1,721,038 research outputs found
Towards a functional curriculum model of social literacy: literacy for specific purposes
No full textIn chapter 2, Ade-Ojo presents a theoretical rationale for the reconstruction of literacy curriculum in order for it to respond to the challenges of the 21st century. It draws on existing literature and evidence from practice to argue that the so-called dominance of a cognitive model is promoted by the lack of a functional social model which is open to accountability. Based on this, the chapter argues for a specific literacy curriculum model as a way of functionally representing the social model of literacy in curriculum development. It anchors this claim to linguistic, anthropological and educational theories. Finally, the construct of specific literacies is anchored to the overall framework of the social model of literacy, highlighting how the features of the latter are manifested in the former
Introduction: is practice keeping pace with theory?
No full textAde-Ojo and Duckworth track the relationship between literacy theory, practice and policy. Using this as a background for this volume, they argue that the three elements have interchangeably informed each other although this influence varies from period to period. Having explored such a relationship in various generations, they suggest that in the contemporary setting, the elements of this trinity have not kept pace with each other. On the basis of this, they set the scene for the exploration of LSP, which they argue, underpins much of the contributions to this volume, and which illustrates how practice is now beginning to attempt to catch up with theory
An evaluation of the impact of computational interventions (Scratch) on the learning of ESOL students
Get PDFThis thesis presents the findings of a case study research that investigated the impact of a computational and constructionist intervention on young adult ESOL literacy learners in a Sixth Form College in London. The research represents an interdisciplinary project that signifies a synergy between constructionist learning theory and the sociocultural approach to multimodal literacy and new literacy studies. The study used Scratch as an illustration of a constructionist tool and explored an innovative approach to improving ESOL teaching and learning.
The case study in this project shows that Scratch supports the acquisition of language elements and that it can be used as a complementary teaching and learning strategy for ESOL learners and tutors. The utilisation of Scratch provided the ESOL learners with an additional learning platform for meaningful self-expression which relates to their ESOL curriculum. In a fieldwork stretching over 23 weeks, the study tracked the enhancement of the English language skills and learning practices of the ESOL learners by complementing their classes with computational interventions.
The research seeks to develop fresh understandings of the pedagogical perspectives of emerging computational environments. It demonstrates the impact of Scratch on the promotion and facilitation of literacy learning in a multimodal context. This approach shows how contextualised, personalised and meaningful computational practices can contribute to improving learning and can benefit ESOL learners in their development of higher levels of multiliteracies.
Finally, the thesis provides perspectives to the multiliteracies framework in practice by illustrating the possible applications of computational environments in ESOL literacy programmes. In this context, this project concludes that the utilisation of computational tools and applications should be extended beyond technical and computing frameworks. Therefore, it draws attention to a broader consideration of computational applications in literacy teaching and learning
An exploration of science teachers’ attitudes towards assessment
Get PDFAssessment, as an integral part of teaching and learning, is carried out for various reasons. Like every other educational practice, variations tend to occur in the perception of its purpose and how it is carried out. Science teachers’ attitudes towards assessment were investigated in this study by scrutinising their actions in relation to the three components of attitude: the affective, the behavioural and the cognitive, and their conceptions of teaching and learning. This involved the collection of both quantitative and qualitative data from two groups of science teachers. Data were collected through questionnaires and semi-structured interviews from a convenience sample of science teachers who often take part in a science teachers’ online forum. In-depth semi-structured interviews were carried out with a sample of science teachers working in East London secondary schools. Science teachers’ beliefs in assessment were deduced by looking at their conceptions of assessment. Their expressions of feelings toward assessment were gathered from their views on the value of different assessment practices. Their views on the assessment practices they utilise gave an indication of their assessment behaviour.
This study reveals that science teachers have multiple assessment conceptions which include: assessment for improvement, for accountability, for learning, and as an unnecessary and imprecise process. Assessment was discussed as a teacher-centred process for teacher benefit, a teacher-centred process for student benefit and a student-centred process for student benefit. Respondents’ discussions about the different assessment practices demonstrated that assessment for learning is their common assessment practice, assessment as learning is their hidden assessment practice and assessment of learning is their key assessment practice. Science teachers’ attitudes towards assessment were also found to be evolutionary, and factors centred on teachers’ experiences, the assessment practices and the school influenced their attitude towards assessment. The concept of the evolutionary nature of their assessment attitudes in addition to the factors that affect them is the key hypothesis revealed by this study, however this could only be generalised to the sampling frame
Trainee teachers’ (in-service, post 16yrs) and teacher trainers’ perspectives on the significant transformative experiences that inform transformation from trainee to early career teacher - A Case Study
Get PDFThis study sought trainee teachers’ and teacher trainers’ perspectives of the transformative experiences from current self, as trainee, to future self, as an early career teacher on in-service, post 16yrs Initial Teacher Training (ITT). A case study of 29 trainees and three teacher trainers, situated in a convergent framework, aligning a transformative and pragmatic paradigm interplay, was adopted.
Defining transformative learning is complex (Kitchenham, 2008) and the study also drew on a simpler construct of transformative experiences (Pugh, 2002) in recognition of perspective change (Mezirow, 1978). At times, this is referred to as the Big T and Little T of transformation in learning (Heddy and Pugh, 2015).
The findings reveal three key conclusions. Firstly, trainee teachers are likely to undergo a perspective transformation (Mezirow, 1978) in their identity as the teacher. Secondly, the significant processes of reflection and discourse support this and thirdly, the experiences are situated both in the course but also significantly in the trainees’ workplace. This results in three recommendations to foster greater transformative alignment of the in-service, post 16yrs ITT curriculum in aligning the unique communities of practice (Lave and Wenger, 1991; Wenger, 1998) the trainee occupies in their journey to teacher.
A conceptual model for a Trainee-Led Community of Practice (TLCoP) is recommended, not only for the trainee but led by the trainee to ensure its connectiveness and relevance. In addition, there is a need to reconceptualise and make visible the coalition role of the teacher educator in the two learning environments of the course and workplace. Finally, the teacher educator requires upskilling to foster the essential reflective discourse required to support the transformation from trainee to teacher.
With limited literature available in relation to the transformation from trainee to teacher in the context of post 16yrs, in-service ITT, this study contributes to the existing knowledge of transformative learning and ITT
Survey literacies
No full textInternational surveys of literacy have become increasingly important over the last 25 years, organized by a range of agencies including the Organization for Economic Co-operation and Development (OECD), UNESCO and the European Union. National governments commit considerable funding to these surveys and countries then compare themselves against one another other using the results. Curricula, performance indicators and assessments are shaped by these measures. In this process, our views of what counts as literacy, its goals and who literacy learners are, are also formed. Standardised profiles of achievement are highly valued, while at the same time often perceived to be at odds with the everyday literacy practices of both teachers and their students. This chapter describes some of the background to these tests, how they are constructed and the rationales used for them. It argues that a critical engagement with them is essential for anyone currently working in literacy education
Factors influencing the lack of dyslexia awareness and its impact on inclusive learning in selected primary schools in Owerri West Local Government Area, Imo state, Nigeria
Get PDFThis regional research was carried out in Owerri the capital of Imo State, one of the 36 states in Nigeria with the aim of investigating and identifying factors that are responsible for the lack of dyslexia awareness in the area. The study focused particularly on selected primary schools in Owerri West Local Government Area. The study is located in the context of contemporary discourse on dyslexia awareness in Owerri West. Primary source evidence and first hand information which were gathered through discussions and interviews with respondents confirms the status of originality on the findings of the research. Research carried out on database where nothing was found on dyslexia awareness in Owerri West is also evidence of originality of this study. The research sheds light on the effects the lack of dyslexia awareness has on teaching and learning in primary schools in Owerri West and in doing so draws attention to issues raised around the marginalisation of individuals with unidentified specific learning difficulties.
A triangulation of qualitative data collection methods was employed to explore and understand disability beliefs, experiences, attitudes, behaviour and interactions with regards to the impact these have on inclusive practices. The findings from these studies were then analysed drawing on a range of disability models including the social model of dyslexia, the social, medical and moral models of disability, as well as social construction theory. This enabled the creation of a more explicit understanding of disability issues as it concerns the society investigated.
The overall research findings, especially those derived from the interviews, highlight that factors affecting the lack of dyslexia awareness are located in the society’s predominant understanding of disability, the cultural perceptions of disability based on historical practices, incomprehensive disability definition featuring in policy and the lack of awareness of the nature and dimensions of invisible/hidden disabilities like dyslexia in national disability policy.
Based on these findings the study concludes that ideologies around disability and inclusion are more geared towards the medical and moral models of disability. Furthermore, it concludes that the lack of an extensive understanding of disability and disability rights, which are very much features of a social model construct of disability, has impacted negatively on inclusive practices and perceived understanding of who is deemed educable. Following this, a number of recommendations were made including the need for robust teacher training programmes which will raise the awareness and understanding of dyslexia and in so doing improve the learning experiences of children with dyslexia
Landscapes of specific literacies in contemporary society:Exploring a social model of literacy
Get PDFThis volume makes a timely contribution to our understanding of literacy as a multi-faceted, complexly situated activity. Each chapter provides the reader with a fresh perspective into a different site for literate behaviour, approaches, design and relationships, and offers an exploration into the use of literacy theories to inform policy and practice, particularly in regard to curriculum. Bringing together international experts in the field, the contributing authors represent a wide variety of theoretical and research perspectives which cover literacy in various forms, including: transformative literacy survey literacy academic literacies information literacy in the workplace digital literacy. Landscapes of Specific Literacies in Contemporary Society suggests that literacy curriculum needs to evolve from its current perspective if it is to cater for the demands of the 21st century contemporary globalised society. The book will be of key interest to researchers and academics in the fields of education, curriculum studies and the sociology of education, as well as to policy makers and literacy specialists.</p
An exploratory study on the preparedness of further education teachers to cope with, manage and implement educational change during a college merger
Get PDFThis study examines the preparedness of FE teachers for educational change with particular focus on a recent merger between two further education colleges in South East England. The merger was conceived three years before implementation with the intention of developing a model that eliminated competition and promoted collaboration between the two colleges. Previous studies on changes in the further education sector (LSIS 2010; LSC 2010) have shown that change whether internally or externally imposed can impact on teachers who are the main fulcrum of educational change but they seem to have very little input in the change process even though they have to constantly adapt their mental framework to cope with the challenges associated with change. The study specifically explored how the merger between both colleges was conducted and whether teachers were prepared to cope with, manage and implement a change of this magnitude. It then goes on to discuss whether teachers require specific skills and knowledge to enable them cope better with change and if so, how such skills should be incorporated into their professional development.
The research was designed as a case study which draws on a mixed method approach. Research data were collected through surveys and interviews with six teachers from both merging colleges in order to gain detailed insights into their experiences and how this impacted on their personal and professional lives. The participants who took part in the study were mostly teachers most of who hold additional management responsibilities including course leadership and management. Other participants were curriculum leaders. Data obtained from interviews were transcribed and analysed, with the following themes emerging: integrating cultures and systems, communicating change, motivation, the impact of power and politics during mergers, emotional and psychological issues of change and the pace and timing of the merger.
One of the key issues that emerged from the data was teachers’ perception of their role as change agents and their acceptance that change was an intrinsic part of their job that they have to adapt to. The issue however, was the lack of training in change management to prepare and equip them with the skills to manage and cope with change. The non-inclusive, top-down approach to educational change was also an area of concern for teachers because their needs are usually ignored. In developing the case study, selected statistical analyses were conducted to measure the relationship between key variables.
The research concludes that, as professionals working in a rapidly changing environment, teachers in the FE sector would benefit from acquiring ‘new knowledge’ in change management which will not only equip them with vital skills to cope with change, but also place them on the same level as other professionals. An alternative framework that empowers teachers for change management and mergers in the FE sector is provided and recommended as a tool that would be of particular use to those responsible for teacher induction, and for coordinating professional development of teachers
An exploration of FE teachers’ attitudes, intentions and behaviours in response to the ‘Professionalisation Agenda’
Get PDFSince 1993, consecutive governments in England have introduced a range of education reforms referred to as the Professionalisation Agenda, aimed at developing the quality of teaching and training provisions in Further Education. This agenda, while overtly seeking to achieve parity of esteem of FE teachers with school teachers has reportedly given more work and diminished autonomy, imposing a contract culture on organisations, a target culture on staff and a wider sense of de-professionalisation and proletarianisation with little consultation with the profession.
It has been stated that the education reforms should foster professional development leading to better teaching, which in turn would improve learner achievements in a competitive market economy. This study explores the views of a sample of teachers, teacher educators and education managers on the impact of enhanced academic and professional qualifications and professional membership on teachers’ development and practice. The research uses questionnaires and semi-structured interviews to collect data from participants working in both vocational and academic curriculum areas, teaching in FE institutions in England.
The research adopts a pragmatic design (Capps, 2017; Creswell & Creswell, 2018), which accommodates the features of both positivist and interpretivist paradigms and uses the research questions to structure a practitioner-based study. Policies are constantly evolving and grew in number over the eight years of my study. Eliciting the views of FE workforce members on so-called professionalisation agenda policies yielded perceptive views contributing to an understanding of the narrowing and marketising of FE. Although the teachers in the study have faced constraints and challenges in their professional development, they are resilient during change processes. The main themes emerging were the power behind the Professionalisation Agenda; Performativity; CPD; and De-professionalisation, with sub-themes relating to uniform approach towards professional qualifications; communities of practices and professional networks; authentic social inclusion in education; and professional autonomy
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