Social class and pedagogy: a model for the investigation of pedagogic variation

This article addresses an enduring concern in the sociology of education: how social class differences are reproduced through schooling. In particular it focuses on the functioning of pedagogy in this regard. The article presents a model that elucidates the inner logic of pedagogy in order to reveal the structuring of inequality with respect to different groups of students. Theoretical concepts are drawn from the work of Bernstein, Dowling (1998 Dowling, P. 1998. The sociology of mathematics education: Mathematical myths/pedagogic texts, London: Falmer.  [Google Scholar]) and Pedro (1981 Pedro, E.R. 1981. Social stratification and classroom discourse: A sociolinguistic analysis of classroom practice, Stockholm: Stockholm Institute of Education, Department of Educational Research.  [Google Scholar]). An analysis considering the relay of social class differences, what is relayed, and its organizational form is undertaken with respect to working class and middle class children learning literacy in a sample of South African primary schools.     

Designing pedagogic strategies for dialogic learning in higher education

This article focuses on the pedagogic value of dialogue to strengthen pre-service teachers’ reflective practices and improve their knowledge about the power of talk for learning. Dialogic learning was introduced to a unit of study taken by a final-year cohort of students in an initial teacher education degree at an urban university in Australia. Various opportunities for dialogue were designed into the unit through blended learning such as face-to-face tutorials, social networks and Viva Voce contexts. In the face of mixed opinion on their efficacy, the author profiles the use of social networks as a means of incorporating more interactive discourse through Web 2.0 platforms in higher education. The mixed-methods study reports on data collected from focus group interviews run at the end of the semester. An analytical framework based on Alexander’s principles of dialogic learning is used to interrogate the data set. The results illustrate the positive impact that dialogue employed as a pedagogic tool had on the value students perceived of their learning experience. It is recommended that designs for learning in higher education incorporate iterative exchanges across a variety of blended learning contexts to encourage productive interactions between students, peers and tutors.     

Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support

The original concept of a subculture of learning support in secondary schools developed from a study of ‘Support Teachers, Learning Difficulties’ in New South Wales, Australia. The study examined the influence of school culture on the service delivery model used by these support teachers in three case studies, one of which is reported in this article. Both research and policy recommend consultation and co‐teaching with a minimum of withdrawal of students with learning difficulties for intensive instruction. To employ the recommended service delivery model it was found that support teachers need to be immersed in a subculture of learning support within the school, which involves interacting with others who share similar values and beliefs about the education of students with learning difficulties. If such a subculture does not exist the support teacher must play a major role in its development. The use of the recommended service delivery model will enhance the education provided for students with learning difficulties.     

Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy

The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and sociocultural knowledge. The subjects of the study were 95 student-teachers. The data were collected with questionnaires. In addition to social skills, the student-teachers reported learning of domain-specific skills, generic academic skills, skills for acting creatively in different situations and development of independence. We conclude that the model of Integrative Pedagogy is feasible in teacher education.     

Exploring the boundary between school science and everyday knowledge in primary school pedagogic practices

This paper explores the different ways that primary school teachers in Uganda navigate the boundary between school science and everyday knowledge in the context of a centrally mandated curriculum innovation. The paper is based on a study of the pedagogic practices of 16 teachers in eight Ugandan primary schools that were selected on the basis of having a track record of either high or low academic achievement in the public primary school‐leaving examination. The official primary school curriculum in Uganda prescribes that science be taught in an integrated form, including integration between science subject knowledge and everyday knowledge. The strategies that teachers in the study adopted in relating science to everyday knowledge was a key feature that differentiated between pedagogic practices in the high‐performing and low‐performing schools. In high‐performing schools, teachers recruited everyday knowledge as a resource for learning science as a specialised discourse; whereas in the low‐performing schools, acquiring everyday knowledge was viewed as an end in itself. The paper, then, considers the implications of differences in teachers' pedagogic strategies for the kinds of knowledge to which learners are given access.     

The struggle to satisfy need: exploring the institutional cues for teaching support staff

The decision-making around resource allocation in universities is complex. It plays out through the structures of governance and bureaucracy, through interactions with colleagues, workplace cultures and through day-to-day individual work practices. To survive and succeed within this complex environment, teaching support staff need to be sensitive to the cues provided by their institution. This paper focuses on the cues available to teaching support staff within university strategic plans and considers the effects these cues may have on their day-to-day decision-making. The results provide a sample of the competing cues that have an impact on teaching support staff and provide a foundation for a reconsidered approach to university strategic planning.     

Identifying transcendence in educating for public service: reflections on qualifying to teach as a pedagogic example

In this critically reflective piece, I describe the design of a foundations of education course and my first year teaching experience. I discuss thematic statements of issues that emerged as I came to construct the meaning of my experience and evolving ideas about teaching for public service professions. These included that:

• Questioning is not ‘normal’ for everyone;

• The experience of classroom safety may be different for student participants than for teacher participants;

• Reflection is a situated responsibility; and

• Assessment and authority interact within the context of learning in a formal classroom.

Discussing these issues helped me in framing teaching for public service as itself a transcendent public act, one that crosses boundaries of time and space and that requires embodied, rather than idealistic, understandings of qualifying to teach.     

Affect: a tool to support pedagogical change

In the early childhood education field, the way children are conceptualised has substantially shifted in recent times. Child development theory has been unsettled as the single canon of early childhood practice. This has in turn challenged constructions of educators as keepers of a universal knowledge base, and as apolitical, non-interventionist facilitators of the natural unfolding development of individuals. While reconceptualising the early childhood knowledge base has oriented theorists and activists towards equity, unsettling educator subjectivities requires careful consideration in a feminised profession such as early childhood education. There is a need for greater discussion about how educators experience the uncertainties that accompany profound changes in teaching practice and identities and how educators can harness these uncertainties in ways that strengthen the profession. In this paper, I offer excerpts from teacher research that show how theories of affect support practitioners to engage productively the reflexivity needed to reconceptualise their roles as educators. I use affect theory to consider how the intra- and inter-personal dimensions of critically reflective practice can bolster the democratic and collectivist orientations in the teaching profession.     

欧洲学校外语教育发展述评

重视学校外语教育是欧洲实现其多元化、多语言发展战略目标的重要举措之一。最新的欧洲学校外语教育的统计数据进一步揭示了外语教育强制性、学习年龄低龄化和语言多样化的特点。21世纪的欧洲外语教育政策强调外语学习的社会和政治功能,促进民主公民权的教育和社会融合,致力于个人多语能力的终身发展。     

Promoting staff support in schools: Solution Circles

The Solution Circle (SC) approach is a flexible tool which encourages participants to maintain a positive, creative approach to problem-solving. This project focussed on the introduction of this approach to staff in a primary and a secondary school. The rationale was to implement a problem-solving/discussion tool that would allow staff to utilise expertise present within the school before looking to outside agencies for support. In both schools staff participants reported positively about the process, highlighting its potential use to promote the inclusion of pupils with a wide range of needs.     

Evaluating Emotional Literacy in Schools: The Development of the School Emotional Environment for Learning Survey

In this article the author outlines the recent increase in initiatives related to young people's emotional and mental health, for example emotional health and well-being. He examines these concepts and ideas, arguing that there are negative as well as positive aspects to their widespread introduction in schools, and that in adopting mental health approaches and terminology care must be taken before programmes are implemented.     

Evaluating Emotional Literacy in Schools: The Development of the School Emotional Environment for Learning Survey

This paper describes the development of the School Emotional Environment for Learning Survey, an instrument for evaluating the perceived level of emotional literacy of the school as an organization. It elicits student and staff perceptions of their affective experience of being a part of the school community. It was designed to look at the extent to which a school enables members of its community to interact in a manner that builds an understanding of their own and others' emotions, which can then be used to shape their actions. Emotional literacy is seen here as a potential in everyone that is contingent on the interaction between a person and their social context, rather than a capacity that is either present or absent in the individual.
Qualitative data were collected from an ethnographic case study of two schools using closed- and open-ended questionnaires, semi-structured interviews, focus groups, a draw-and-write exercise and participant observation. The data were used to generate grounded theory and to build a theoretical framework for organizational emotional literacy. This theoretical framework is described as the CORE framework, addressing the domains of communication, relationships, organization and emotional experience. These domains are then characterized by particular qualities and values that are described in the 'matrix of emotional literacy'. This framework and matrix were then used to develop a questionnaire, which was trialed as a tool to audit the level of emotional literacy in both primary and secondary schools.     

学习障碍学生社会支持、学习动机与学业成绩的关系研究

用社会支持评定量表和学习动机量表对学习障碍学生的社会支持和学习动机进行测量,并对其与学业成绩间的关系进行了分析。结果发现:学习障碍学生和普通学生的社会支持和学习动机之间存在显著差异,社会支持和学习动机两者的交互作用显著;学习障碍学生学习动机和学业成绩有显著的正相关,并呈现出线性关系,学习动机是学习障碍学生学业成绩的良好预测指标之一;学习障碍学生学习动机对学业成绩有直接的影响;社会支持对学习动机有直接的影响,而社会支持则需要通过学习动机因素间接影响学业成绩。     

学校里的身体——学生的身体遭遇

学生的身体在学校中有着种种的遭遇,成为被规训与被控制的对象。学校对学习的关注和对身体之外事物的关注,超过了对学生身体的关注。学生的身体在教育中变得不堪重负、没有自由、受到伤害。当然,学生身体也会对学校的规训与控制作出种种反抗与抵制。有必要建立身体教育学,对学校中身体的教育意义进行重新反思与深入研究。     

福州市高校图书馆员社会支持水平调查

该调查利用湖南医科大学肖水源编制的《社会支持评定量表》,以311名福州市几所高校图书馆工作人员为研究对象,对影响高校图书馆员社会支持水平的相关人口统计因素进行了分析,研究表明：当前福州市高校图书馆工作人员社会支持处于较高水平;性别、年龄、婚姻状况以及工作年限是影响高校图书馆工作人员社会支持水平的重要因素.     

The Education and Care Divide: the role of the early childhood workforce in 15 European countries

International reports on early childhood education and care tend to attach increasing importance to workforce profiles. Yet a study of 15 European countries reveals that large numbers of (assistant) staff remain invisible in most international reports. As part of the CoRe project (Competence Requirements in Early Childhood Education and Care) we conducted a cross-national survey among experts in Belgium (Flemish- and French-speaking communities), Croatia, Denmark, France, Greece, Ireland, Italy, Lithuania, the Netherlands, Poland, Romania, Slovenia, Spain, Sweden and the UK (England and Wales). The survey explored professional and training profiles not only for formal ‘teaching’ staff, but also for the entire workforce, making visible the assistants who are often omitted from international reports. The proportion of assistant staff varies from a very small percentage in some European countries to half of the entire workforce in many others. Whereas job profiles for higher qualified staff often focus on ‘education’, profiles for assistants typically focus on ‘care’. Consequently a divide between care and education can be observed, both in split systems and in integrated systems. In these cases, the concept of ‘education’ may be narrowed down to schoolified learning and ‘care’ may be regarded as subordinate to education. In several cases, assistants also have less entitlement to ongoing professionalisation than educational staff. Consequences of the findings for practice as well as policy are discussed.     

苗族初中生学习乐观现状及其与社会支持的关系

采用问卷调查法对386名苗族初中生的学习乐观现状及其与社会支持的关系进行了探讨。结果表明:(1)苗族初中生的学习乐观整体上表现出积极趋势,但其结构的内部发展不平衡,学习效能乐观明显低于学习期望乐观,并有一定比例的学生学习乐观水平较低;(2)苗族初中生的学习乐观存在显著的性别差异和一定的年级差异;苗族学生的学习乐观水平显著低于汉族学生;(3)各来源的主观支持和支持利用度(包括烦恼倾诉、团体参与)对学习乐观具有显著预测作用。     

Emotional pedagogy and the gendering of social and emotional learning

Social and emotional learning (SEL) has predominantly been conceptualised as a neurological process, which has precluded understanding of how social, cultural and material discourses inform the expression of emotional experiences. Gender remains a notable omission. This article explores the micro-practices through which gender structures the development of young people’s emotional subjectivities within the context of a school-based SEL intervention. Particular emphasis is placed on the gendering strategies utilised by educational professionals during the course of their emotional pedagogy. Three strategies are considered: the overt coercion of girls to demonstrate their learning; the permission of boys’ passivity, with their docile bodies being indicated as a signifier of participation; and the restricting of occasions for emotional expression in accordance with perceived gender norms. Efforts to inculcate students with a gendered emotional subjectivity mean that differential learning opportunities are on offer, raising concerns about the introduction of new forms of gendered educational inequalities.     

Adolescent academic achievement: A model of social support and grit

Grit has been defined as passionate perseverance toward long-term challenging goals and it is associated with various positive outcomes for youth, including academic achievement. However, less is known about these associations for the two facets of grit (i.e., perseverance of effort, consistency of interest) and few studies have examined the link between grit and perceived social support. The present study examined the group-level demographic differences (i.e., gender, grade, socioeconomic status, and special education status) of grit in a high school sample (N = 1,077). In addition, direct associations between grit and perceived social support from multiple sources (i.e., teacher, classmate, parent) were examined, as well as a potential enhancing effect of social support as a moderator of the relation between grit and academic achievement. Results indicated positive associations among grit and its facets with social support from parents and classmates. Furthermore, the positive relation between grit and achievement was stronger for students reporting high social support from teachers, but not other sources (i.e., classmates, parents). Practical and theoretical implications for promoting student success are discussed.     

论中国教育学学派的创生

自 2 0世纪 80年代以来的教育研究在繁荣的同时也存在着问题 :理论体系上的支离破碎、研究方向上的随意性、缺乏创学派的动力与激情、学术导向上的媚外倾向及学术规范意识淡薄等。 2 1世纪的中国呼唤教育学学派 ,这是社会和人的发展的需要、深化对复杂教育现象认识的需要、学科发展的需要及教育学实践的需要。教育学学派创生的可能性在于 :教育学主体的学派意识增强了 ,学科相对成熟 ,教育学家群体的素质在提高 ,发表学术论著的渠道相对畅通及具有创学派所需要的组织条件等。 2 1世纪的前 2 0年里 ,中国必将产生自己的教育学学派