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101.
    
The experiences of five female lecturers working in higher education in the UK are explored as they engage in the search for a feminised critical space as a refuge from the masculinised culture of performativity in which they feel constrained and devalued. Email exchanges were used as a form of narrative enquiry that provided opportunity and space to negotiate identities and make meaning from experiences. The exchanges provided a critical space, characterised by trust, honesty and care for the self and for each other, that enabled a sharing of authentic voices and a reaffirming of identities that were made vulnerable through the exposing of the self as an emotional, politicised subject. Drawing on existing theoretical understandings of critical feminised spaces enabled us to create a pedagogical framework for work with students in further developing caring and co-caring communities of practice that are not alternative to, but are outside the performativity landscape of education.  相似文献   
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Intergenerational community members engage in making a mural to create a visual identity and document a legacy of care and hope.  相似文献   
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This paper outlines the attempts of a group of educational psychologists to apply the theoretical principles underpinning dynamic assessment to the process of solution-focused consultation with teachers at the school-based stages of the Special Educational Needs Code of Practice. Process questions based on dynamic assessment are used within a semi-structured consultative framework in order to challenge thinking, to explore meanings, to mediate learning and to plan interventions. It is suggested that the principles of dynamic assessment lend themselves well to the consultation process, providing a model for effective and reflective practice for educational psychologists and teachers, and non-intrusive intervention with pupils.  相似文献   
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Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of English language fluency as they enter the education system. In an effort to provide a greater understanding of this underachievement, the cognitive‐linguistic factors underlying literacy development in monolingual children and children learning EAL were examined in a three‐year longitudinal project. The project, conducted in schools in the north of England, followed the developmental progression of forty‐three children learning EAL and forty‐three monolingual children from school years Two to Four. Children were assessed on measures of reading accuracy, reading and listening comprehension, receptive and expressive vocabulary, and reception of grammar. Analysis revealed similarities between the two groups of children on reading accuracy, but children learning EAL had lower levels of vocabulary and comprehension at each point in time. Data are discussed in terms of the development of underlying language skills and the impact of these skills on both reading and listening comprehension. The implications of the findings for classroom practice are considered.  相似文献   
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This paper considers young children’s (aged 3–5 years) relations with objects, and in particular objects that are brought from home to school. We begin by considering the place of objects within early years classrooms and their relationship to children’s education before considering why some objects are often separated from their owners on entry to the classroom. We suggest that the ‘arrest’ of objects is as a consequence of them being understood as ‘infecting’ specific perceptions or constructs of young children. We further suggest that a focus on the dichotomy between affection/infection for and of certain objects may offer new possibilities for seeing and engaging with children, thus expanding the narrow imaginaries of children that are coded in developmental psychology, UK early years education policy and classroom practice.  相似文献   
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It was found through a student survey using questionnaires and group interviews at the University of Northumbria that an increased emphasis on skills development and active teaching and learning methods introduced through the Enterprise in Higher Education Initiative was more problematic for part‐time than for full‐time students. This seemed paradoxical since part‐time students have greater life experience to draw on and strong links with the world of work. This article aims to stimulate thinking about the particular needs of part‐time students. If enterprise education is to be successful for them, attention needs to be paid to their motivations for studying and their views of learning. Explicit recognition of their existing levels of knowledge and skills is helpful. Course activities which encourage students to link their working situation and their academic learning are of vital importance.  相似文献   
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