An essentialist methodology in education-related research using in-depth interviews

This paper introduces a methodological approach in in-depth interview projects with adult subjects which (1) attempts to see the nature and essence of the phenomenon under study appearing in the experience and consciousness of each participant, and then (2) endeavours to obtain more general insights regarding the phenomenon by trying to see an essence when looking across cases. The approach uses microanalysis of and identification with prosodic and other dynamic features of discourse, and empathy with and compassion for the object of study (the person interviewed, his or her experience, and the overall story in relation to the problem). In addition, considerable effort is spent to shape what is felt to be 'the essence of the phenomenon' in a particular individual or case (or 'the essence of the phenomenon in that case'), and to use literary devices to communicate this essence to a reader in a portrait.     

Rethinking role play in the Reception class

How to monitor and raise standards of educational attainment generally were issues addressed by the British Government in 1988 when the National Curriculum was introduced into all state‐funded primary schools in England and Wales: ‘There is every reason for optimism that in providing a sound, sufficiently detailed framework over the next decade the National Curriculum will give children and teachers much needed help in achieving higher standards.’ This paper assesses the value of looking closely at successive reading scores of cohorts of children in order to monitor reading attainments over time. The reading attainments of seven cohorts of Year 2 children from five randomly selected primary schools within one local education authority (LEA) (N = 1,329) are analysed to see if standards of literacy have changed since the introduction of the National Curriculum in 1989. Both quantitative and qualitative methods of data collection were used in this cross‐sectional study. The reading attainments of each of the seven cohorts of Year 2 children, as measured by the are presented. Headteacher perceptions of the effects of the National Curriculum on the teaching and learning of reading in their schools were collected through interviews. Examination of the means of the standardized comprehension scores for each cohort reveals no statistically significant differences in attainment between any two cohorts. It was noted that the distribution of the reading scores was skewed towards underachievement in all seven cohorts. The relative stability in reading attainments contrasts with the aspiration that the introduction of the National Curriculum would raise standards. Headteachers saw this stability as the result of key stage 1 teachers working at an intense rate to safeguard the teaching and learning of reading against the pressures exerted by the introduction of the National Curriculum and assessment procedures.     

ELDERLY PERSONS’ ATTITUDE TOWARD CHILDREN

Many school systems and other agencies across the nation are implementing or planning to implement programs involving older persons with children. Thus it now seems crucial to examine older person's attitudes toward children. Intergenerational encounters can be positive only if the attitudes of both groups are known and taken into consideration. The instrument, Elderly Persons’ Attitudes Toward Children, was administered to a random sample of persons over age 65 throughout the nation (N = 542). Results indicated that the elderly hold overall positive attitudes toward children; however, their responses reveal the complexities of attitudes. Negative attitudes toward some personality characteristics of children, as well as the belief that stricter methods of discipline should be used, were found. Higher levels of education, more frequent contact with children, and having grandchildren under the age of twelve were related to more positive attitudes toward children. This information should be useful to those involved in planning and implementing intergenerational programs in school and nonschool settings and for the design of training programs for elder volunteers desiring to work with children.     

GERONTOLOGICAL NURSING EDUCATION: A PROFESSIONAL AND PERSONAL CHALLENGE FOR FUTURE BACCALAUREATE FACULTY AND STUDENTS

Investigators in this study wanted to know if student nurses were increasing their factual knowledge and changing their attitudes about the elderly, as well as, desire to work with them. Respondents included two groups of undergraduates from a main campus (n = 87) and two from a satellite campus (n = 47) of a Baccalaureate College of Nursing (BSN) in a southern university during 1992‐1995. E. D. Palmore's (1990) quizzes (FAQ1, FAQ2, FAMHQ) were used as pre‐tests (upon entering the junior year) and post‐tests (upon completion of the senior year). E. D. Palmore's (1988) “documentation” and “classification” of items were used to calculate knowledge and attitude scores. Feelings about working with the elderly were part of demographic data, as were “determinants” in E. D. Palmore's (1982) “Theoretical Model.” Mean scores within groups were by dependent t tests. Grand Means for comparison between campuses were by independent t Jests at a ≤ .05 level of significance. Students from the main campus scored significantly less on the FAQ2, significantly more on the FAMHQ for knowledge, with significantly less negative attitudes on post‐tests. Subjects from the satellite campus scored significantly higher on FAQ1 for knowledge, with somewhat less negative attitudes on post‐tests. From 25% to 52% of all students checked “really like” working with the elderly on post‐tests. Recommendations include evaluation and revisions of BSN curricula for gerontological content, assisting faculty to enhance expertise in gerontology, and encouraging students to pursue career tracks in gerontology.     

The new higher education reality: what is an appropriate model to address the widening participation agenda?

Along with the massification of higher education comes a need for new models to support the success of greater numbers of diverse students. A greater proportion of these students are ‘non-traditional’ in terms of preparedness, socioeconomic status and geography. This paper introduces an Associate Degree model designed to support this new higher education reality of broader student cohorts, thin regional markets and cross-sectoral collaboration. Background literature on challenges facing the higher education sector and its prospective students is presented, with a particular focus on regionality. An argument is made for the role of curriculum and pedagogy as enablers of non-traditional student success. This is supported by the results of a mixed-methods exploratory study. This Associate Degree model was attractive to students and institutes. Students experienced similar levels of challenge, workload and progress to their traditional peers. While technology was essential for the success of the model, it played a supporting role to the relationships and multiple modes of learning it facilitated. This article provides insights for institutions seeking to address the broadening participation agenda.     

‘Granny Comes to Holyport’: the use of an educational adventure game with children with severe learning difficulties

Abstract

This paper describes the use of the educational adventure game ‘Granny's Garden’ with a group of children with severe learning difficulties in a special school in Berkshire, England. Strategies used to introduce the package into one classroom are described. The outcomes and effectiveness of these strategies are outlined. It is argued that the use of such materials (already well documented in mainstream education) within the developmental curriculum appears to be validated. It is suggested that the use of mainstream software may help children with learning difficulties by replacing teacher expectations associated with ‘handicap’ with expectations relating to ‘normality’. Some curricular and wider issues are discussed.     

Internationalization of British Universities: Learning from the Experiences of International Counselling Students

This retrospective qualitative study investigated the experiences of 12 international students in a postgraduate counselling programme at a higher education (HE) institution in the UK. Results from an earlier empirical study on these students (Pattison, Counselling and Psychotherapy Research 3: 107–113, 2003) were mapped against concepts derived from a content analysis of Turner and Robson’s (2008) work on the internationalization of HE institutions. The focus is on what can be learned from the perceptions of participants when reframed and reviewed through an internationalization lens. The paper suggests ways in which British universities can enhance the development of academic and intercultural competencies and support the international counselling student to receive an internationalized HE experience.     

Widening participation,social mobility and the role of universities in a globalized world

ABSTRACT

The paper presents the initial results of research into the individual conditions of the psychosocial functioning of NEETs in the educational context. The study was performed between May and September 2017 in Slovakia, Poland and Estonia, by means of a triangulation of quantitative tools. The general objective of the study is to diagnose the level of critical thinking (Cornell Critical Thinking), reasoning (T.I.P.), problem-solving strategies (NCS) and individual development assessment (IDEA) in a group of NEETs, and to compare these variables with one another and with socio-demographic characteristics. Based on an initial analysis of the results (100 individuals from each country were invited to participate in the survey; 235 questionnaires were gathered), we can see that the group analysed presents a relatively high level of critical thinking and reasoning (intelligence indicator) and an average level of problem-solving attitude. Breaking stereotypes about NEETs, the study fits into the critical paradigm of andragogical research. The results served as the foundation for a series of postulates regarding educational programmes based on andragogical assumptions.     

“An inseparable aspect of citizenship”: marking a centenary in “universal and lifelong” adult education

Contradictory forces are operating in society. One model of the learning society sees it as futuristic, more democratic engaging citizens in the process but at the same time the structures of local government that enable democratic participation have been weakened in the United Kingdom. Drawing on work from his doctoral thesis, the author traces some of that decline.