Building on existing informal learning in Traveller communities through family literacy programmes: an Irish case study     

Anthea Rose 《International Journal of Inclusive Education》2013,17(2):174-191

Focusing on Ireland, this paper explores the potential role family literacy programmes can play in influencing educational attainment and in fostering positive attitudes towards formal learning in Traveller families. It is often claimed that members of the Traveller community tend to undervalue learning; that they are uninterested in their children's education and perceive it holds little relevance to adult life. However, research shows that significant forms of learning do take place within the family, for example, skills-based work-related learning. Further, there is evidence to suggest that some Traveller parents believe there is value in educating their children and there is a growing recognition, especially by mothers, that children need to achieve academically, particularly where there are concerns that migrant workers are accessing the jobs, Travellers have traditionally performed. Drawing on Bourdieu's concepts of habitus and field, the author argues that family literacy programmes can potentially offer an alternative space in which to engage Travellers in formal education and that such engagement has the potential to impact positively on the academic attainment and achievement of Traveller children by helping mothers recognise, and build on, the informal learning in which they are already engaged.  相似文献   

Research abstracts     

W. Robinson Crosby  Maynard Matteson  Robert Stafford  William C. Farlow  Lyle E. Grooters  Irving L. Maranz  Chester C. Sutton  Ronald Ashby  Pat Ryan  Jack Fruman  William E. Crosby  Elwood H. Beaver  W. E. Mellown  Frank Manzi  William H. Allen 《Educational technology research and development : ETR & D》1966,14(2):273-281

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Human Rights and Children     

Thomas L. Sutton 《Educational theory》1978,28(2):102-110

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The importance of awareness and communication for the inclusion of young people with life-limiting and life-threatening conditions in mainstream schools and colleges   总被引：1，自引：0，他引：1  

Anthea Asprey  Tricia Nash 《British Journal of Special Education》2006,33(1):10-18

Anthea Asprey and Tricia Nash both belong to the Children's Hospice South West Research Group, based at the University of Exeter. In this article, they report one aspect of a research project designed to determine the adequacy of support for young people with life-limiting and life-threatening conditions in the education system. They describe here a set of findings drawn from interviews with parents whose children attended LEA-maintained mainstream schools and colleges of further education. They focus particularly on parents' perceptions of the levels of awareness of their children's needs and concerns and the consequent impact upon their successful inclusion in mainstream education. The findings show clearly that awareness of the needs and difficulties of these young people was seriously lacking. The issue of poor communication, both between school and home and between education and health agencies, was a central concern. Anthea Asprey and Tricia Nash discuss the influence of two models of disability (the medical model and the social model) upon educational practice with regard to these young people. Despite the difficulties reported here, some encouraging and helpful reports of good practice also emerged from the interviews, indicating that inclusion for these young people is not an impossible goal.  相似文献   

Factors that influence the decision of preservice elementary teachers to concentrate in science     

Lynn C. Sutton  Scott B. Watson  Helen Parke  W. Scott Thomson 《Journal of Science Teacher Education》1993,4(4):109-114

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Using dissertation projects to facilitate transitions to university and employment: an exploratory case study     

Isabella McMurray  Cheryl Rafferty  Cordelia Sutton  Shweta Patel 《Journal of Further & Higher Education》2017,41(3):273-285

The transition between school or college and higher education can be a challenging time for a student. Schools, colleges and universities work together in a number of ways in order to try and ease this process. However, many students still find their first-year experience difficult to adjust to, which can impact on their own development and achievement. This article documents critical reflections on a case study of a teaching, learning and research partnership currently being undertaken between a secondary school where students are taught AS and A Level psychology and a department of psychology in a post-1992 university in England. Drawing upon a social constructivist framework together with Healey’s model of the link between research and teaching, the aims of this study were to explore how undergraduate dissertation students can work with AS and A Level students on their dissertation projects. The study showed that the AS and A Level students found it an enjoyable practical experience, which they felt enhanced their understanding of university studies. The dissertation students found that the experience might be useful for postgraduate studies and future employment. This article highlights the benefits of the process but also the challenges for those involved, particularly if it was to be conducted on a larger scale.  相似文献   

Confusion about collusion: working together and academic integrity     

Anna Sutton  David Taylor 《Assessment & Evaluation in Higher Education》2011,36(7):831-841

An increasing emphasis on developing students' transferable skills, such as group working and IT, is creating challenges in ensuring the academic integrity of individually assessed coursework. This study investigated the frequency with which students engaged in a range of study behaviours for individual assignments, with a focus on the extent to which they exchanged information or worked in informal study groups. Over 1000 responses were gathered from students at pre‐ and post‐92 universities engaged in either business or psychology degrees. Four behavioural factors emerged from the data: trust, cooperation, use of IT and conscientious practices. Results indicated that students engage in practices relying on trust and cooperation less often than other practices, implying a concern with avoiding issues of academic misconduct. This was supported by focus group discussions where students described their strategies for working together whilst ensuring the quality and integrity of their own work. Comparisons between academic disciplines revealed that business students were more likely to engage in sharing and group‐work behaviours than psychology students, as were students at the post‐92 university. Comparisons between years found no significant differences. Recommendations are made for improving student understanding of collusion whilst still encouraging the development of skills important to employability.  相似文献   

NTETs,GNVQs and flexible learning     

Alan Sutton 《Curriculum Journal》2013,24(3):337-353

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Editorial Introduction     

Sutton  Peter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(5-6):409-412

International Review of Education -  相似文献   

Measures and Models in Developmental Psychology∗     

Andrew Sutton 《Educational studies》1980,6(2):111-126

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