RESCUR Surfing the Waves: an evaluation of a resilience programme in the early years     

Carmel Cefai  Astrid Arlove  Madeline Duca  Natalie Galea  Marilyn Muscat  Valeria Cavioni 《Pastoral Care in Education》2018,36(3):189-204

ABSTRACT

RESCUR Surfing the Waves is a recently developed resilience curriculum for early years and primary schools in Europe. It seeks to develop in marginalized young learners the requisite competences needed to overcome the various challenges in their lives to achieve academic success and social and emotional wellbeing. The competences include developing a growth mindset, making use of one’s strengths, self-determination, effective communication skills and healthy relationships, and overcoming challenges and obstacles. This paper presents the findings of a study on the implementation of the programme in five kindergarten centres in Malta over a 1-year period. A pre- and post-intervention study in 20 classrooms (97 children) showed an improvement in resilience skills, prosocial behavior and learning engagement, but not in internalized and externalized problem behaviors. A small scale study in two nurture classes at two of the schools found similar findings. The findings suggest that there are indications that the programme as a proportionate universal intervention for early years leads to an improvement in social and academic behaviours, but more rigorous research is needed to substantiate these findings.  相似文献   

Curriculum development for quantitative skills in degree programs: a cross-institutional study situated in the life sciences     

Kelly E. Matthews  Shaun Belward  Carmel Coady  Leanne Rylands  Vilma Simbag 《高等教育研究与发展》2016,35(3):545-559

Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed.  相似文献   

Teacher professional learning in Early Childhood education: insights from a mentoring program     

Andrea Nolan 《Early Years: An International Journal of Research and Development》2018,38(3):258-270

In Australia, as is the case in other countries around the world, the Early Childhood workforce is in the process of ‘skilling up’ to meet government demands related to quality service provision. This paper sets out to identify what constitutes effective teacher professional learning through mentoring. Guided by critical realism and social practice as theoretical perspectives, the paper uses data drawn from the State-wide Professional Mentoring Program for Early Childhood Teachers (2011–2014), Victoria, Australia. The findings identify four C’s essential to effective professional learning – Context: the association between individual aspirations and systemic requirements; Collegiality: the positioning and importance of collegial relationships; Criticality: critical deliberation in ‘safe’ learning environments; and Change: recognition that teacher learning takes place in the domains of professional dispositions, pedagogical knowledge and social capital. These findings point to the need to consider teachers’ contexts of practice in the design of professional development programs such as mentoring, and to conceptualise learning as a socially situated practice rather than a detached pedagogic event.  相似文献   

My school in the hills     

Carmel Leon Jett 《Peabody Journal of Education》2013,88(6):383-386

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Literacies in the humanities: the student voice     

Carmel McNaught  Sarah S.W. Ng  Helen Chow 《高等教育研究与发展》2012,31(2):139-154

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School effects and subject choice: The uptake of scientific subjects in Ireland     

Emer Smyth  Carmel Hannan 《School Effectiveness & School Improvement》2013,24(3):303-327

Studies of subject take-up within secondary education have tended to focus on student characteristics and have rarely attempted to take account of the broad variety of ways, formal and informal, in which schools can constrain or facilitate particular subject choices. In contrast, this article explores both the school and student factors shaping the take-up of Biology, Physics, and Chemistry at upper secondary level. The analyses draw on detailed information on almost 4,000 students in 100 secondary schools in the Republic of Ireland. Schools are found to differ in the proportion of students taking science subjects, even controlling for the profile of students. School structures at both lower and upper secondary levels are found to play a role in shaping the choices made by students regarding science.  相似文献   

Integrated children’s services: re-thinking research,policy and practice     

Andrea Nolan  Joce Nuttall 《Early Years: An International Journal of Research and Development》2013,33(4):337-340

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Can a Summer Bridge Program Impact First-Year Persistence and Performance?: A Case Study of the New Start Summer Program     

Nolan L. Cabrera  Danielle D. Miner  Jeffrey F. Milem 《Research in higher education》2013,54(5):481-498

This longitudinal study assesses the impact of the University of Arizona’s New Start Summer Program (NSSP) on participants’ first year GPA and retention, controlling for incoming student characteristics. While programmatic participation significantly predicted first-year GPA and retention, this relationship became insignificant when controlling for first-year college experiences and student development. Programmatic efficacy is largely determined not only by how practitioners develop participants’ cognitive abilities, but also how effectively they connect them to social and academic support networks during their first year of college. Within this context, programmatic impact is likely indirect which poses a number of methodological and resource allocation issues for student affairs administrators and professionals. In addition, it highlights the need to assess the impact of summer bridge programs longitudinally while also having a demographically similar group of students who did not participate for comparison: Two areas generally absent from research on summer bridge program literature. Finally, the study was made possible because of a strong collaboration between the NSSP administrators and the research team, where the goals and needs of each group were supported by the other.  相似文献   

Social difference,cultural arbitrary and identity: An analysis of a new national curriculum document in a non-secular environment     

Carmel Borg  Peter Mayo 《International Studies in Sociology of Education》2013,23(1):63-86

This article focuses on the idea of the Curriculum as a 'selection from the cultures of society' and as a site of contestation for legitimacy and identity affirmation. The purpose is to shed some light on the nature of curricular reform being advocated in a specific context - Malta. Throughout the past four years, there has been a revamping of the National Minimum Curriculum (NMC) document in Malta, established in 1988. The 'old' National Minimum Curriculum was subject to criticism focusing on a variety of issues (echoing criticisms levelled at similar National Curricula elsewhere), including issues concerning difference and identity. The first part of the article deals briefly with the issues concerning difference raised in this criticism, focusing on the issues of class, race/ethnicity, gender and disability. The second part focuses on the long and gradual build up towards the development of the new National Curriculum document. The process centres around two documents, the preliminary Tomorrow's Schoolsdocument and the draft NMC document. The issues of equity and the affirmation of social difference, as well as the move towards de-streaming, are discussed. It is argued that this process of reform benefited from the criticism of the earlier NMC document. The process of reform involved an attempt at widespread participation by various stakeholders - parents, teachers, students, unions, women's organisations, disabled person's organisations etc. The final section focuses on the final new NMC document. In this section, the authors explore the compromises, which have been made in reaction to the draft document, indicating the interests at play. Whose cultural arbitrary is reflected in the final document? The article concludes with a discussion centring around lessons to be drawn from a process of curricular reform, involving issues related to identity and difference, carried out in a country characterised by a non-secular environment.  相似文献   

Detecting bias in selection for higher education: three different methods     

Tamar Kennet-Cohen  Elliot Turvall  Carmel Oren 《Assessment in Education: Principles, Policy & Practice》2014,21(2):193-204

This study examined selection bias in Israeli university admissions with respect to test language and gender, using three approaches for the detection of such bias: Cleary’s model of differential prediction, boundary conditions for differential prediction and difference between d’s (the Constant Ratio Model). The university admissions process in Israel, like those in many countries, is based on a combination of school-related achievement and a general scholastic aptitude test. The selection process was found to be biased in favour of Arabic speakers and not biased with respect to gender. The three approaches for detecting selection bias were similar in the pattern of the results they produced, but differed, as expected, in the magnitude of the bias they detected. The discussion focuses on the results both with respect to the specific groups studied (first research question) and with respect to the three approaches for detecting selection bias (second research question).  相似文献