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1.
Adoption is one of a range of options that can provide children in out-of-home care with permanency when they are unable to be reunified with their birth parents. This paper reports on how the adoption of children from out-of-home care is understood by professionals involved in making decisions about the permanent placement of children in out-of-home care in Victoria, Australia, where adoption is rarely used. Data were collected through a single, face-to-face semi-structured interview with 21 professionals; eight child welfare specialists, eight adoption and permanent care specialists and five judicial officers. The adoption of children from out-of-home care was primarily understood as a child-centered practice that can afford children stability and a sense of belonging. Adoption was largely viewed as a voluntary process dependent upon the consent of a child’s birth parents. Adoption and permanent care specialists were the only group to refer to the dispensation of parental consent as a means of obtaining an adoption order. Most decision makers understood that contact between children and their birth parents is possible following adoption, but this was not understood by all judicial officers or all child welfare specialists. Children’s connection to their cultural heritage was viewed as important to the consideration of adoption for children in out-of-home care. This research provides insight into the foundations upon which decision makers may appraise adoption, within a hierarchy of options, as a potential outcome for children in need of permanency. 相似文献
2.
The research reported in this paper concerns the development of children’s skills of interpreting and evaluating evidence in science. Previous studies have shown that school teaching often places limited emphasis on the development of these skills, which are necessary for children to engage in scientific debate and decision‐making. The research, undertaken in the United Kingdom, involved four collaborative decision‐making activities to stimulate group discussion, each carried out with five groups of four children (10–11 years old). The research shows how the children evaluated evidence for possible choices and judged whether their evidence was sufficient to support a particular conclusion or the rejection of alternative conclusions. A mapping technique was developed to analyse the discussions and identify different “levels” of argumentation. The authors conclude that suitable collaborative activities that focus on the discussion of evidence can be developed to exercise children’s ability to argue effectively in making decisions. 相似文献
3.
Jools Page 《Gender and education》2013,25(5):548-563
The purposes of this article are to understand the factors that women are likely to take into consideration when making employment decisions and childcare choices while their babies are young, and to identify their choices, beliefs and dilemmas: the focus is on the experiences of working mothers in England. These choices are problematised in the context of mothers placing their babies with carers in day care settings who ‘love’ their children. Drawing from a larger study, the focus is on the narrative and experience of Ayesha in order to illuminate the tensions of being a mother responsible for, and making decisions about her child's care and education, coupled with her working role as an early years education advisor. Issues about gender and education are enmeshed in Ayesha's narrative through these two roles and the subject positions which they created. Ayesha's narrative illustrates the ways in which such decisions can be fuelled by contradictory political messages which are sensationalised by the media in relation to the role of a ‘good’ mother. The findings suggest there is a need to discuss the impact of media sensualisation on mothers' decision-making and to highlight the importance mothers place on close, loving relationships between the carer and the baby. 相似文献
4.
Dale R. Baker 《科学教学研究杂志》1985,22(2):103-113
This article examines the factors of attitude toward science, spatial ability, mathematical ability, and the scientific personality, as measured by the Myers-Briggs Type Indicator, in a sample of middle school students. Males and females with science grades of A and B were found to have several characteristics of the scientific personality, good grades in mathematics, but negative attitudes toward science. Males and females with science grades of C and D had a more positive attitude toward science, but poor mathematical and spatial abilities and few characteristics of the scientific personality. There were no sex differences except on the Thinking/Feeling (TF) scale of the Myers-Briggs Type Indicator. As expected females portrayed themselves as preferring the (F) scale, the use of personal values when making decisions and males portrayed themselves as preferring the (T) scale, the use of logical analysis when making decisions. 相似文献
5.
There is a substantial and documented need for policies to provide comprehensive health, social work, and early education services for young children and their families. Public subsidies to support other enterprises deemed in the public interest are public transportation, higher education, and social security. Childcare would seem to be another such responsibility. The majority of parents with children under the age of five are in the work force, there is documentation of the importance of early experience to brain growth, and further evidence that current child care provisions are often mediocre to poor. This article presents a decision making matrix, which displays major policy options for early childhood and a range of criteria by which to judge the relative efficacy of those options. Several special issues connected with the decision making are discussed. 相似文献
6.
Stein Dankert Kolstø 《International Journal of Science Education》2013,35(14):1689-1716
This paper reports a qualitative study on students’ informal reasoning on a controversial socio‐scientific issue. Twenty‐two students from four science classes in Norway were interviewed about the local construction of new power lines and the possible increased risk of childhood leukaemia. The focus in the study is on what arguments the students employ when asked about their decision‐making and the interplay between knowledge and personal values. Five different types of main arguments are identified: the relative risk argument, the precautionary argument, the uncertainty argument, the small risk argument, and the pros and cons argument. These arguments are presented through case studies, and crucial information and values are identified for each argument. The students made use of a range of both scientific and non‐scientific knowledge. The findings are discussed in relation to possible consequences for teaching models aimed at increasing students’ ability to make thoughtful decisions on socio‐scientific issues. 相似文献
7.
Glynne Mackey 《Environmental Education Research》2012,18(4):473-484
This article draws on a research study that focused on young children’s involvement in an environmental curriculum that created for them opportunities to display their competence and confidence through knowing, deciding and acting for the environment within a supportive early childhood setting. When young children are involved in making decisions that affect their lives, including those decisions regarding sustainability and the natural environment, they are capable in contributing to the decision-making that leads them to purposeful action. The research revealed the importance of honouring the young child’s right to know about social and environmental issues; to be part of conversations and possible solutions; to have their ideas and contributions valued; to seek solutions with others in order to be able to take meaningful action. The article explores the notion that when the rights of young children are respected, they are confident advocates for the environment and for a more sustainable world. 相似文献
8.
Michelle J. Neuman Corresponding author 《Early Years: An International Journal of Research and Development》2005,25(2):129-141
Since the 1990s, many OECD countries have expanded their early childhood services and developed more coherent and coordinated policies. Through this process, countries have adopted very different approaches to governing their early childhood systems. Drawing from findings of a 12‐country comparative study, this article explores cross‐national approaches to the governance of early childhood systems, as well as some possible implications for future policy development. The article discusses the roles of the national government, the local authorities, the private sector and other stakeholders, such as teachers and parents, in making key decisions about how the system operates in different countries. The article calls for empirical research on the effects of governance on the nature of policies and programmes for young children and their families in different nations. 相似文献
9.
This article reports the findings from a mixed-methods study on factors that influence women’s decisions about birth, with the view that women’s decision making about birth can affect the use of cesarean surgery. Data was collected from focus groups and structured postpartum interviews and was analyzed using the Consensual Qualitative Research method. The findings relate specifically to the factors reported as influential in making decisions about birth including how the women categorized, prioritized, and/or favored certain types of knowledge about modes of birth. Four major information categories were identified but only stories about birth and/or attending a birth appeared to have a lasting effect on birth choices. These findings have implications for prenatal and perinatal education and nursing practice. 相似文献
10.
The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’ amid the policy storm 
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下载免费PDF全文 Alice Bradbury 《British Educational Research Journal》2018,44(4):539-556
This article examines the impact of a statutory assessment in England, the Phonics Screening Check (PSC), on classroom practices of grouping children by ‘ability’. Bearing in mind the argument that assessment is the rudder that steers the otherwise slow‐moving battleship of educational practice, it is argued that the PSC has altered how teachers organise their classes and curriculum in both the affected year group (Year 1, children aged 5–6) and in earlier and later years. Using data from a nationwide survey of teachers (n = 1,373), focus groups and in‐depth interviews with teachers, the article examines how this relatively new phonics assessment forms part of a ‘policy storm’ of pressures relating to accountability, which encourage teachers to place children in groups on the basis of ability, even when they have doubts about this practice and there is little evidence to suggest grouping improves attainment. Practices include grouping children within classes, across year groups or even across several year groups, by phase of phonics learning, guided by advice from bought‐in private phonics schemes. There is also evidence of ‘educational triage’, where borderline children become the focus, and increased use of interventions which involve withdrawing children. Overall, the article uses the PSC to demonstrate how, in times of multiple policy pressures, assessment can rapidly alter practice, in this case making grouping a ‘necessary evil’, as one teacher respondent argued. 相似文献
11.
Saneeya Qureshi 《Support for Learning》2014,29(3):217-229
This article is based on two key findings of doctoral research into the impact that Special Educational Needs Coordinators (SENCos) in England have on teachers' skills when addressing the needs of children with SEN in mainstream primary schools. I use data from questionnaires and interviews with SENCos, teachers and headteachers to argue that key indicators for successful teaching of children with SEN include SENCos skilling teachers in their roles as ‘agents of change’ in relation to SENCos' views of their teaching colleagues, as well as the evolving nature of their own professional identity. 相似文献
12.
Preschool and kindergarten teachers must make decisions everyday about how much to allow their children to talk out loud to themselves during various classroom activities. The present study examines the effects of children's private speech use on task performance for a group of behaviorally at-risk children and a group of control children during a speech–action coordination task. Twenty-nine behaviorally at-risk preschool children and 43 control children completed two versions of a speech–action coordination task (motor sequencing version and numeric tapping) two times, once with and once without speech instructions. Results indicated that the behaviorally at-risk children used more speech spontaneously compared to control children and performed just as well, and that both groups of children performed better when given instructions to use speech. Implications of these findings for early childhood educators’ decisions about children's private speech use in the classroom are discussed. 相似文献
13.
Meghan Stacey 《Critical Studies in Education》2016,57(2):209-223
This article reports the findings of a study on the nature of parent–school engagement at an academically selective public high school in New South Wales, Australia. Such research is pertinent given recent policies of ‘choice’ and decentralization, making a study of local stakeholders timely. The research comprised a set of interviews with parents and teachers (n = 15), through which parents – all members of the school’s Parents’ and Citizens’ group – theorized and explained their involvement with the school, and teachers spoke about their views on this involvement. Results are organized around three themes: ‘how parents worked to nurture their children’s schooling’, ‘reasons behind parents’ involvement with the school’, and ‘communication and use of parental resources by the school’. Overall it was found that while parents were making significant efforts to involve themselves in the education of their children and with the school more broadly, the reasons for their involvement were not always consistent, but instead revealed a range of motivations for and conceptions of parents’ roles within schools, which at times were at odds with the teachers’. Through this, the study contributes to our understanding of middle-class parent engagement at an unusual and particular type of school. 相似文献
14.
Dalyot Keren Sharon Aviv J. Orr Daniela Barel Ben-David Yael Baram-Tsabari Ayelet 《Research in Science Education》2019,51(2):1035-1054
Wi-Fi radiation is a type of radio frequency electromagnetic radiation (RF-EMR) that refers to the transfer of energy by radio waves. Nowadays, exposure to RF radiation is widespread including wireless internet connection (Wi-Fi) routers and cell phones. The proliferation of devices emitting RF radiation has entailed some public and media-generated controversy, although scientific evidence has not pointed to the existence of risk. Using the theoretical perspectives of science literacy, public engagement with science, and science media literacy, this work examines public engagement with science-related media reports in a context involving risk. A qualitative design was followed to address multiple viewpoints including an analysis of an authentic primetime TV program concerning the risks of Wi-Fi, its messages, and frames, solicited a public response to the coverage via interviews and decision-making simulation (n = 20), and unsolicited public response based on social media discussions (n = 315 comments). Our findings suggest that a lack of relevant scientific knowledge does not seem to be related to participants’ general scientific literacy among people with higher education. Moreover, interviewees did not place much emphasis on having adequate knowledge in making their decision. These findings emphasize that we need to expand our understanding of the different ways that make scientific knowledge relevant when making decisions on scientific issues that relate directly to everyday life.
相似文献15.
The aim of this small–scale research project was to examine the literacy events children choose to engage in outside school. Two groups of Primary School children were involved in investigating the use of literacy in their lives, using disposable cameras to record literacy events and texts. The photographs and the discussion stimulated by them provided evidence that these children used literacy in richly diverse ways for purposes which they saw as meaningful. Although limited in size and scope, the study showed that uses of literacy presented by these children reflected community literacy practices (as identified by Barton & Hamilton, 1998). However, it was also clear that the children acted with considerable autonomy, motivation and creativity in making their use of literacy meaningful to them. This paper provides a report on the project and discusses the implications of these findings for the teaching of literacy in school. 相似文献
16.
Renée DePalma Pedro Membiela Mercedes Suárez Pazos 《British Journal of Sociology of Education》2011,32(1):75-91
This article provides a vision of school disciplinary strategies as provided by childhood school memories of practicing or unemployed teachers. This narrative approach allows us to understand the school and its daily routines and rituals from an insiders' point of view, drawing upon the double perspective teachers employ when reflecting on their own experience as school children. The results of the study demonstrate a wide range of disciplinary practices coinciding with a Foucauldian disciplinary structure – a system of micro‐penalty governing time, activity, behavior, speech, the body, and sexuality. Analyzing the systemic regulation of bodies in schools can uncover institutional meanings and make them available for questioning, perhaps even negotiation. Recognizing the ways in which teachers' roles are inextricably bound with the disciplinary power relations of their institutions can help alleviate frustration and burnout and help teachers make more informed pedagogical decisions. 相似文献
17.
《Peabody Journal of Education》2013,88(1):140-179
Whether public and private school choice initiatives usher in widespread enrollment changes or whether they cater to a small niche of students critically depends on the decisions that parents make on behalf of their children. Thus far, participation rates in most programs have proved disappointing. This article focuses on parents' knowledge of and interest in the choice provisions under the No Child Left Behind Act (NCLB), for which a miniscule percentage of qualifying students nationwide have enlisted. Drawing from a survey of Massachusetts public school parents completed in the summer of 2003, 18 months after NCLB's enactment, two basic findings emerge. First, although parents claimed to be familiar with NCLB, the vast majority of those who in fact qualified for the act's choice provisions did not know that their child's school was on the state's list of underperforming schools. Second, parents with children in underperforming schools were especially interested in pursuing alternative schooling options. This interest, however, did not derive from pointed dissatisfaction with their current schools, and it was regularly directed toward options that NCLB does not afford-specifically, private schools. An essential point underscores these findings: If advocates of NCLB are to boost participation rates, and if scholars are to accurately predict the likely scope of other kinds of school choice programs, parents require considerably greater attention than they have received up until now. 相似文献
18.
This paper reports on a pilot study of the social interactions between two children labelled with special educational needs and their peers in an early years setting. Data from play observations and staff interviews are used to examine the dynamics of friendship groups that the two children have developed and the way that they attempt to make new connections with other children. Comparisons between the two children’s interactions with their recurrent playmates and less familiar peers are drawn and the significance of their agency in making decisions about developing relationships is highlighted. A theme that also emerges is that staff facilitating rather than directing interactions between the two children and their peers has the most positive impact. Areas for further investigation are suggested including the range of relationships that children identified with special educational needs establish with their peers and the nature of adult support that most effectively supports friendships between all children. 相似文献
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20.
Power,participation and decision making in the primary classroom: children as action researchers 总被引：1，自引：1，他引：0
Sue Cox 《Educational Action Research》2013,21(4):457-468
This article discusses a project focused on children researching their role in decision making in their classrooms and schools, with a view to increasing their involvement. The action research project was carried out by children, their class teachers and university researchers in six Norfolk primary schools from 2004 to 2006. As the project aimed to introduce more participatory approaches to decision making in classrooms, this necessarily had implications for the ways in which adults worked with children as action researchers. The article explores the constraints encountered by both children and teachers in sharing decisions and in carrying out action research, and identifies two dimensions: the teachers’ thinking and action, as well as children’s research and decision making. The teachers struggled with their need to mediate the project aims in the context of the changing nature of their professional role in the current target‐driven school culture. 相似文献