Meaning in life and school guidance programs: Adolescents’ voices from Hong Kong

International Journal for Educational and Vocational Guidance - This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data...     

Understanding voices from the margins: social injustice and agency in first-year students’ literacy narratives

Abstract

This article analyses literacy narratives of first-year students at a South African university. It uses excerpts from the literacy narratives to explain how this writing genre serves as an outlet for reconstructing experiences of social injustice and agency. The article discusses how students’ experiences of social injustice and their sense of agency intersect to influence their literacy development from primary school to university. The article contends that, although literacy narratives give lecturers access to students’ pre-university learning experiences and their discomforts with university literacy expectations, they also capture aspects of societal injustices and their responses to these injustices.     

Reflexivity,structure and agency: using reflexivity to understand Further Education students’ Higher Education decision-making and choices

The purpose of this paper is to critically evaluate Archer’s reflexive modalities in relation to Further Education (FE) students’ higher education (HE) decision-making and choices. To do this, it draws on data from a qualitative, longitudinal narrative inquiry that explored how socioeconomically under-represented FE students made their HE decisions and choices. On a conceptual level, the research aimed to identify whether participants’ HE decisions and choices were individualised or mediated by structure. Margaret Archer’s reflexive modes were adapted to understand, first, how young people made their educational choices and decisions and, second, what role agency and structure played in this process. How participants’ different reflexive modes were interpreted and how this facilitated more intricate understandings of how agency is exerted in the face of structural constraints are discussed. Yet, this paper also critically reflects on and questions the explanatory power of Archer’s work in the context of this research.     

Work‐to‐School Mentoring: Childcare Center Directors and Teachers’ Return to School

As supervisors of preschool teachers, childcare center directors are well‐situated to mentor their staff to pursue higher education. Telephone interviews with 78 directors examined their role as mentors in encouraging preschool teachers to take college classes. Educational mentoring was shown to be distinct from career mentoring. Logistic regressions showed that the director’s educational mentoring of teachers and teachers’ aides was associated with greater college attendance, whereas career mentoring was related to less attendance. Furthermore, the director’s confidence staff members’ ability to complete an Associate’s degree promoted college enrollment. Finally, some directors appeared to be transformational leaders who created an education‐friendly climate for their entire staffs. These findings suggest that the workplace is an under‐researched, critical context for work‐to‐school mentoring.     

‘Hard’ decisions and ‘tough’ choices: the business approach to university decline

This paper critically examines the solutions to university decline that emphasize selective cutbacks, in which certain areas are phased out to protect others. The experiences of two Canadian universities show that these kinds of hard decisions generate a considerable amount of political conflict. While the business perspective recommends decisive action, it provides little advice about how these actions can be implemented. It may even intensify conflict and worsen an already difficult situation. The paper argues that we need to learn about the management of both conflict and collegiality, as well as the conditions which make tough choices necessary, before we can successfully tackle decline.     

Listening to children’s voices in educational research: some theoretical and methodological problems

In recent years, there has been increasing interest in children’s experiences and perspectives of their own lives. This interest has been stimulated by legal and political initiatives (e.g., the UN Convention on the Rights of the Child), and by theoretical developments in education and social science disciplines. Children are no longer viewed primarily as “becomings”, but as “beings”, whose ideas, experiences, choices and relationships are interesting in their own right. Children, like adults, are “social agents”, who make sense of their experiences. This paper discusses the multi‐level approach metaphorically termed “listening to children’s voices”. First, there is the methodological level – i.e., how to listen. However, this paper does not go into detail regarding what kinds of methods are suitable for grasping the sense of children’s experiences. Second, studies of children’s (or adults’) experiences are underpinned by insider epistemology, the core of which is that insiders have a privileged access to knowledge of their own experiences. The question that will be addressed is what kind of knowledge is insider knowledge; two versions of insider epistemology are discussed in this paper. Third, the approach of listening to children is also underpinned by theory of the subject (or subjectivities). The paper briefly discusses five conceptions of the subject in terms of their possible implications for research on children’s experiences and perspectives. It is argued that even though some definitions of the subject are directly opposed to each other, it is possible to combine some perspectives. The relational conception of the subject, and the theory of interactionism developed by Brian Fay may be helpful for developing knowledge of lived experience, especially when individuals and groups being studied are seemingly very different from the researcher. It is concluded that an open (or weak) thesis of insider epistemology and a relational theory of the subject can offer a powerful theoretical foundation for research on experiences of children, especially of children whose voices are seldom heard.     

Listening to children’s voices on intercultural education policy and practice

The overarching purpose of this research is to investigate native and immigrant children’s experiences of intercultural pedagogical practices in Cyprus schools. It also explores their suggestions for the improvement of policies and practices for intercultural education. Last but not least, it examines whether Cypriot and immigrant students share similar or different conceptualisations and understandings regarding the above aspects. To this end, interviews were carried out with 40 pupils, aged 11–12, of five primary schools, which presented high concentrations of immigrant students. On the basis of our analysis of our data, the children appeared to perceive intercultural education in terms of culturally responsive discussions, collaborative learning and language learning.     

Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art

Thematic work that integrates different knowledge areas is considered suitable for developing young children’s knowledge and skills in early childhood education. This paper reports evidence from a survey of early childhood teachers’ work with mathematics and art integrated in thematic work. In this study, we aim to explore how teachers perceive mathematics learning and teaching integrated with art. Data for analysis were collected from a questionnaire answered by 27 early childhood teachers from Finland and Sweden. Influenced by a sociocultural theoretical framework, the analysis concerns the teachers’ expressed goals for learning and their strategies for achieving these goals. The analysis reveals qualitatively different approaches to the learning goals addressed by the teachers – process-oriented, product-oriented, development-oriented and providing awareness – which, respectively, seem to generate different meanings of mathematical learning integrated with art. This study offers an overview of teachers’ approaches to teaching mathematics and art in thematic work, and of how different approaches may influence what mathematical meaning is offered to children to explore.     

Loosening chronology’s collar: reframing teacher career narratives as stories of life and work without end

This research paper examines the narrative accounts of the academic Spanish‐language development of four preservice bilingual education teachers of different backgrounds, including Mexican‐American, white (non‐Hispanic), Mexican immigrant, and the U.S.–Mexico border Hispanic. The purpose of the study is to discover the kinds of educational forces which may impede bilingual education teachers' development of academic Spanish, look at their own perceptions of their Spanish‐language proficiency, and consider how student learning might be influenced. The stories illustrate how few meaningful educational opportunities prospective teachers have to develop academic Spanish‐language proficiency. They also demonstrate how sociocultural context may impede Spanish‐language development. In short, the paper addresses the need for dramatic social and educational changes if bilingual education teachers in the U.S. are to fulfill one of the basic tenets of bilingual education: the provision of native‐language instruction.     

Science Lives: School choices and ‘natural tendencies’

An analysis of 12 semi-structured interviews with university-based scientists and non-scientists illustrates their life journeys towards, or away from, science and the strengths and impact of life occurrences leading them to choose science or non-science professions. We have adopted narrative approaches and used Mezirow's transformative learning theory framework. The areas of discussion from the result have stressed on three main categories that include ‘smooth transition’, ‘incremental wavering transition' and ‘transformative transition’. The article concludes by discussing the key influences that shaped initial attitudes and direction in these people through natural inclination, environmental inspirations and perceptions of science.     

Childcare Educators’ Perceptions of and Solutions to Reducing Sitting Time in Young Children: A Qualitative Study

Young children spend a high proportion of their time at childcare sitting. Reducing sitting time or breaking up prolonged periods of sitting may be positively associated with health outcomes among children. The purpose of this study was to identify childcare educators’ perceptions of what environmental and policy modifications could be made within early childhood education and care (ECEC) settings to reduce sitting time among children during childcare. Eighty-seven educators from 11 ECEC centres participated in 11 focus groups between September 2013 and November 2013. Each focus group was audio-recorded and transcribed verbatim. A semi-structured schedule was developed to investigate the educators’ perceptions of the influences on children’s sitting time at childcare. A problem–solution tree was developed to determine potential solutions for reducing total and prolonged sitting time in young children at childcare. Most educators were unaware of the high levels of sitting time among young children. Educators identified that childcare practices, the physical environment and the weather were factors that influenced children’s sitting time. Potential solutions to reduce sitting time were to break-up prolonged sitting time by using movement breaks, standing desks, movement transitions between activities, relocating key facilities around the space to promote movement, and integrating movement during learning activities. Also, educators suggested that posters could be used to increase awareness among educators about the benefits of reducing sitting time. Educators identified key practices that could be modified to reduce young children’s sitting time in childcare. These potential solutions should be evaluated to understand their effectiveness.     

Childcare Food Handling Employees’ Perceived Barriers and Motivators to Follow Food Safety Practices

Each year millions of children are enrolled in center-based childcare. Childcare employees are tasked with handling over half the children’s weekly meals. Proper food handling practices are crucial in mitigating this high-risk population’s risk of foodborne illness. The purpose of this study was to identify childcare food handling employees’ (n?=?278) perceived barriers and motivators to follow recommended food safety practices. Six important barriers and 14 key motivators to following recommended food safety practices were identified. Important barriers pertained to time restraints, workloads, and lack of understanding of the importance of following proper food safety practices. Key motivators were focused on children’s safety, available supplies, communication, and food safety training/information. Employee and facility characteristics were shown to influence perceived importance of barriers and motivators to following food safety practices. Childcare directors should review scheduling and job duties of employees as the majority of identified barriers focused on “work pace” and “time restraints.” Directors should also attempt to increase food safety communication through practical situational training, written food safety policies, and use of food safety signage to increase understanding of the importance of proper food safety practices. Ensuring proper supplies are available is necessary.     

Young refugees’ and asylum seekers’ career choices: a qualitative investigation

International Journal for Educational and Vocational Guidance - A major challenge for refugees and asylum seekers is social and professional integration. Using constructivist and capability...     

Action research and narratives: ‘Finely Aware and Richly Responsible’ 1

This paper explores the central place of stories and narratives in action research practices and accounts to argue that it is hard to imagine how we might do or write about action research in a non‐storied way. The paper argues that good stories help us to think well and more wisely about ourselves and our practice. An historical example is chosen to illustrate the compelling potential of stories about real people and real lives, followed by a teasing out of six methodological issues that arise.     

Sexualities,teenage pregnancy and educational life histories in Portugal: experiencing sexual citizenship?

This article focuses on Portuguese working-class teenage girls’ voices and experiences concerning sexuality and pregnancy. Within a sociological, feminist and educational framework, it explores the girls’ perspective on sexual and intimate citizenship as evidence of fairer forms of regulation of teenage sexualities. Through building life histories of three pregnant and teenage mothers, this article aims to understand how girls rehearse and live out their sexualities and pregnancies as well as listen to their voices and recognise their demand for inclusion and respect. Gender power relations emerge as central in configuring girls’ pathways and shed light on youth pregnancy.     

Young bilinguals’ voices: reflecting on being experts and becoming literate

This article provides findings about how the construction of literacy practices mediated the positive identity development of first-grade bilinguals in an inquiry-based setting over an academic year. Utilizing a sociocultural approach and a Positive Discourse Analysis lens, the researcher reports findings from an exemplary primary classroom that facilitated positive identity development among young bilinguals as they simultaneously developed language, literacy, and content knowledge.     

Dystopia and disutopia: Hope and hopelessness in German pupils’ future narratives

Within the academic field of futures in education there has been concern that pupils’ negative and pessimistic future scenarios could be deleterious to their minds. Eckersley (Futures 31:73–90, 1999) argues that pessimism among young people can produce cynicism, mistrust, anger, apathy and an approach to life based on instant gratification. This article suggests that we need to discuss negative and pessimistic future visions in a more profound and complex way since these contain both hope and hopelessness. A pessimistic view of the future does not have to be negative in itself: it can also illustrate a critical awareness of contemporary social order. This article therefore aims to explore hope and hopelessness in young people’s dystopias about the future. Adopting dystopias may open up possibilities, whereas adopting disutopias will only lead one to believe that there are no alternatives to the current dominant model of global capitalism. Even a dystopia that predicts the end of the world as we know it might be the beginning of a world that we have not seen yet.     

Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach

A flexible approach to assessment may promote students’ engagement and academic achievement by allowing them to personalise their learning experience, even in the context of large undergraduate classes. However, studies reporting flexible assessment strategies and their impact are limited. In this paper, I present a feasible and effective approach to flexible assessment, describe choices made by 2016 students in 12 sections of two different courses using this approach, and explore associations between students’ choices and academic achievement. Students decided at the beginning of the term whether they would use the assessment scheme proposed by the instructor or modify it by selecting (from within ranges provided) which assessments they would complete and the value of each in calculating their final grade. Most students (62%) made some change, but many (38%) opted to use the suggested values. Students did not choose to minimise their workload by selecting the fewest assessments possible. Opting out of a large assignment was the most common change, but the majority (69%) completed the assignment and almost all (95%) included quizzes based on readings. Different choices were not associated with notable differences in achievement: midterm score was the most important predictor of performance on a cumulative final examination.     

Popular histories: ‘education’ and ‘entertainment’ in information books for children

UK government policy has increasingly emphasized the importance of learning in the home; and commercial publishers have not been slow to respond. There is now a growing market in popular information books targeted at parents and children. This article provides an analytical case-study of four such books on a common historical theme: ancient Rome. It addresses three main issues. First, it considers the epistemology or historiography of these texts, particularly in relation to their use of sources and their implicit view of what history (as a subject) is. Second, it discusses the pedagogic style of the texts, as reflected in their mode of address to the reader and their use of narrative and expository language. Finally, it considers the balance between ‘education’ and ‘entertainment’ and the implications of using popular cultural genres as a means of representing the past.