Northern Ireland beginning teachers' experiences of induction: the ‘haves’ and the ‘have nots’

The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. Whilst there is growing impetus to establish an induction model that constitutes a relevant, fulfilling experience, current arrangements continue to vary throughout the UK. This paper describes induction as it affected a sample of beginning teachers in Northern Ireland, where there is a dearth of permanent positions for those newly qualified. Highly contrasting experiences of the induction year emerged between graduates in permanent and one‐year temporary positions, and those who were short‐term temporary and supply teachers. The former completed a meaningful induction whereas the latter, because of sporadic, fragmented employment, did not. A flexible model of induction is proposed, with collaborative involvement of the higher education institutions, the schools and the local education authorities.     

Rethinking the ‘Western Tradition’: a response to Enslin and Horsthemke

This is a reply to an article authored by Enslin and Horsthemke (2014) published in Educational Philosophy and Theory (EPAT). Enslin and Horsthemke argue that those who they refer to as ‘friends of the subaltern’ pit themselves against a straw-person that is swiftly dismissed in pointing out blindness of the Western tradition. They point out that in doing so ‘friends of the subaltern’ pursue a ‘politics of resentment’. In their reply, Le Grange and Aikenhead argue that Enslin and Horsthemke mischaracterise their work by cherry picking from their selected works and by taking their words out of context. They suggest that Enslin and Horsthemke produce their own straw-person arguments that they accuse others of doing. Le Grange and Aikenhead argue that their research programmes seek cognitive justice which is not tantamount to engaging in a politics of resentment.     

From a ‘Sketchy Policy’ to a ‘Workable Scheme’: the DES and grant‐maintained schools

ABSTRACT

This paper examines how initial proposals for grant‐maintained (GM) schools were developed by the Department of Education and Science (DES) as it took them forward into legislation. Drawing on interviews conducted with officials involved in creating a statutory framework for GM schools, the paper addresses wider issues of policy generation including the extent to which civil servants influence the content of education policy. In the case of GM schools policy, this study suggests that the DES developed the original policy proposals in ways unforeseen by its early advocates. It concludes by reviewing the significance of recent changes to the policy and argues that these have to be interpreted in light of the government's ideological commitment to bring ‘market principles’ to the education service.     

Between the estate and the state: struggling to be a ‘good’ mother

The paper draws on an ESRC‐funded study of 70 families in two London locations. It focuses on a set of contemporary and contradictory political discourses that work on and through the lives of working‐class mothers and thereby create tensions and impossibilities within their lives. We illustrate the ways in which these women are positioned by and within these discourses in ways that leave them vulnerable to political and media criticisms.     

On semiotics and subjectivity: a response to Tony Brown’s “signifying ‘students’, ‘teachers’, and ‘mathematics’: a reading of a special issue”

In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2), 2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics education.

Lessons from ‘a really useful engine’™: using Thomas the Tank Engine™ to examine the relationship between play as a leading activity,imagination and reality in children’s contemporary play worlds

This paper examines Vygotsky’s conception of play as a leading activity in the contexts of children’s contemporary play worlds. Commencing with an examination of the relationship between leading activities and the development of psychological functions, the paper moves into a consideration of the relationship between imagination and reality as a basis for play as a leading activity. The relationship is considered in the context of current discussion regarding the sociology of childhood and the sociology of consumerism to explore the ways in which children’s experiences in digital–consumerist contexts possibly shape learning and development. Drawing on the example of the highly popular character Thomas the Tank Engine?, the paper examines the implications associated with understanding play as a leading activity within contemporary contexts, and how these might relate to existing perspectives on play, pedagogy and curriculum in early childhood education settings.     

‘It’s not right for boys to play with dolls’: young children constructing and policing gender during ‘free play’ in a South African classroom

This paper focuses on the ways in which five- to seven-year-old primary school children in a Black/African township in South Africa construct and experience ‘free play’ in the classroom. Findings highlight the gendered manner in which play is constructed and constantly policed by these young children during ‘free play’. By foregrounding the young children’s gendered constructions and experiences of ‘free play’, the paper challenges the common sense teacher perceptions and constructions of children’s play that suggest children have ‘free choice’. The paper reveals that play is far from a ‘free’ activity as it is heavily constrained by specific contextual gender norms and expectations which limit possibilities by reproducing polarised versions of gender and perpetuate gender inequalities. Implications focus on the ways in which teachers can work with children to challenge the boundaries of gender during ‘free play’.     

Labour,Learning and the Economy: a ‘policy sociology’ perspective

This paper considers Labour's education policy portfolio in two loosely related ways. Firstly, I argue for the need to see the policy continuities between the Conservatives and Labour in an international context and to suggest that in a sense Labour's policies are not specific to Labour at all; they are local manifestations of global policy paradigms. Secondly, I begin to sketch out an argument which suggests that in one key respect Labour's policy thrust is contradictory in its own terms. That is, the over‐riding emphasis on education's role in contributing to economic competitiveness rests on a set of pedagogical strategies the effects of which are actually antithetical to the needs of a ‘high skills’ economy. This contradiction arises in part from an inherited, and ultimately self‐defeating, impoverished view of ‘learning’. I shall also point to some of the effects of performativity in relation to teaching and learning     

From rejection to ‘renuwel’ to renewal: Chairperson,faculty, and the research imperative

Faculty renewal can be better understood and implemented when the resonant meanings of the term renewal are more fully appreciated. The essay integrates an etymological history of that word with several concrete programs that a Chair and Department can undertake to increase the production of quality faculty research. The shifting and multiple definitions of this term since the time of Chaucer suggest its dynamic, varied applicability today in any practical attempt to increase our colleagues' productivity. The essay also describes four archetypal examples of faculty in need of research renewal, and each example is related to the development of literary history, to various psychologies of success and failure, and to the unusual workings of a research committee.Peter Balbert received his graduate degrees from Cornell University. He is currently professor of English and chair of the English Department at Trinity University in San Antonio, Texas. The author of three books on D.H. Lawrence, his essays on modern and contemporary fiction and on university administration have appeared in many academic journals and anthologies.     

‘This is Me’: developing literacy and a sense of self through play,talk and stories

Children from literate home backgrounds, who have exposure to supportive, positive reading role models using good quality texts, are the ones who are best able to cope with the demands of learning about literacy and the transition from home to school. This study of 3-year-old children will focus on their interactions with picturebook read aloud, their repeated requests to have favourite books read over and over again, their developing sense of identity and their growing ability to respond to the books through play, oral retellings, drawings, emergent writing and ‘readings' of the stories in their own words. Over a period of time, as the children had a series of picturebooks read to and shared with them, they were able to identify a sense of self mirrored in the content of some of the books and to make informed choices about their favourites. The children identified themselves in the storybook narratives and went on to record their responses in a variety of differing modes some of which led to them becoming real authors as they constructed their own books to be read, re-read and enjoyed.     

Neoliberalism,lifelong learning,and the homeplace: problematizing the boundaries of ‘public’ and ‘private’ to explore women's learning experiences

This paper develops a critical feminist theoretical analysis of the significance of the homeplace in explaining the experiences of adult women learners. It argues that current discourses in lifelong learning are shaped by neoliberal influences that emphasize individualism, competition, and connections to the marketplace. Critical educators, drawing upon a Habermasian analysis, make some valid critiques of problems with developing an educational agenda shaped by neoliberal values, but their assessment is insufficient for explaining the persistence of gender inequalities within adult education. This is because critical theory does not adequately take up other ‘medias’ of power, such as patriarchy. A feminist lens is used to explore and complicate the perceptual divisions between the ‘public’ and ‘private’ spheres through an examination of three focal points in the homeplace; identity, relationships, and labour. Drawing upon a social science and humanities (SSHRC) research study that looks at women's learning trajectories in Canada, and a Canadian Council on Learning (CCL) grant on women and active citizenship, examples are brought in to support the discussion. From this analysis, recommendations are made for educators, administrators, and policy makers to challenge a neoliberal agenda in lifelong learning and develop a more holistic and gender inclusive approach that troubles commonly accepted parameters of ‘public’ and ‘private’ by exploring the significance of the homeplace on adult learning experiences.     

‘Words of Wisdom’: Text,Voice and Justice in I,Daniel Blake

The film, I, Daniel Blake, has received critical acclaim for its portrayal of the experiences of those attempting to navigate the bureaucracy of the British welfare state system. In this article, I use the depiction of literacy in the film as a lens through which I examine both the role of literacy in compounding the challenge for those already made vulnerable by their circumstances, as well as the creative, collaborative and resourceful ways in which individuals use literacy practices to navigate everyday lives. The release of I, Daniel Blake comes at a time when the threat to social justice posed by austerity politics is becoming an acute reality for many in Britain, and across the globe. I argue for the continued importance, therefore, of the critical examination of the relationship between literacy, inequalities and justice.     

Portfolios as ‘learning companions’ for children and a means to support and assess language learning in the primary school

This article explores the idea of portfolios as a way to collect evidence of pupils' learning and achievement in their language learning in the primary school. The emphasis is on portfolio work as an active and reflective process to underpin and support learning and to show evidence of achievement and progression. Pupil choice and reflexivity are essential in the process. The process can encourage learners to draw on their learning experiences across the curriculum. Whilst a means of providing evidence of learning, and for showcasing work pupils are proud of, portfolios are seen as central to and embedded in the day-to-day learning and underpinned by the principles of formative assessment. Designed to be used with other modes of assessment including the European Languages Portfolio, portfolios are in essence flexible, inclusive and a dynamic record of learning, achievement and potential for every learner. In this article, the use of portfolios from an early age as a means to promote development and learning and a way of assessing learning are inextricably linked. Teachers working to develop portfolio work, and some of their pupils, add their voices to the discussion of portfolio development towards an enhanced dialogic assessment culture.     

Towards the ‘informed use’ of information and communication technology in education: a response to Adams’ ‘PowerPoint,habits of mind,and classroom culture’

PowerPoint, the widely‐used slide‐show software package, is finding increasing currency in lecture halls and classrooms as the preferred method of communicating and presenting information. But, as Adams [Adams, C. (2006 Adams, C. 2006. PowerPoint, habits of mind, and classroom culture. Journal of Curriculum Studies, 38(4): 389–411. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]) PowerPoint, habits of mind, and classroom culture. Journal of Curriculum Studies, 38(4), 389–411] attempts to show, users may not appreciate that PowerPoint invites and seduces educators to reshape knowledge in particular ways to the detriment of analytical thinking and interpretive understanding. Using Adams’ material as a stimulus, we argue that digital presentation tools (along with other items of information and communication technology) can be utilized to facilitate conversational dialogue between students, their instructor, and their peers without much additional knowledge or effort. The key that unlocks the affordances of PowerPoint is ‘informed use’. This concept is explained and illustrated with an example that shows technology being used in a particular context to achieve a particular set of instructional outcomes.     

Considering the first year: reflection as a means to address beginning teachers’ concerns

With the increasing concern about the high attrition rate among beginning teachers, it is essential that we come to a better understanding of why teachers leave the profession. This study explored differences between leavers and stayers in terms of the process of their resilience responses. Major psychological factors such as value, self-efficacy, beliefs and emotions were foregrounded to understand how leavers and stayers are similar or different in negotiating and interpreting external environments. This study employed semi-structured interviews for seven leavers and seven stayers who had teaching experiences of less than five years. The findings of this study showed that both leavers and stayers had intrinsic interests in working as a teacher. Also, both groups identified similar challenges of working as a teacher, such as classroom management and effective delivery of lessons. However, leavers showed weaker self-efficacy beliefs than stayers, who tended to get more support and help from school administrators. In addition, leavers held beliefs that imposed heavy burdens on themselves, which may have created stress and emotional burnout. Unlike leavers, stayers often reported their strategies to prevent them from being burned out by setting boundaries establishing relationship with students. Given the high attrition rate of beginning teachers, the current study provides meaningful insight about challenges beginning teachers’ face, their needs and better ways to prepare and train them.     

Using ‘big ideas’ to enhance teaching and student learning

Organising teaching of a topic around a small number of ‘big ideas’ has been argued by many to be important in teaching for deep understanding, with big ideas being able to link different activities and to be framed in ways that provide perceived relevance and routes into engagement. However it is our view that, at present, the significance of big ideas in classroom practice is underappreciated while their implementation in teaching is perceived as ‘unproblematic’. In this paper we address these issues; while we draw on the experiences of two major research projects focusing on teachers’ pedagogical reasoning, we attempt to investigate big ideas from a conceptual stance. While the domain is important, we argue that the source of big ideas should include reflection on issues of student learning and engagement as well as the domain. Moreover, big ideas should be framed in ways that are richer, more generative of teaching ideas and more pedagogically powerful than topic headings. This means framing them as a sentence, with a verb, that provides direction and ideas for teachers. We posit three different kinds of big ideas: big ideas about content, big ideas about learning and big ideas about the domain; the last two result in teachers having parallel agendas to their content agendas. In addition to discussing how pedagogically powerful big ideas can be constructed, we draw on data from highly skilled teachers to extend thinking about how teachers can use big ideas.     

Using the multimodal affordances of the interactive whiteboard to support students’ understanding of texts

The purpose of the study reported on here was to explore ways in which the interactive whiteboard (IWB) can support students’ understanding of texts. A Year 3 and a Year 4 primary school class in New South Wales, Australia, is the focus of the research. A qualitative case study was carried out using multimodal analysis focusing on the use of an e‐book displayed via the IWB. The results of the study indicate that the IWB can support students’ understanding of a narrative to prepare them to write a whole‐class response through providing increased access to a range of resources that are multimodal in nature. The way the interactive features of the IWB can facilitate access to multimodal resources to cater for student needs is also discussed.     

Showtime: the biopolitical performance of ‘effective beginning science teacher’

Cultural Studies of Science Education - Over the past decade, neoliberal practices for ensuring teacher effectiveness have shaped the landscape of education. In the midst of policy mandates for...