‘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.     

The contribution of educational research to teachers’ professional learning: philosophical understandings

In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing reflects something of the qualities that good teachers need, any one on its own is insufficient. In contrast to such mono-dimensional conceptions, a research-based textured notion of professional judgement encompasses a complementary and mutually enriching relationship between different aspects of professional knowledge and practice. We identify three interconnected and complementary aspects of teachers’ professional knowledge: situated understanding; technical knowledge; and critical reflection. Accordingly, teaching as professional endeavour demands of teachers practical know-how, conceptual understandings of education, teaching and learning, and the ability to interpret and form critical judgements on existing knowledge and its relevance to their particular situation. We conclude that in principle research can both enrich and be enriched by teachers’ professional knowledge and practice but that to build this relationship in a holistic way into teacher education programmes and partnership models presents considerable practical challenges.     

Examination of objective and subjective financial factors in predicting financial and retirement satisfaction in retirees

The present study examined predictors of retirement and financial satisfaction and contributed to existing literature by examining the incremental prediction offered by subjective estimates of financial resources and the impact of the Recession over more traditional objective measures. We hypothesized that objective financial resources, subjective financial resources, and the economic recession would predict retirement satisfaction and financial satisfaction, but that subjective estimates of financial well-being would be superior predictors of the dependent variables as compared to objective indices of financial resources.

A total of 245 retirees participated in the study, and results suggested that subjective and objective measures of finances were relatively independent. Further, consistent with hypotheses, most of the subjective financial measures provided significant incremental prediction of retirement and financial post-retirement satisfaction over that offered by objective financial indices. Subjective estimates of the impact of the Recession significantly predicted financial satisfaction post-retirement. Practical implications, limitations, and suggestions for future research are discussed.     

Virtual K–12 Learning: New Learning Frontiers for State Education Agencies

This article explores the role of state education agencies in three states that have embarked on ambitious kindergarten through Grade 12 (K–12) virtual learning initiatives: Alabama, Florida, and Idaho. Subject to a rapidly changing environment influenced by factors beyond the jurisdiction of many state departments of education, the world of virtual K–12 education is relatively unregulated and fluid. Case studies describing the virtual learning initiatives of several states suggest that few, if any, state education agencies are currently equipped to regulate the rapidly growing number of independent for-profit and nonprofit organizations delivering online learning options.     

Diferencias de clase social en la orientación al significado

RESUMEN

Continuando estudios emprendidos dentro del marco de la teoría sociolingüística de Bernstein sobre el habla de los niños en distintos contextos, este trabajo investiga diferencias en la orientación hacia el significado.

Se encuentran diferencias de clase social por lo que se refiere a la distinción teórica básica entre significados relativamente dependientes del contexto y significados relativamente independientes del contexto.

Estas diferencias se sitúan en el contexto de la relación entre la experiencia de contextualización primaria del niño en la familia y los principios de recontextualización de la escuela. Se sugiere que en los niños de clase media existe congruencia entre estos dos tipos de experiencias.

Consideramos que los resultados proporcionan más apoyo a la teoría de la reproducción cultural de Bernstein.     

Effective delivery of therapeutic interventions: findings from four site visits

This project follows a survey into the role of UK educational psychologists (EPs) in delivering therapeutic interventions to children and young people. Four educational psychology services (EPSs) that identified themselves as providing effective therapeutic practice were selected on the basis of their qualitative responses to the survey. Site visits included analysis of service documentation, an interview with the Principal Educational Psychologist (PEP) and focus groups with EPs and with stakeholders, multi-agency partners and commissioners of EPSs. Thematic analysis yielded a number of key themes. Those relating to how the service context can support the delivery of therapeutic interventions included: contracting and promoting; leadership; opportunities to practice; supervision; time and resources; and training.     

Embedded yet separate: tensions in voluntary sector working to support mental health in state‐run schools

The policy agenda of the UK government has repositioned the voluntary sector as a key player in the delivery of locally responsive, ‘bottom up’ services to address the complex problems of social exclusion, reaching out to sectors of the community which are beyond the grasp of traditional state or market providers. This has drawn many voluntary sector organizations into new forms of partnership with statutory bodies. This article draws from a Scottish study to explore the role of voluntary sector organizations working in schools to support the mental well‐being of children and young people. A framework to interrogate the data from case studies is provided by the Scottish Executive, who rehearse four main advantages of such partnerships between state and the voluntary sector. The article concludes that whilst voluntary sector organizations can and do deliver support to children and young people in innovative ways on the margins of school life, the power differential within the school structure makes their position too vulnerable to bring about quick or substantial change.     

Learning and Teaching Programming: A Review and Discussion

In this paper we review the literature relating to the psychological/educational study of programming. We identify general trends comparing novice and expert programmers, programming knowledge and strategies, program generation and comprehension, and object-oriented versus procedural programming. (We do not cover research relating specifically to other programming styles.) The main focus of the review is on novice programming and topics relating to novice teaching and learning. Various problems experienced by novices are identified, including issues relating to basic program design, to algorithmic complexity in certain language features, to the “fragility” of novice knowledge, and so on. We summarise this material and suggest some practical implications for teachers. We suggest that a key issue that emerges is the distinction between effective and ineffective novices. What characterises effective novices? Is it possible to identify the specific deficits of ineffective novices and help them to become effective learners of programming?     

Reframing leadership as a participative pedagogy: the working theories of early years professionals

Traditional notions of leadership are at odds with the pedagogy and ethos of Early Childhood Education and Care (ECEC), prompting increasing international concern to develop new understandings which are better suited and create greater leadership capacity. The introduction of the Early Years Professional (EYP) in England, as a leader of practice without association with an organisational position, gave impetus to the idea of pedagogic leadership. This paper draws on two qualitative studies to examine the working theories of EYPs in leading practice to discover how they interpret and apply their professional purpose. An interpretive approach was adopted to develop patterns of meaning from practitioner stories which show an emerging notion of leadership founded on ‘passionate care’ to improve the education and well-being of young children. Such leadership can be exercised regardless of positional role as it does not operate through authority but from moral purpose and it seeks to release agency for change with others by building trusting relationships. This provides scope to reconceptualise leadership in ECEC as a participative pedagogy which could generate greater leadership capital if embedded into professional development.     

Education for citizenship in Key Stages 1 and 2

ABSTRACT

This paper considers the current context and looks ahead to the opportunities that may now exist to develop education for citizenship. The place of citizenship in Key Stages 1 and 2 is discussed in the light of the National Commission's recommendations, the Dearing review of the curriculum and OFSTED's inspection framework. Questions about what is happening in schools are then raised. Answers to these questions were pursued through case‐studies of ten schools. An account of the findings under nine headings is presented and key issues summarized.