1,513 research outputs found
Disrupting Understandings of Disruptive Behaviour
No full textThis DataShare item relates to a qualitative study funded by the Spencer Foundation, titled ‘Disrupting Understandings of Disruptive Behaviour’. The study sought to investigate the school experiences of pupils who had been receiving support at school before COVID-19 to help them manage their behaviour in school.
The aim was to investigate whether, as the literature below would predict, some aspects of education under lockdown were experienced positively by pupils with a history of disruptive behaviour (PHDB), and to work with families and schools in Scotland to identify ways in which these positive aspects may be replicated in the post COVID classroom
SUPERSEDED - Evaluation of impact of assessment changes on REDU11046
No full text## This item has been replaced by the one which can be found at https://doi.org/10.7488/ds/7778 ##This dataset relates to a case study which evaluated the introduction of concept maps (CM) as a learning activity and assessment task on a 10 credit (ECTS 5 credits) social science research methods course at SCQF level 11 (taught postgraduate level). The course runs for five weeks in semester one and over the previous five years student enrolment has been between 575 and 971. Most (>90%) students have English as a second or other language (ESOL) and many are new to studying social sciences. The CM was introduced to allow students to focus on developing their conceptual understanding rather than their academic writing skills. The data set includes interview schedules used and the secondary data (course marks) analyse
Don Gale, author of Francie and the Basket Women,holding a copy of the book, Stephenville
No full textDon Gale, author of Francie and the Basket Women, holding a copy of the children's book which is set in Newfoundland and tells the tale of a little girl, Francie, who runs away from the dentist and hops aboard a train. While on the train Francie meets several basket makers, one of which cure her tooth ache
Large cats
No full textBased on the acclaimed print series, Grzimek's Animal Life Encyclopedia, 2nd ed., this new supplement covers extinct life. Written for students and general researchers, this supplement explores all aspects of extinctions and extinct life. Approximately 80 articles outline major extinctions and related scientific areas.
- Extract from publisher's websit
Creativity and mental illness : the Madness and Literature Network
No full textIn this video author Patrick Gale shares his thoughts on madness and creativity during the Madness and Literature Network Seminar in 2009. For related videocasts see those presented by Professor Paul Crawford and Paul Sayer.
Presentation delivered May 2009.
Suitable for: Undergraduate study and Community Education
Patrick Gale, Author.
Patrick Gale was born on the Isle of Wight in 1962, where his father was prison governor at Camp Hill prison. Later the family moved to London. He boarded at The Pilgrim's School, where he was a chorister, then went to Winchester College before reading English at Oxford University. He did a series of odd jobs to support his writing before becoming a full-time novelist, moving to Cornwall in 1987. He is the author of several novels, and also writes short stories and novellas. He has written one book of non-fiction, on the American novelist Armistead Maupin, and also writes book reviews for The Daily Telegraph.
His first two novels, Ease and The Aerodynamics of Pork, were published on the same day in 1986. The Facts of Life (1995) tells the story of Edward Pepper, an exile saved from Nazi Germany in the Kindertransport, and Tree Surgery for Beginners (1998) is about Laurence Frost, an inarticulate tree surgeon. A Sweet Obscurity (2003) is told from the alternating viewpoints of four separate characters. Friendly Fire (2003) draws on the author's own experience of a late 1970s adolescence, and Notes from an Exhibition (2007) is set in Cornwall, exploring the effects of mental illness on artist Rachel Kelly and her family.
Important Copyright Information:
You are free to copy, distribute and transmit this video as long as you credit the original author. The video is also available on YouTub
A multiple case study of pedagogical relationships in different disciplinary areas in a research-intensive university in the UK
Get PDFThis thesis is a study of the nature of pedagogical relationships between academic
teaching staff (ATS) and students at Master’s level in a research-intensive university
in the UK. There is a growing, but still limited, number of empirical studies on how
ATS and students conceptualise pedagogical relationships. However, none have
focused, as this one does, on Master’s programmes against the backdrop of
marketisation of UK higher education. More specifically, this study aims to gain
understanding of the features of ideal pedagogical relationships from ATS’s and
students’ perspectives. It also aims to explore the factors that facilitate and hamper
the development of positive pedagogical relationships.
A multiple-case design was adopted which drew on qualitative data gathered through
one-on-one semi-structured interviews with 11 ATS and 19 full-time MSc students in
three disciplinary areas within one research-intensive university. This was followed by
a detailed and thorough thematic analysis.
The first key finding can be summarised into an eccentric repetition – pedagogical
relationships need to be pedagogical. This study suggests that while students value
ATS’s approachability, immediacy, and caring, they indicate that ultimately, they hope
the positive relationships with ATS can facilitate their learning.
The second finding is about the features of ideal pedagogical relationships. The study
suggests that there is a consensus between ATS and students on the nature of ideal
pedagogical relationships pertaining to Master’s study, namely, an equal relationship
but within a hierarchy. The students want the relationships with ATS to be equal in
terms of respect and recognition. This indicates the importance for ATS to
acknowledge students’ emotional investment during their Master’s study and to pay
attention to students’ feelings during any pedagogical encounter. On the other hand,
the students recognise the hierarchy between them and ATS regarding knowledge
and experience. Instead of serving as an obstacle for students’ learning, I draw on my
analysis to argue that this hierarchy has the potential for facilitating Master’s students
to achieve ‘mastersness’.
Furthermore, this study sheds light on the factors that constrain the development of
positive pedagogical relationships. ATS and students had a common view that it is
not each other’s fault. Rather, there are structural constraints, such as class-size,
student-staff ratio, and ATS’s workloads, which are attributed by the participants to
the marketisation and massification of higher education. Furthermore, this study
provides unique insights into the influence of the diversity of postgraduate taught
(PGT) student body, including their diverse motivations, expectations, and language
competency, on building and maintaining pedagogical relationships. Practical
implications for the improvement of pedagogical relationships are provided
accordingly.
This study also contributes to the literature and understanding of ATS’s and Master’s
students’ teaching and learning experiences. The study suggests the complex nature
of pedagogical relationships experienced by ATS and students. Indeed, the popular
conception of ‘students as customers’ is not supported by my data. The findings show
that these students and staff have had experience of a whole range of relationships,
some positive and others less so. One individual student may feel more like a
customer in one class, and less like one in another. This thesis discusses the factors
that seem to contribute to this.
Although this study was conducted in only one research-intensive university, through
detailed accounts of the research context together with detailed and nuanced
discussions of the research process, the findings and practical implications provided
in this thesis can be confidently transferred and applied to other conceptually related
settings, such as other universities, undergraduate programmes, and schools
Community Sport Coaching and Impression Management
Get PDFThis chapter positions community sport coaching work as a social, interactive performance. It begins by introducing the concept of dramaturgy and Erving Goffman’s ground-breaking work addressing ‘the presentation of the self in everyday life. This background information is then followed by an exposition of some of Goffman’s central dramaturgical concepts and the ways in which they connect with, and could be used to inform, everyday community sport coaching practice. Here, Callum, the last author, provides detailed examples of how he has utilised these dramaturgical concepts to inform the ways in which he performs his community sport coaching role. Finally, the conclusion summarises the central arguments and issues raised in this chapter and provides some critical questions to stimulate your reflection on the dramaturgical dimensions of everyday practice
Gale, Publishing in Open Access
No full textJennifer Albers-Smith is the Director of Marketing, Academic and Special Libraries at Gale, part of Cengage Learning. She has worked at Gale for eight years in both sales and marketing capacities and has launched several very successful products to the market including Nineteenth Century Collections Online and Gale NewsVault. Gale’s OA philosophy, although yet to be defined, includes actively exploring ways to best surface OA content in a way that is beneficial to the researcher and the author. As both a publisher and aggregator of a wide range of resources – digitized primary source collections, eBooks, periodical databases, microform, and print – Gale does not publish any open access content, but works with many publishers who do; and includes an extensive amount of public domain materials in their various product offerings. Gale is looking forward to hearing from our academic researchers what their thoughts are around the future of open access and how it will affect their expectations and use of digital collections, ebook collections and aggregated databases.
For additional information about Gale please visit gale.cengage.co
“It was a thing about belonging and identity. I just felt, this is who I am”: residential care experienced children and young people actively (re)creating identity, family and community
Get PDFThis study aimed to explore the experiences of children and young people who have spent time in residential child care (RCC) in Scotland. Identity formation is one of the primary psychological tasks of adolescence. Having a positive sense of self is closely related to feelings of belonging, a sense of agency and self-esteem. But the physiological, cognitive and social changes that occur during this period can make self and identity development particularly challenging. In Scotland, most young people in residential child care (RCC) are teenagers, many with complex, high levels of need relating to experiences of abuse or neglect prior to being moved into care. In recent history, discourses around RCC have been negative, with an ideological preference for family-based care and historical abuse scandals contributing to its perception as a care placement of last resort, despite research that suggests it can benefit young people. Care practices that focused on child protection prevailed in a political culture that sought to manage children, reduce short term risk and improve measurable outcomes. Relationships, the core of care, became a secondary concern.
Within this context, young people in RCC undertook the task of self and identity development, a process further complicated by the disconnection from family and home that the move into care entails.
Despite these unique and complicating factors, there is a relative lack of research into how young people in RCC develop identities and coherent selves. Taking a narrative inquiry approach and drawing broadly on sociological and philosophical literature, I sought the views of 13 children and young adults to better understand the ways in which their senses of self and identities presented and evolved over time.
Findings were structured under two key headings: ‘Journey to myself’ and ‘Managing myself, making family and the search to belong’. The first of these describes the finding that young people’s experiences prior to care, within care and beyond can be made sense of in terms of an increasing understanding of, or journey to themselves. Relationships with at least one key person, most often an adult in the RCC home or school, were instrumental in helping young people make sense of who they were, who they are, and who they might become. Being supported to help make sense of missing parts of young people’s stories was an apparent prerequisite to a positive, securer sense of self. Second, the residential care experience, and sometimes school and leisure activities could provide rich opportunity for self- development. Third, self-development was supported by creating opportunities for resignification through enabling young people to explore new, more salient identities that helped them develop a positive self-image. Fourth, young people demonstrated that they managed other socially imposed social identities such as their place of birth or care identity, but whilst this was complex, it was for some important to a coherent sense of self. Fifth, RCC homes, and sometimes schools, were able to create the conditions for social recognition (Honneth, 1995), a pre-requisite to the development of autonomy and self-realisation that enabled young people to be both participants in and active contributors to their communities.
The study makes both empirical and theoretical contributions to knowledge. Young people in RCC were active agents in the creation of extended communities and networks of support, drawing on concepts of the family and home to create a sense of belonging that lasted beyond care. Securer senses of self-emerged from the feeling of connection to these family-like networks and the wider community. The sense of agency in the building of these networks was an important feature of the process and has implications for RCC practice with regard to ways this might be respected. Second, trusting, caring and reciprocal relationships with key adults that lasted beyond care were the primary conduit for the development of an enduring positive and coherent sense of self. Character role models were shown to be the preserve of adults and in relation to these individuals, the most significant self- development took place. This suggests the importance of character in conceptions of professional identities of those working with RCC experienced young people. Third, the work of Beauvoir is helpful in illuminating the experiences of childhood and that her philosophical thinking complements earlier sociologically informed studies that illustrate how RCC might create the conditions for childhood and positive identity development. The day-to-day rhythms and rituals of residential care created a sense of warmth and home that made young people feel wanted. Here, Beauvoir’s account of childhood freedom as synonymous with irresponsibility might explain why some young people had such positive experiences of RCC; it responded to their deep existential need to be free from the moral responsibilities of life, to which many have been introduced too early. Linking Beauvoir’s ethics to child social care represents a new way to conceive of aspects of residential child care. With its focus on freedom, it may offer a less pathological and deterministic view of the agency of young people in care than that found in more conventional approaches, such as attachment theory. Fourth, in making the case for the inescapability of ambiguity (Beauvoir, 2018), this finding supports practice that conceives care giving as inherently context bound, complex and relational. In leaning into this complexity, or to use Beauvoir’s term, ‘facticity’, the approach lends further credibility to practices that foreground moral and practical elements of care, where the arena is the everyday lives of young people. Social pedagogical orientations, Child and Youth Care Practice (CYCP) approaches and practice guided by care ethics, for example, are consistent with this theorisation. Finally, young peoples’ journey to self-understanding was one that broadly moved from one that was self-regarding to one that was more compassionate and self and other- regarding. Young people, through being cared for, became carers to others. For some this was reflected in their educational and employment choices post-care. This has implications for how RCC experienced children and young people are perceived and the opportunities for re-signification that might be provided for them. Reflecting care ethics perspectives, participants were as much carers as they were cared for and claimed this identity, often proudly, in young adulthood
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