism and CJS professionals that led to miscommunication and misunderstanding. Key findings from the research suggest that specific challenges with lateral thought and interpretation can mean that individuals on the autism spectrum are potentially vulnerable to finding themselves implicated as perpetrators or victims of a criminal act. This research represents an important development concerning the question of autism and criminality; the researchers sought to extend the academic discourse beyond an examination of the perspectives of professionals to give voice to the perspectives of experts by experience with a diagnosis of autism. 
Ungdommens problem - men de voksenes ansvar
Get PDFThe article try to explore young people´s relationships with friends/classmates or school workers, by trying to provide a deeper understanding of the importance of secure relationship, for young people having experience being bullied growing up. This article is written in collaboration with Marginalisation and Co-created Education (MaCE), an Erasmus+ project. Two interviews have been done through an unstructured interview guide, with an Indirect Approach (Moshuus & Eide, 2016). Trying to get answers without asking questions, in hope of getting their narratives. The aim is to learn more about how complexed social processes influences the relationships at school, when they have been exposed to bullying
Subject knowledge or pedagogical knowledge to teach? Perceptions of student teachers on effective preparation to teach primary science
Get PDFAs a teacher educator, feedback from students is important to ensure there is time for my own reflection to inform and develop my practice and curriculum design within formal expectations of initial teacher education. This paper considers the perceptions and expectations of a sample of student teachers, situated in a Higher Education Institution (HEI) in the UK, of teaching primary science and the perceived subject knowledge required. The recommendations from this paper highlight the importance of ensuring that teacher educators support the development of competent practitioners to address concerns about subject knowledge and developing confidence in teaching primary science. The findings concur with previous research into how best to support low confidence of student teachers to teach science, support the perception of the importance of what you know and what you need to know to teach, as well as a need for fixed ideas even in pedagogical knowledge. As I was able to identify similar themes from student feedback as highlighted in my review of the literature, this adds support to those studies. This paper recommends that we explore and raise awareness of pre service teachers’ conceptions about what it means to teach primary science, to be more explicit about looking at and signposting the different types of knowledge involved in teaching and to consider how renaming the science subject knowledge sessions can eliminate misconceptions about their purpose
A Second Bite at Society: Exploring the Transition from Homelessness. An Interpretative Phenomenological Analysis of Social Abjection.
Get PDFThis research explores the experience of social abjection by looking at participants’ experiences following their move from populations normally identified as abject, focussing on the transition out of homelessness and back into secured residential living. The study used a semi-structured interview method, with four formerly homeless participants (three males, one female), to open a dialogue with the intention of shining some light on the transition out of homelessness. The data gathered was analysed using Interpretative Phenomenological Analysis. This research discovered three master themes, each with three emergent themes. These are: Identity a) No universal concept of homelessness; b) Power of stigma over self-identity; c) Homeless identity resilience; Security a) The familiarity of homelessness/fear of unknown; b) Possessions as an anchor; c) The power of responsibility; Structure a) Work as a chore; b) Support as a crutch; c) The power of distraction. The literature used as the foundation for this research (Tyler, 2009; Goffman, 1963; Coleman, 1988) has been supported by the findings. Furthermore, perceived lack of autonomy and poor self-confidence both remain following the transition, suggesting that the psychological impact of social abjection remains a salient part of participants’ identities following their change in circumstances
Anger: Radicalised in Northern Ireland
Get PDFThis is a poster presentation of my Auto/ethnographic research into Non-Violent Political Radicalisation in Northern Ireland. Growing up in Northern Ireland and particularly when I was working in Belfast as a young man, I was unintentionally politically radicalised through my Protestant culture. Moving away from the political rhetoric of Northern Ireland allowed me to reflect on the anger I had towards the Nationalist community in Northern Ireland, which had no logical underpinning. The aim of this study was to construct new knowledge on Non-Violent Political Radicalisation using my own personal story. Using Thematic analysis my story revealed four themes: Anger, Radicalisation, Royalism and Social Development. Using the relevant literature and theory I critically reflected on these themes using Rolfe, Freshwater and Jasper’s (2001) reflective model of What? So What? Now What? The study revealed my arrested social development left me vulnerable to political ideology and Radicalisation, which child educators and policymakers in Northern Ireland need to be aware of. However, reflecting the difficulties of Radicalisation my anger could only be dealt with once I moved away from the ongoing political rhetoric. In summation, to see the difficulties in Northern Ireland as two conflicting cultures oversimplifies the problem, the British government needs to recognise the part they play in perpetuating the intergroup conflict
Unges utvikling - kan kvaliteten på de nærmeste relasjonene påvirke deres psykiske helse?
Get PDFIn this article the main focus is on youth and their relationships to their closest peers, parents and relationships outside school, and how these relationships may influence their development. Studies has shown that strong relationships can act as a protective factor while weak relationships can be seen as a risk factor in the development of young people. This article is based on Bronfenbrenners theory about ecological systems. I have used interviews of three young people, who are at risk or have dropped out of school, as they are talking about their relationships to their closest peers, parents and relationships outside of the school. The article is written as a part of the Erasmus+ project Marginalization and Co-created Education (MaCE). The interviews have been conducted through an indirect interview approach giving the young people opportunity to share their life stories. The findings are that these young people have weak to extremely weak relations to their closest peers, parents and friends outside school and express that they felt lonely and/or have mental challenges. This article will represent their stories