Examining the application of the lifelong learning principle to the literacy target in the fourth Sustainable Development Goal (SDG 4)

International Review of Education - Among the 17 United Nations Sustainable Development Goals (SDGs), the fourth one is about ensuring “inclusive and equitable quality education” and...     

Hamburg’s Family Literacy project (FLY) in the context of international trends and recent evaluation findings

The authors of this article begin with an introduction to the holistic concept of family literacy and learning and its implementation in various international contexts, paying special attention to the key role played by the notions of lifelong learning and intergenerational learning. The international trends and experiences they outline inspired and underpinned the concept of a prize-winning Family Literacy project called FLY, which was piloted in 2004 in Hamburg, Germany. FLY aims to build bridges between preschools, schools and families by actively involving parents and other family members in children’s literacy education. Its three main pillars are: (1) parents’ participation in their children’s classes; (2) special sessions for parents (without their children); and (3) joint out-of-school activities for teachers, parents and children. These three pillars help families from migrant backgrounds, in particular, to develop a better understanding of German schools and to play a more active role in school life. To illustrate how the FLY concept is integrated into everyday school life, the authors showcase one participating Hamburg school before presenting their own recent study on the impact of FLY in a group of Hamburg primary schools with several years of FLY experience. The results of the evaluation clearly indicate that the project’s main objectives have been achieved: (1) parents of children in FLY schools feel more involved in their children’s learning and are offered more opportunities to take part in school activities; (2) the quality of teaching in these schools has improved, with instruction developing a more skills-based focus due to markedly better classroom management und a more supportive learning environment; and (3) children in FLY schools are more likely to have opportunities to accumulate experience in out-of-school contexts and to be exposed to environments that stimulate and enhance their literacy skills in a tangible way.     

Teachers as mediators: an exploration of situated English teaching

Within the context of lower secondary English teaching in South West England, this study identifies in broad terms the competing goals between which English teachers mediate and the explicit and hidden tensions that result. To understand the interactions of competing goals, teachers' goal‐oriented behaviours are referenced to a set of idealised ‘role types’ based on the dimensions of goals, norms, discourses and practices. It is asserted that competing goals, significant to particular educational circumstances, emanate from various sometimes contradictory local, national and perhaps broader social and cultural influences on practice. Yet the teachers observed moved smoothly between goal‐oriented behaviours in a continuous and comfortable style, easily and without reflecting any tensions between them. Thus, this article elaborates an account of situated English teaching.     

The enrichment triad model for the very young gifted

The article describes why the Enrichment Triad Model needs to be adapted for a preschool/primary setting and provides suggestions for educators on how to do this. A real‐life example of a five‐year‐old who successfully completed a Type III project is presented. The role of the teacher in understanding how a young child's differences in social, physical, academic, and emotional development can influence appropriate programming is emphasized.     

Issues and challenges of teaching and learning in 3D virtual worlds: real life case studies

We aimed to study the characteristics and usage patterns of 3D virtual worlds in the context of teaching and learning. To achieve this, we organised a full‐day workshop to explore, discuss and investigate the educational use of 3D virtual worlds. Thirty participants took part in the workshop. All conversations were recorded and transcribed for analysis. Thematic analysis was carried out to identify prominent issues and topics. We found that to fully utilise 3D virtual worlds for teaching and learning, students, tutors and educational institutions face a number of socio‐psychological, pedagogical and technological challenges. The paper highlights and discusses the issues that emerged from the workshop, supporting them with real life experiences and case studies provided by the workshop participants.

Probleme und Herausforderungen des Unterrichtens und Lernens in virtuellen 3D Welten: “echte” Lebensfallstudien

Wir hatten zum Ziel, die Eigenschaften und die Gebrauchsweise von 3D‐virtuellen Welten im Zusammenhang mit Unterricht und Lernen zu studieren. Dazu organisierten wir einen ganztägigen Workshop, um den Gebrauch von 3D virtuellen Welten im Bildungsbereich zu erforschen, zu besprechen und zu untersuchen. Dreißig Teilnehmer nahmen an diesem Workshop teil. Alle Gespräche wurden aufgezeichnet und für die Analyse transskribiert. Eine thematische Analyse wurde ausgeführt, um gängige Probleme und Themen herauszufinden. Wir meinen, dass, um virtuelle 3D‐Welten komplett zu verwerten, um darin zu unterrichten und Erfahrungen zu sammeln, Studenten, Tutoren und Bildungseinrichtungen mehreren sozialpsychologischen, pädagogischen und technologischen Herausforderungen gegenüberstehen. Dieser Beitrag beleuchtet und bespricht die Probleme, die innerhalb des Workshops auftauchten und unterstützt ihr Verständnis durch von den Workshopteilnehmern selbst zur Verfügung gestellten Lebenserfahrungen und Fallstudien.

Problèmes et défis de l’enseignement/apprentissage dans des mondes virtuels en 3D: des études de cas empruntés à la vie réelle

Nous avions pour but d’étudier les caractéristiques et les schémas d’usage des mondes virtuels en 3D dans un contexte d’enseignement et apprentissage. Pour y parvenir, nous avons organisé un atelier d’une journée entière pour débattre, explorer et mener une recherche sur l’emploi éducatif des mondes virtuels en 3D. L’atelier a accueilli 30 participants. Toutes les conversations ont été enregistrées et transcrites à des fins d’analyse. On a effectué une analyse thématique pour identifier les problèmes et les thèmes les plus marquants. Nous avons découvert que pour utiliser à fond les mondes virtuels en 3D pour l’enseignement et l’apprentissage, les étudiants, les tuteurs et les institutions éducatives doivent faire face à un certain nombre de défis socio‐psychologiques, pédagogiques et technologiques. Dans cet article l’accent et le débat portent sur les questions qui sont apparues au cours de l’atelier, le tout appuyé sur des expériences de la vie réelle et sur des études de cas fournies par les participants à l’atelier.

Problemas y desafíos de la enseñanza/aprendizaje en mundos virtuales 3D: estudios de casos de la vida real

Nuestro propósito era el estudio de las características y de los esquemas de uso de los mundos virtuales 3D dentro del contexto de la enseñanza/aprendizaje. Para llevar esto a cabo hemos organizado un taller de un día completo para explorar, discutir y investigar el uso educativo de los mundos virtuales 3D. Treinta personas participaron en el taller. Todas las conversaciones fueron grabadas y transcribidas para ser analizadas. Un análisis temático fué realizado para identificar los temas y problemas más destacados. Hemos descubierto que para aprovechar plenamente los mundos virtuales 3D para la enseñanza/aprendizaje, los alumnos, los tutores y las instituciones educativas tienen que hacer frente a un número de desafíos socio‐psicológicos, pedagógicos y tecnológicos. En el artículo los autores destacan y discuten los problemas que han surgido del taller, apoyandoles con experiencias de la vida real y estudios de casos suministrados por los participantes del taller.     

Students' emotions during homework: Structures,self-concept antecedents,and achievement outcomes

In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed.