University of Cumbria Open Access Journals
Not a member yet
615 research outputs found
Sort by
Relasjoner som mulig risikofaktor
Get PDFThe relationships to the people around us strongly influence our development and contributes to shaping the adults we eventually become. In this article, we explore how the relationships within a young person\u27s microsystem are of great importance. Through a qualitative inquiry and the narratives of a young woman, telling us about her life, we seek to understand the impact these relationships have had on her. The data, extracted from this study, has been examined utilizing the theories of Bronfenbrenner and Maslow as a framework. With their holistic perspective, we illuminate the different levels of vulnerability by considering the subject\u27s continuous interaction with the environment. In conclusion, this article exemplifies how the presence of several negative relationships with regard to family and romantic interests can pose a considerable, cumulative risk of marginalizing and jeopardizing a young person
The professional doctorate by portfolio: Alternative assessment for advanced practitioner-led scholarship?
Get PDFThe Scholarship of Teaching and Learning (SoTL) offers a bottom-up, locally situated and contextualized approach to enhancing educational practice. It has been championed for several years, yet remains curiously undervalued within the academy, despite clear benefits for curricular development and staff engagement. This paper reflects upon the production of an auto-ethnographic reflective evaluation of SoTL activities relating to architectural education, forming part of the first author’s portfolio-based assessment for a Professional Doctorate in Education (Ed D). The paper evaluates the challenges and potential of undertaking this doctoral assessment path, which appears to be seldom employed, at least in the UK. Particular attention is placed on negotiated assessment by portfolio as a key driver for practical value, and the flexibility that this route affords for academics to shape their professional development through SoTL activities. Affordances and challenges of this pathway for practitioner-led scholarship and doctoral recognition are illuminated
Opplevelsen av tilpasset opplæring
Get PDFIn this study, we have chosen to look at young people’s stories about their experiences from school. We have examined how adapted learning has had an impact on the young learner’s motivation to do schoolwork. We have explored these issues through relevant theory and research on the field of motivation, as well as Maslow’s Theory of Needs and Vygotsky’s Theory of the Proximal Zone of Development. This study is part of an Erasmus+ project called Marginalization and Co-Created Education (MaCE), where the aim is to bring forth young people’s stories from their experience of school. Based on this, we did a qualitative study with the use of the indirect approach as a method. The goal of using this method is to let the young person share authentic stories and experiences. Without a planned set of questions, the young person could be the narrator of the conversation. We have interviewed three young persons about their experience from school. All of them mention the feeling of “not being seen” by their teachers, and the teachers did not take their needs for adaptation into consideration. Motivation is another topic that all of them mention. We will discuss the chosen theory and research in the light of the young people’s stories. In the analysis we will look at what influences young learners motivation, hence if adapted education, or the lack of it, is a factor that matters in a learning environment
Vigtigheden i omsorgspersoners handlinger
Get PDFThe three of us have all experienced how lack of caring skills have led to challenges in the professional practice. We have witnessed the negative consequences this may have for young individuals in social arenas. On the other hand, we have witnessed how young individuals, who have been met with understanding, gain a stronger perception of self, which positively changes their trajectories in life. In our interviews, we met three young people, from different backgrounds with both negative and positive narratives about themselves. This made us wonder about which factors affected their self-perception, and how positive relations can create positive prospects for the future. The purpose of this professional paper is to pass on the young people’s voices to those, who are interested in what happens when young people have positive and negative experiences in different social arenas, and how the lack of attention from professional caregivers impact their lives
Fra negativ social arv til mønsterbryder – Emmas fortælling
Get PDFThis article is based on an interview with an informant named Emma. She has grown up in a negative social heritage and in the interview, we talked a lot about the consequences of this. Due to this, we have looked at the effects of social arenas as the family and the school system. Also, we looked at the meaning of the professionals in a young person\u27s life and how they can help a marginalized individual. The indirect approach was used to make this interview and a part of the MaCe project that focus on marginalized young individuals
Conceptualising and exploring examples of grassroots teacher professional development
Get PDFThis paper considers the under researched area relating to defining and conceptualising non-formal teacher professional development. It makes the case for adopting the general term grassroots professional development, specifically when this is self-directed activity led by educators. The article serves the purpose of being a position paper for this term and associated activities and continues by exploring three examples of grassroots professional development, specifically events organised by educators (TeachMeets, EdCamps and BrewEd). The history of each example is discussed, drawing on the limited body of published research literature, plus grey sources and personal experiences of the lead author. This paper is intended to provide a definitive start point for further research on the general topic of grassroots teacher professional development, and these examples in particular. The commonalties of each example are also considered, along with some criticisms and considerations for practitioners. In doing so this paper also proposes the next steps for research in this area, namely investigation of the effectiveness of grassroots professional development
Å BLI SETT = Å LÆRE Lærer-elev-relasjon og dens betydning for faglig utvikling
Get PDFThis article highlights how three young people emphasize the teacher-student relation regarding their academic development. The data were collected through unstructured interviews, based on a qualitative interview technique called the indirect approach. Common for these three youth is how they in different ways have struggled with math at school and talk about several experiences with different teacher-student relationships. The teacher`s ability to see them in their academic development zone seems to be crucial. By doing this, the teachers organize and support the student at the right level. Furthermore, they emphasize the importance of how the teacher leads the class. Altogether, the youth stories show that the teacher\u27s ability to see students and be a clear leader in the classroom develops safe teacher-student relationships. To shed light and understand the experience of being seen and supported by the teachers, we have used Vygotsky\u27s theory of the nearest development zone and Wood, Bruner and Ross\u27s scaffolding theory. Furthermore, we highlight how the teacher leads the class through theories illuminating the difference between an authoritarian and an authoritative teacher style, and how these different styles impact the ability to see and help the students in their academic development
The effects of peer feedback, within an ‘assessment as learning’ approach, on the learning and development of student-teachers
Get PDFThis paper describes a study that examined the effects of peer feedback on the learning and development of a group of eighty-one second-year undergraduate post-primary student-teachers on a four-year concurrent initial teacher education (ITE) course, studying a compulsory education module. The students were asked to complete a component of their assessed coursework from this module by engaging in a peer review process. This study investigated the student-teachers experiences and attitudes towards peer feedback and explored the benefits to the students of both giving and receiving feedback from their peers.
Peer feedback was found to be a useful and beneficial addition to the college’s ITE programme. It provided an opportunity for the student-teacher to receive quality feedback, which was relevant to them, which they could usefully draw on to improve their work in a timely manner, and help them to develop their capacity and skills in providing feedback to others.
 
Bottom up! Establishing a university wide Community of Practice for Exemplars and exploration of its affect in enhancing the quality of student assessment
Get PDFThis paper reflects upon the development of the Harper Adams University Community of Practice for Exemplars (CoPfE). The University’s aspiration for greater use of formative feedback was the catalyst for the creation of the CoPfE. Through informal monthly sessions members share experience, expertise and findings from their use of exemplars. Results from CoPfE members’ investigations on the impact on students have been overwhelmingly positive, with students identifying growth in confidence in their academic skills and gaining a clearer understanding of the requirements of assessment. Results of a staff survey showed exemplars were mainly being used with assignments, and most commonly with first years. Staff noted both students’ understanding of quality increased and they had greater transparency of staff expectations. Facilitators and members of the CoPfE promote the use of exemplars throughout the institution and seek opportunities for dissemination through conferences and published papers. This paper shares the process of establishing a Community of Practice (CoP) to encourage others to consider this bottom up approach
