Showing papers in "Education 3-13 in 2018"
Journal Article•
50 citations
TL;DR: The Natural Connections Demonstration Project as mentioned in this paper recruited primary, secondary, and special schools across south-west England with a view to stimulating and supporting "learning in the natural environment" across the region.
Abstract: As the benefits of outdoor learning have become of increasing interest to the education sector, so the importance of understanding and overcoming challenges associated with this pedagogy has gained greater significance. The Natural Connections Demonstration Project recruited primary, secondary, and special schools across south-west England with a view to stimulating and supporting ‘learning in the natural environment’ across the region. This research paper examines qualitative data obtained from case study visits to 12 of these schools. The results from teaching staff interviews and focus groups show that schools face many and varied challenges to embedding outdoor learning, and a raft of strategies are presented for tackling these challenges and integrating learning in the natural environment into much of the current curriculum.
37 citations
TL;DR: This article investigated beliefs and practices of 25 early childhood education and care practitioners in the English midlands regarding school readiness and listening to children's voices, and found that practitioners agreed they listen to and act on children's voice but are confused about school readiness; their belief and practices align more strongly with social pedagogy than pre-primary schoolification.
Abstract: Internationally, school readiness is increasingly the rationale for early childhood education and care (ECEC). This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0–5 years also requires practitioners to listen to children’s voices: discourse indicates dissonance between school readiness and listening to children’s voices so this paper discusses an intrinsic case study that investigated beliefs and practices of 25 practitioners in the English midlands regarding school readiness and listening to children’s voices. In survey responses and semi-structured interviews, practitioners indicated they listen to – and act on – children’s voices but are confused about school readiness; their beliefs and practices align more strongly with social pedagogy than pre-primary schoolification. Findings carry messages for policy-makers regarding the need for coherent policy concerning the purpose of ECEC, with practitioner training and a framework aligned fully ...
32 citations
TL;DR: In the UK, teachers are increasingly being encouraged to support and undertake outdoor learning as mentioned in this paper. But despite such support there is a paucity of research that has considered how outdoor learning can be considered.
Abstract: In the UK, teachers are increasingly being encouraged to support and undertake outdoor learning. Despite such support there is a paucity of research that has considered how outdoor learning can be ...
25 citations
TL;DR: Forest school offers children opportunities to explore the natural environment regularly over an extended period of time as discussed by the authors and it is based on six key principles, one of which states Forest School fosters a relationship with nature and develops long-term pro-environment attitudes through regular personal experiences in nature.
Abstract: Forest School offers children opportunities to explore the natural environment regularly over an extended period of time. It is based on six key principles, one of which states Forest School fosters a relationship with nature and develops long-term pro-environment attitudes through regular personal experiences in nature. We consider to what extent this aim is achieved by exploring the published evidence. We identify that a relationship with nature could be demonstrated under six themes although there is little robust evidence to support this. We suggest further research is carried out directly linked to this aim of Forest School.
24 citations
Journal Article•
TL;DR: In this article, the authors analyzed the effectiveness of an environmental education program as a way of boosting the students' environmental attitudes and knowledge and found that the participation in environmental education guided activities can be effective to improve the students pro-environmental attitudes.
Abstract: Environmental education is a way to achieve the sustainable development and preserve nature. One of the aims of environmental education is to improve student's environmental attitudes because this is expected to improve pro-environmental behaviors. To change environmental attitudes is a challenge to educators and some proposals have being made in the last decades. The main objective of this work was to analyze the effectiveness of an environmental education program as a way of boosting the students’ environmental attitudes and knowledge. The sample consisted of 82 eighth and ninth grade students of a public elementary school located in Brazil, divided into two groups (participants and non-participants). Results indicated a shift in the participants’ environmental attitudes to a more pro-environmental way and an improvement in the students’ environmental knowledge, whereas non-participants did not change their attitudes and knowledge during the year. Finally, neither gender nor grade influenced the students’ environmental attitudes. Our results suggest that the participation in environmental education program guided activities can be effective to improve the students pro-environmental attitudes and knowledge.
22 citations
TL;DR: In this article, the authors report the findings of 37 practitioners on their experiences of assessing learning in the outdoors and factors which impact the level and quality of assessments undertaken, including lack of appropriate resources, level of staff expertise, child-staff ratio, adverse weather and changes to curriculum policy which place emphasis on the formal assessment of children.
Abstract: The benefit the outdoor environment has for young children’s development is widely documented. However, there is less literature outlining practitioners’ experiences of assessing learning in the outdoors and factors which impact the level and quality of assessments undertaken. This study, based on a pragmatic mixed methods approach, undertaken in 9 early years’ settings in North Wales, reports the findings of 37 practitioners. The research suggests that assessing children in the outdoors is not used to its potential. Factors impeding the use of the outdoor classroom include: lack of appropriate resources; level of staff expertise; child-staff ratio; adverse weather; and changes to curriculum policy which place emphasis on the formal assessment of children. There appears to be assumptions about learners most likely to benefit from outdoor learning and assessment: boys; children in socio-economically deprived areas; and children with additional learning needs. The paper highlights the need for broader training opportunities for practitioners on planning for learning and assessment in the outdoors that go beyond a single course focus. With creative planning, there is no reason why summative assessments of all areas of learning within the early years’ curriculum cannot be done as effectively outdoors as they may be being done indoors.
22 citations
TL;DR: In this paper, the authors demonstrate how the United Nations International Children's Emergency Fund (UNICEF) Rights Respecting Schools Award makes positive contributions to children's lives and experiences at school.
Abstract: The purpose of the article is to demonstrate how the United Nations International Children’s Emergency Fund (UNICEF) Rights Respecting Schools Award makes positive contributions to children’s lives and experiences at school. Within the overall context of education as a right, the Award supports children to learn about their rights and the rights of others. By learning through a rights-based framework, children experience a rights-based approach to education and start to become active rights thinkers and rights holders. This article presents findings regarding the lived experiences of children participating in a rights education programme from a primary school in England. The results are consistent with previous rights education research and confirm that teaching and supporting the human rights of children to children, through a rights education programme, encourages children to practice, protect and promote the rights of others within their school.
22 citations
TL;DR: Early career teachers (ECTs) need support to be innovative practitioners, particularly with such a complex one as cooperative learning as mentioned in this paper, which can be explained by teachers reluctance to experiment with pedagogies in an environment increasingly focused on high-stakes testing.
Abstract: Cooperative learning (CL) has a strong research base, but it is underutilised. This can be explained by teachers’ reluctance to experiment with pedagogies in an environment increasingly focused on high-stakes testing. Early career teachers (ECTs) need support to be innovative practitioners, particularly with such a complex one as CL. The teacher’s role is crucial in order to scaffold the students’ participation in the primary classroom in order to improve their learning and it is teachers’ pedagogical practices that help to develop these collaborative work habits. This paper explores ECTs responses relating to their role in CL instruction.
22 citations
TL;DR: The National Curriculum for History in England (DfE (Department for Education). [2013] as mentioned in this paper, Section 5.1] and Section 6.2.1.
Abstract: The National Curriculum for History in England (DfE (Department for Education). [2013]. ‘The National Curriculum for England, History Programmes of Study: Key Stages 1 and 2’. https://www.gov.uk/go...
21 citations
TL;DR: In this paper, the authors present some prerequisites for the development of narrative methods that focus on the vision of a good society without compromising individual integrity, and examine storytelling as one method to inspire young children.
Abstract: Ethical literacy seems to be used, within Education for Sustainable Development (ESD), in various ways, some more general and others morally specific, emphasising individuals’ responsibility. The overarching aim of this paper is to present some prerequisites for the development of narrative methods that focus on the vision of a good society without compromising individual integrity. Is it possible to develop ESD in a ways that highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demands of action competence, which, it is claimed, paves the way for making social sustainability a reality? With reference to some threads in narrative theory and by an analysis of six children’s books, this paper critically and constructively examines storytelling as one method to inspire young...
TL;DR: In this article, the authors describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management, i.e., self-reported and actual practices.
Abstract: The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers’ beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers’ actual practices were mainly influenced by the physical characteristics of the schools and children’s characteristics.
TL;DR: In this article, the work of John Dewey is recontextualized and proposed as a basis for contemporary early childhood education for sustainability (ECEfS) and five key themes are explored: experiential learning; curiosity and critical thinking; children's experiences in nature; democracy and participation and classroom as community.
Abstract: In this article, the work of John Dewey is recontextualised and proposed as a basis for contemporary early childhood education for sustainability (ECEfS). Five key themes are explored: experiential learning; curiosity and critical thinking; children’s experiences in nature; democracy and participation and classroom as community. In each case, claims are made through aligning the work of Dewey with exemplars from current early childhood practice. The focus is reflection upon the educator as facilitator of dynamic interactions between the learner and her/his experiences, fostering individual growth, influencing social change and, thus, creating possibilities for implementation of ECEfS within early years classrooms.
TL;DR: In this article, the authors focused on the analysis of the cultural representation of disability in school textbooks in Iran and England and argued that whilst inclusive education could facilitate the incorporating of disabled pupils into mainstream schools, there needs to be deeper examination as to how this transition should take place for children aged 3-13.
Abstract: The paper details the findings of a study which focused on the analysis of the cultural representation of disability in school textbooks in Iran and England. The paper argues that whilst inclusive education could facilitate the incorporating of disabled pupils into mainstream schools, there needs to be deeper examination as to how this transition should take place for children aged 3–13. The paper suggests that in such examinations, school textbooks might be of significance in familiarising non-disabled pupils, teachers and authorities with the issues related to disability and disabled pupils.
TL;DR: Recently, creativity has begun to be talked about as a twenty-first-century competency [UNESCO (United Nations Educational, Scientific and Cultural Organisation). 2006] as mentioned in this paper, and the World Conference on Arts
Abstract: Recently, creativity has begun to be talked about as a twenty-first-century competency [UNESCO (United Nations Educational, Scientific and Cultural Organisation). 2006. The World Conference on Arts...
TL;DR: The authors investigated how children use language play in writing and found extensive use of language play was evident, as well as stylistic differences between the subgroups, indicating how teaching and learning might be enhanced from more conscious use of children's propensity for manipulating the forms, meanings and uses of language.
Abstract: There has been little research into how children use language play in writing. The unprompted language play of 36 children was investigated through their writing of a short advertisement. The sample comprised three attainment sub-groups from a larger repeat-design study of persuasive writing in the 9–11 age-range. The writing was analysed using qualitative methods derived from relevant linguistic literature. Extensive use of language play was evident, as well as stylistic differences between the sub-groups. The findings indicate how teaching and learning might be enhanced from more conscious use of children’s propensity for manipulating the forms, meanings and uses of language.
TL;DR: In this article, a thematic analysis of 51 PE trainee students' assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g., limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership and non-qualified teachers delivering the curriculum).
Abstract: The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students’ assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum.
TL;DR: In this article, the authors investigate children's epistemological beliefs in terms of their free play preferences in relation to learning centres. And they find that children tend to be dogmatic; however, some children thought more sceptically.
Abstract: The purpose of the study was to investigate children’s epistemological beliefs in terms of their free play preferences in relation to learning centres. The study was conducted with 115 children coming from families with high socio-economic status (54 girls and 61 boys, 57 five years old and 58 six years old) during the 2015/2016 spring semester. The Epistemological Beliefs Scale for Children was administered to each child individually. In addition, all the children were shown pictures of science, drama, music, literacy, painting and mathematic centres prepared by two researchers and asked to choose the one they preferred for play during free time. Each child was interviewed by one researcher and each interview lasted approximately 15–20 minutes. According to the overall results of the study, children’s epistemological views tended to be dogmatic; however, some children thought more sceptically. Furthermore, children had a sophisticated thinking style in certain dimensions of knowledge while having...
TL;DR: In this article, a re-conceptualisation of early-child education as a process of forming fundamental dispositions is proposed, with a focus on a child-centered curriculum based on a knowledge of how young children learn.
Abstract: High quality early years’ education is associated with providing a child-centred curriculum based on a knowledge of how young children learn. The global ‘schoolification epidemic’ has led to an increasing focus on prescribed curricula and presents as a serious threat to the quality of children's early years’ experiences. Findings from research in Ireland confirm this shift towards ‘schoolification’ and the association of school readiness with a child's age and the acquisition of academic skills. Revisiting Dewey's writings provides a much needed impetus for a return to child-centredness and a re-conceptualisation of early years’ education as a process of forming fundamental dispositions.
TL;DR: For instance, this article found that the mental models held by young children appear to be oriented towards direct actions for the short-term addressing of problems and one that relates to preventive actions and caring for sustainability.
Abstract: Thirty 6-year-olds from two public schools located in a small provincial town in Greece were used as a sample in an explorative study into the mental models young children hold concerning forest destruction and waste. The study also explored how these mental models might be interrelated either within each issue or between issues. The analysis of data collected in interviews indicates that the mental models held by young children appear to be oriented towards two different trains of thought: one that relates to direct actions for the short-term addressing of problems and one that relates to preventive actions and caring for sustainability. Furthermore, children’s own thoughts about their individual contributions to the two environmental problems under study, appear to interrelate with those of collective contributions. More specifically, children seem to share common ideas on the environmental issues discussed as they voiced the opinion, ‘I can help if I do something that addresses the issue'. Impl...
TL;DR: In this article, the design and organisation of primary school playground spaces may result in the inclusion or exclusion of some groups of children, and the purpose of the study was to determine how the design of primary schools playground spaces might result in exclusion or inclusion of children.
Abstract: The purpose of this study was to determine how the design and organisation of primary school playground spaces may result in the inclusion or exclusion of some groups of children. Two primary schoo ...
TL;DR: In this article, the authors explored the impact of the reading education assistance dogs (READ) scheme on reading engagement and motivation among Early Years Foundation-Stage children using a case study approach.
Abstract: This research explores the impact of the Reading Education Assistance Dogs (READ) scheme on reading engagement and motivation among Early Years Foundation-Stage children using a case study approach
Journal Article•
TL;DR: This paper proposed combining theories about, and practices of, using archetypes and adaptation in education for the purposes of multimodal literacy learning, where children of primary school age act as readers, performers and researchers, exploring and analysing existing adaptations of archetypal stories and images across time, space and platforms.
Abstract: This paper proposes combining theories about, and practices of, using archetypes and adaptation in education for the purposes of multimodal literacy learning. Within such contexts, children of primary school age act as readers, performers and researchers, exploring and analysing existing adaptations of archetypal stories and images across time, space and platforms, as well as writers constructing and producing their own adaptations of archetypes in varying forms. Our suggestions are that ‘revisiting’ and ‘remaking’ existing texts and practices in the multimodal primary classroom can be a route to a deeper and more sophisticated learning experience, and one which challenges current definitions of reading, writing and literacy.
TL;DR: In order to give all children equal opportunities in school, methods to prevent early differences are needed as mentioned in this paper, and the overall aim of this study was to investigate the effectiveness of two structured and unstructured models.
Abstract: In order to give all children equal opportunities in school, methods to prevent early differences are needed. The overall aim of this study was to investigate the effectiveness of two structured te ...
TL;DR: For instance, the authors found that 6 and 9-year-olds hold two mental models related to pollution; pollution is connected both spatially and temporally with visible pollutants; and, pollution is indirectly with invisible pollutants.
Abstract: This paper reports on the thoughts 6-year-olds and 9-year-olds have related to the serious issue of air and sea pollution. More specifically, twenty seven 6-year-olds and thirty 9-year-olds attending two state schools in Volos, a small provincial town in Greece participated in the research which assessed the students’ competence to think systemically about dealing with pollution. The study sheds light on whether students are able to identify interrelations between the components of pollution, and clarifies the mental models they hold. Data was collected through drawings and interviews, subsequent analysis of which indicates that students appeared to hold two mental models related to pollution; pollution is connected both spatially and temporally with visible pollutants; and, pollution is connected indirectly with invisible pollutants. The students seemed to exhibit a kind of systemic thinking, which was done unconsciously to a certain degree. Thus it is a challenge for education to enhance student...
TL;DR: This paper examined the impact of teacher induction and mentorship programs on early-career teachers' retention and retention and found that despite geographic, contextual and policy differences, there were striking similarities in teachers' lived experiences and in the impact these experiences on their decisions to stay or leave and predispositions towards personal and professional development as teachers.
Abstract: Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers’ retention This article details the stories from our interview participants (N=36) in relation to what their lived experiences were during their first years of teaching and how they dealt with the requirements, expectations, and challenges Their narratives were analyzed through the lenses of early career teacher attrition, retention, and development Our findings showed that despite geographic, contextual and policy differences, there were striking similarities in teachers’ lived experiences and in the impact of these experiences on their decisions to stay or leave and predispositions towards personal and professional development as teachers
TL;DR: In this paper, the authors describe the beliefs, self-reported practices and actual practices related to child-centred education of five female preschool teachers in Ankara, Turkey, and assesses the consistency between the participants' beliefs and practices.
Abstract: This study describes the beliefs, self-reported practices and actual practices related to child-centred education of five female preschool teachers in Ankara, Turkey, and assesses the consistency between the participants’ beliefs and practices. Data were collected through interviews, classroom observations and document review. The results indicated that the participant teachers’ beliefs and practices as expressed through instructional activities, relationships, behaviour management, assessment, parental involvement and self-reporting were partially parallel to the child-centred education philosophy. Also, there was only partial consistency between teachers’ beliefs about, self-reported practices of and actual practices of child-centred education.
TL;DR: In this paper, the authors focus on school improvement processes in the context of weekly curricular-based teaching and learning activities outside the classroom, known as Drausenschule or "outdoor school" in three German primary schools.
Abstract: This paper focuses on school improvement processes in the context of weekly curricular-based teaching and learning activities outside the classroom – known as Drausenschule or ‘outdoor school’ – in three German primary schools. Qualitative interviews were conducted with three teachers two years after implementing the ‘outdoor school’. The teachers’ experiences show that the implementation and (ongoing) development of an outdoor school affects (1) teaching as such; (2) the school staff, and (3) the entire school as an organisation. The three areas are interlinked in different ways and the school improvement process cannot be approached from the perspective of any one area alone.