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The New Meaning Of Educational Change

Educational Administration: Theory, Research, and Practice

In the process of elucidating Spencer’s First Principles and the cosmic theory of evolution, it has proved helpful already to touch on his treatment of social life in that general context. It is essential now, however, to address the theory as manifested in respect of ‘psychical’ and ‘social’ evolution, themselves intimately linked in his discussions.

Mind and Society

The Moral Imperative of School Leadership

Teaching Languages to Young Learners - Lynne Cameron; Cambridge University Press, Cambridge, 2001, xi+258 pages.

One of the challenges facing the Early Years (EY) sector is how to encourage more male practitioners to counterbalance a largely feminised workforce. Using case studies of male trainees at different stages of their primary undergraduate Initial Teacher Training course at one university, we attempt to consider data why there is under-representation of men within the leadership strata in EY settings. Questionnaires and interviews were conducted with the male sample groups and male leaders in primary schools to gain an overview regarding gender stereotyping. Our findings suggest that male trainees enjoy working in the EY sector, but they need mentoring by strong leaders to help them overcome the perceived contextual barriers of male stereotypes in that setting. In conclusion, we consider some of these barriers of stereotypes, attitudes, values, beliefs existing and the actions needed in addressing such stereotypes if a long-lasting change is to happen.

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Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

The multi‐tasking of classroom or learning support assistants (LSAs) is a well‐established phenomenon in English primary schools. As their roles have become better defined and specifically funded an element of role specialism has become essential. However, the management and direction of LSAs does not always appear to be clearly or effectively structured. Evidence collected from a small urban English lower school (4–9 years old) shows that job descriptions can be inaccurate and management structures ambiguous. Whilst senior management is able to visualize the ideal, lack of effective communication results in inefficient and arbitrary management of LSAs by teaching staff. The lack of a clear line‐management structure and ownership issues concerning the tasks performed are identified as the key barriers to improving the situation.

Managing LSAs: an evaluation of the use of learning support assistants in an urban primary school

Leadership has been under-researched in the Early Years (EY) sector of primary schools in England, especially in leading change for professional development. The aim of this paper is to theorise what the leadership culture for EY practitioners looks like, and how Initial Teacher Training providers and schools are preparing practitioners for leadership. Using case studies of EY practitioners in different stages of their career in primary schools, we offer an insight into their preparedness for leadership in EY, the implication being that leadership training requires an understanding and embedding of the EY culture and context. Interviews with both sample groups allowed for deeper insight into the lived world. Interviews were also conducted with the head teachers to gain an overview of the leadership preparation they provided. The main findings suggest that newer EY practitioners are better prepared for leadership from their university training in comparison to more experienced EY practitioners.

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Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England:

This study examines the use of Makaton, a language programme based on the use of signing, symbols and speech, as a pedagogic tool to support the development of talk for pupils learning English as an Additional Language (EAL). The research setting was a Reception class with a high percentage of pupils who have EAL in the initial stages of learning English. Observations, questionnaires and interviews were used to collect data to ensure reliability and validity of the conclusions. The findings suggest that Makaton can assist in the development of talk, as the data showed a positive correlation between the use of Makaton and the use of spoken English. This study has implications for practitioners and schools, not only those catering for the specific needs of EAL learners because Makaton® is a skilfully devised programme that is underpinned by the very principles that are documented to support pupils who have EAL.

The use of Makaton for supporting talk, through play, for pupils who have English as an Additional Language (EAL) in the Foundation Stage

This paper investigates role-play activities and how they can be used within learning for English as an Additional Language (EAL) pupils in a Key Stage 2 setting in England. Through observations, results showed effective role-play activities can be beneficial to EAL pupils, allowing them to practice words and phrases in a relaxed atmosphere supported by peers, teachers or bilingual assistants. Findings suggested that staff required specific training to provide them with strategies for teaching the very varied mixture of language needs and abilities. Recommendations included the use of role-play by teachers and the provision of additional support, thereby enabling staff to feel confident when incorporating role-play.

Malini Tina Mistry

Papers

Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

Managing LSAs: an evaluation of the use of learning support assistants in an urban primary school

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England:

The use of Makaton for supporting talk, through play, for pupils who have English as an Additional Language (EAL) in the Foundation Stage

How does the use of role-play affect the learning of Year 4 children in a predominately EAL class?