Models of transformative learning for social justice: comparative case studies of non-formal development education in Britain and Spain

This paper presents comparative case studies of non-formal development education by non-profit organisations in two European countries. The study aimed to explore the extent to which such activities provide opportunities for transformative learning. The research was qualitative and began with interviews with educators across 14 organisations in Britain and Spain. Case studies were then identified, purposefully selecting interesting non-formal activities. This paper presents four activities and analyses their potential for transformative learning, drawing together ideas from the literature and the cross-case analysis of the perspectives of development education practitioners. By using the framework of transformative learning pedagogies, this research can inform non-formal education with aims regarding social justice in a range of contexts. It is argued that while there are scarce opportunities for sustained non-formal development education, these cases contribute to knowledge by providing examples of how participative methodologies can generate critical thinking and thus offer learning opportunities that are transformational.     

A Cognitive Model for Examining Teachers' Instructional Practice in Mathematics: A Guide for Facilitating Teacher Reflection

The purpose of this exploratory study was to develop a model to examine teachers' instructional practice in secondary school mathematics in relationship to their underlying cognitions. The instructional practice and cognitions of seven experienced and seven beginning teachers of secondary school mathematics were examined as a basis for the creation of the model. To examine instructional practice a Phase-Dimension Framework for the Examination of Mathematics Teaching was developed. Data were obtained through observations, lesson plans, videotapes and audiotapes of structured interviews during the course of one semester. The value of the model lies in its usefulness as a guide for enabling teachers to reflect on their instructional practice and underlying cognitions in a structured, comprehensive manner.This revised version was published online in September 2005 with corrections to the Cover Date.     

Process and progress: working with born-digital material in the Wendy Cope Archive at the British Library

This article considers the processing of the born-digital archive of the English poet Wendy Cope, deposited at the British Library in 2011. Using the Cope Archive as a template, the authors set out a six-part workflow to acquire, preserve, process and make it accessible. The Cope Archive, which contains several types of digital media, presented various problems. The authors, however, were able to successfully apply their workflow and outline the various software and methods used at each stage. They conclude that, though each born-digital archive presents a unique set of issues, the proposed workflow is a successful framework that would be applicable to most.     

Student views on transition to higher education in Ireland: Challenges,impacts and suggestions

This paper examines students’ perspectives on the main transitional challenges experienced when commencing higher education. It explores which students are most affected by the transition and is the first paper to provide an overview of student recommendations to help improve the transition in an Irish context. The study involves large‐scale surveys and focus groups across four higher education institutions and explores a range of transitional challenges (including academic, social and course‐specific aspects). Over 1,100 student suggestions to improve transition are analysed and many of these recommendations could be easily implemented beyond Ireland. Ten overall recommendations are made which include, among others, specific supports for mature students and those with longer commuting distances, course‐specific introductory skills modules to be given by current students, a first year ‘starter’ pack with course‐specific orientation materials, and the introduction of a student‐shadowing programme for prospective students.