University of Cumbria Open Access Journals
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To what extent and in what ways do restorative approaches promote positive behaviour and wellbeing within the classroom setting and the wider school?
Get PDFThis work focuses upon restorative approaches as a means of promoting positive behaviour and wellbeing within the classroom and the wider school. This involves an examination of how restorative approaches are conceptualised within the Scottish policy context and the literature, including an outline of the philosophy underlying restorative approaches. The societal, political and ideological drivers for change are also explored. Building on this, there is an investigation of how restorative approaches are operationalised within the classroom and the wider school, including a consideration of the potential tensions and dilemmas surrounding this. Finally, there is a thorough examination and discussion to establish the ways in which restorative approaches promote positive behaviour and wellbeing within the classroom and the wider school setting. The main findings of the research suggest that whilst restorative approaches may not be the “right answer” (Kane et al, 2006), there are clear benefits to implementing them as a means of promoting positive behaviour and wellbeing
Professionalism of Police Officers Involved in Custody Deaths
Get PDFThis paper is begins by identifying the figures regarding recent deaths that occurred whilst an individual was in police custody before discussing three specific focal points: treatment of individuals with mental illness, individuals with injuries and the supervision individuals should receive whist in custody. Two case studies have been used to illustrate these points, these being the cases of Mr Sean Rigg and Mr Christopher Alder. It was then discussed the skills that police officers as first responders need and how these skills may have helped save these individuals lives and well as others. A method of appraisal is discussed in an effort to address the failings in the ethics and professionalisms of the police officers concerned with these cases. Finally suggestions for improvement in the future are discussed
How can the use of structured organisers improve my P2 class’s engagement with the success criteria in writing?
Get PDFThis study investigated how educators can use structured organisers to support metacognitive development in a group of 6 to 7 year old children engaged in individual writing tasks. Research was carried out from a Scottish perspective. Metacognitive learning is now recognised as important in schools, however how to support metacognitive development in young learners has not been widely researched. This paper focused on self-regulation, something that is key to ensuring the active control over the cognitive processes engaged in learning. A mixed method approach was taken to avoid inaccuracies due to the small sample size of six children. Each child completed four pieces of writing, some involving the use of organisers, aimed at providing children with a metacognitive scaffold. Findings showed that structured organisers have the potential to be an effective way of scaffolding children’s metacognitive development. However, definite assumptions about the educational effectiveness of using structured organisers cannot be made due to the small scale of the project
How effective do teachers perceive Individual Education Plans to be for informing planning in the Early Years Foundation Stage and Key Stage 1?
Get PDFThis small-scale mixed method research project explores perceptions of the use of Individual Education Plans (IEPs) in a primary school. The project found that teachers tend to perceive IEPs of little value to the planning and teaching process, only consulting them as frequently as their school policy requires. It therefore examines factors which may increase their value. Findings suggest that increased pupil involvement in target-setting would aid the effectiveness of IEPs, along with a reduction in the number produced. The project also found that, in line with Department for Education (DfE) guidance, when the class teacher has greater involvement in the formulation of IEPs their perceived usefulness increases
Music While You Work: The Effects of Background Music on Test Performance amongst Extroverts and Introverts.
Get PDFThe effect of background music amongst Extroverts and Introverts on test performance was explored via two short comprehension and problem solving tests. The participants consisted 25 Extroverts and 25 Introverts (of both genders) and completed both tests; one in silence and the other in the presence of music. The results from the factorial ANOVA supported the hypothesis as put forward by the researcher in that Extroverts performed significantly better during the completion of the test in presence of music, but poorer in silence, compared to the Introverts who performed better in silence than in the presence of music. This research is performed to examine claims and theories from past research. It is hoped that the result from this study are taken on board and employed in an educational setting
Do the different historical and cultural diagnostic criteria of schizophrenia have social and treatment implications?
Get PDFThe aim of this paper is to critically discuss whether different historical and cultural diagnostic criteria of schizophrenia have social and treatment implications. This paper also discusses what it means to have the diagnosis of schizophrenia and to what psychologists may gain from individuals having these diagnoses; the essay in particular discusses monetary gain for the National Health Service and government or power. Possible faults of diagnosing schizophrenia using just biological and psychological precursors due to reliability are also critically debated in an attempt to discuss the implications of this diagnosis. Furthermore, this piece of work discusses that over time as the diagnostic criteria for schizophrenia changes, more people could be diagnosed. It also highlights how culture can affect diagnostic criteria; such as the fact you can be diagnosed with the condition in one culture and not have that diagnosis in another culture. After looking at the literature it appeared that the changes to the criteria does in fact have serious implications for individuals. A conclusion was drawn before suggestions for further research was made in terms ways to get a better insight into the implications when diagnosed with a condition such as schizophrenia
Living graphs as a methodological tool: representing landmarks in the professional development of teacher educators
Get PDFThis article relates to the use of an innovative visual research method, living graphs, to capture and represent the life experiences of teacher educators in two universities in the UK. Six mid-career teacher educators from each university were asked to map their personal biographies, career landmarks, academic and research highs and lows, using a graphic format. This was then used as a basis for discussion and exploration in the interviews. Narrative analysis was used to examine the teacher educators’ accounts and themes were identified which related to professional and academic development. Living graphs were found to be a rich data source to identify and explore career landmarks: enhanced verbal input resulted from using graphics to represent highs and lows of experience, including the visual representation of emotion. This is a useful research tool but needs further clarification and guidelines for use. Keywords Living graphs; visual methods; teacher educators; professional development; career landmarks
Examining teacher education through cultural-historical activity theory
Get PDFCultural-historical activity theory (CHAT) is an approach that can be used to analyse human interactions and relationships within particular social contexts. CHAT provides researchers with both a methodological framework, and the practical tools with which to apply it. It is being increasingly used to examine issues in teacher education, as well as in other fields, both in the UK and internationally. The CHAT approach enables researchers to consider the tensions, contradictions and different motives which may be brought to bear within a given context. It offers opportunities for reflection on our own assumptions, and those of others, and can stimulate new professional learning. This article provides a brief outline of the CHAT methodology and provides some examples of how it has been used as an analytical tool in different research studies of aspects of teacher education. Key words Cultural-historical activity theory; methodology; qualitative analysis; teacher education