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101.
Carol Hurni 《Pastoral Care in Education》2001,19(1):3-8
The social curriculum is taught implicitly in many schools and, whilst the new 'citizenship education' attempts to structure this 'hidden curriculum', secondary school break times seem to be providing pupils with opportunities to learn social and citizenship skills. The writer suggests that break times, especially in secondary schools, are an unused resource for developing values inherent in citizenship education. Currently there is little research which includes an investigation into the secondary school break time and which aims to understand the social value of break times. This paper reports such an investigation and suggests that break time is a potential location for the development of skills relating to citizenship. 相似文献
102.
Carl Parsons Ray Godfrey Keith Howlett Carol Hayden & Tim Martin 《Pastoral Care in Education》2001,19(4):4-15
This article reports and discusses a study which followed up, through case records, 726 children excluded permanently, indefinitely or for fixed–term periods in 1993/4 in 10 LEAs. The outcomes at secondary level in 1998/9 were found to be moderately poor with the problems intensifying for half the sample. Forty six per cent had further primary school exclusions and 36 per cent received exclusions in their secondary education. Looked–after children and those with special educational needs fared worse and achieved less. Case studies showed the kinds of commitment and support that can work even with very difficult cases. 相似文献
103.
While issues of recruiting older persons in clinical trials are well known, efficacious strategies in the recruitment process in applied social research are less explored. As more research becomes community-based, it is useful to see, if effective clinical-trial recruitment strategies can be applied to social and applied research studies. The goal of this article is to examine clinical recruitment strategies used with older adults (e.g. print and electronic advertising, referrals, and community-partnered approaches) in applied social research studies and to illustrate issues arising from the use of each recruitment approach with older adults in real-life settings. Experiences from four community-based, social research studies are included to show how some of the most successful clinical recruitment strategies fare in social gerontological studies. Specific guidelines are provided about how recruitment strategies can aid in future study planning and improved recruitment of older participants in social research. 相似文献
104.
Joachim Broecher Joyce H. Davis Janet F. Painter 《International Journal of Lifelong Education》2017,36(4):471-485
Using qualitative interviews, focus groups, storytelling and collective journaling, the life experiences of people in a local village community, in South Westphalia, Germany, born between 1930 and 1945, were analysed collaboratively. The research intention was to give the younger generations in that region access to these experiences and insights, within the context of democratic learning and civic education. The focus of this narrative learning project was on the politically relevant issues and themes they contained, above all: the significance of free information and thought, a free cultural life, access to education for all children and youth, a self-determined life for women and girls, as well as cohesion and self-help structures in the social community. Many tales were shared from the Third Reich, making references to Wilhelmine Germany and the Republic of Weimar, including how these times had been narrated to them through their forebearers and families’ archives. 相似文献
105.
Carol Wells Ikedola Animashaun Anneliese Gibb 《Action Learning: Research and Practice》2017,14(2):167-173
The assessed and supported year in employment (ASYE) is employer-led and provides a programme to support and assess newly qualified social workers (NQSWs) working with children and families and adults during their first year of employment. Action learning was brought into Cambridgeshire County Councils ASYE programme as a 12-month pilot from October 2015 to September 2016, with the view of providing an opportunity for the 55–60 NQSWs to develop critical thinking, problem-solving and leadership skills. This paper gives an account of the journey from the perspective of the roles of the accoucheur and action learning lead, ASYE Programme Lead and Evaluator and identifies key learning points. In writing this paper, the authors acknowledge the contribution of their colleague facilitators and the NQSWs who participated in action learning sets. 相似文献
106.
Carol Iannone 《Academic Questions》2011,24(2):125-128
The Issue at a Glance
The Issue at a Glance 相似文献107.
Carol Iannone 《Academic Questions》2011,24(4):385-387
THE ISSUE AT A GLANCE
The Issue at a Glance 相似文献108.
Carol A. Taylor 《Gender and education》2011,23(7):825-841
This article begins with Pollock’s comment that Judith Butler ‘finds hope in failure’ and its aim is to explore what ‘hope in failure’ means in relation to A Level students’ engagements with post-feminism and feminism. The article grounds its argument in an exploration of how post-feminism and feminism intersect with sixth form students’ subjectivities through the educational practices of their second-year A Level subject-based research. The article analyses empirical instances of students’ discursive agency through Butler’s notions of performativity, citationality, excessive signification and resignification to consider the complex, multiple and creative ways in which sixth form students produce themselves as viable gendered subjects in relation to post-feminist and feminist discourses. The analysis considers both how discourse regulates and conditions students’ relations with post-feminism and feminism and how discourse contains the possibilities for the subject to refuse the refusal of feminism in popular culture. Through its analysis of how students use their discursive agency to claim a feminist identity, and how these uses constitute transgressive practices, the article explores the political significance of identifications with feminism in doing gender differently. It ends with an argument for the re-consideration of the apparently assured popular cultural ‘failure’ of feminism in post-feminist neoliberal times. 相似文献
109.
Glenda Walsh Liz Sproule Carol McGuinness Karen Trew 《Early Years: An International Journal of Research and Development》2011,31(2):107-119
Playful structure is a new pedagogic image representing a more balanced and integrated perspective on early years pedagogy, aiming to blend apparent dichotomies and contradictions and to sustain and evolve play-based practice beyond Year 1. Playful structure invites teachers and children to initiate and maintain a degree of playfulness in the child’s whole learning experience, even when the learning intentions demand a supportive structure. Thus, playfulness becomes characteristic of the interaction between adult and the child and not just characteristic of child-initiated versus adult-initiated activities, or of play-time versus task-time. The paper is based on intensive observations and interviews with teachers in Northern Ireland who participated in a play-based and informal curriculum. This paper explains how playful structure rests on complementary processes of infusion of structure into play-based activities and infusion of playfulness into more structured activities, illustrated by cameos. ‘Infusion’ suggests the subtle blending process that allows apparent dichotomies and contradictions to be resolved in practice. 相似文献
110.
Al Otaiba S Folsom JS Schatschneider C Wanzek J Greulich L Meadows J Li Z Connor CM 《Exceptional children》2011,77(4):453-470
Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. 相似文献