Through a different lens: exploring Reggio Emilia in a Welsh context

In Wales, concerns about the perceived over‐formalisation of young children’s educational experiences led to the introduction of a Foundation Phase Framework for children aged three to seven years that advocates a more holistic, play‐based approach. Following the staging of the Reggio Emilia travelling exhibition, funding was secured for a project in which teachers explored Reggio philosophy and practices as a means of gaining insight into their thinking and pedagogy. Given the introduction of the Foundation Phase, the project also intended to support teachers’ explorations of child‐led learning. Looking at their practice ‘through another lens’ exposed teachers’ commitment to an approach dominated by prescribed, subject‐related outcomes. This approach influenced the way in which the teachers interpreted key aspects of Reggio philosophy and contributed to their difficulties with ‘supporting’ child‐led learning. The paper concludes that moving away from a ‘subject‐centred’ approach, particularly when the Framework includes prescribed learning outcomes, may be extremely challenging for teachers.     

The Most Prolific Female Scholars in Elite Criminology and Criminal Justice Journals, 2000-2010

There has been a steady stream of research exploring the impact of scholars' research within criminology/criminal justice journals (CCJ), but only a small number of studies have examined the impact of female scholars in particular. Extending that line of work, the present study identifies the most productive sole and lead female authors published in eight top-ranked CCJ journals between 2000 and 2010. Findings reveal that individual ranks of the female scholars are relatively stable when adjusting for frequency and journal impact factor. However, there is more movement in the ranks when they are adjusted based on the year the PhD. degree was earned. Consistent with previous research including both males and females, a handful of female scholars, in particular Robin Engel, Beth Huebner, Jodi Lane, and Nicole Leeper Piquero appear to be responsible for a large portion of work in the selected eight elite CCJ journals.     

Youth With Disabilities in Foster Care: Developing Self-Determination Within a Context of Struggle and Disempowerment

Abstract

This article focuses on the transition experiences of foster youth with disabilities, a group of students with disabilities who have often been neglected by researchers and policy makers. We begin by discussing transition outcomes for youth with disabilities, highlighting the progress that has been achieved in recent years, and noting that much of this progress is related to the effective transition planning practice of promoting self-determination. We then examine the challenging context children in foster care typically face as they move into adulthood, drawing attention to the neglect of policy and practices designed to promote self-determination for foster youth with disabilities. To do this, we describe 4 recent studies by our research group that involve this vulnerable population and stress key elements of self-determination that seem to be lacking in the context in which these youth function. We end by emphasizing the need to continue focusing on this at-risk group of young people, as well as on transition supports that promote their self-determination.