Literature‐informed,one‐turn action research: three cases and a commentary     

Tim Cain  Melanie Holmes  Alison Larrett  Joanna Mattock 《British Educational Research Journal》2007,33(1):91-106

Although action research is a common feature of courses of initial teacher training, the evidence as to its efficacy, in encouraging reflection among trainees, is mixed. This article discusses cases of action research assignments carried out by three trainees into their own practice in relation to (a) behaviour management, (b) monitoring and assessing, and (c) pupil‐centred education. The assignments are analysed using Bloom et al's. (1964) typology of thinking skills, Handal & Lauvas's (1987) model of reflective practice, and typologies of action research by Noffke (1997) and Rearick and Feldman (1999). They are positioned as cases of ‘literature‐informed, one‐turn’ action research; a concept which is discussed in relation to other concepts of action research.  相似文献   

Social citizenship formation at university: a South African case study     

Melanie Walker  Sonja Loots 《Compare》2016,46(1):48-68

The paper considers citizenship formation at universities, drawing on the example of a student leadership project at the University of the Free State, a formerly White South African university, in a higher education context and society where racialised difference continues to influence peer relationships. The paper proposes a multi-dimensional conceptualisation of social citizenship, as described by T.H. Marshall, enriched by the capabilities approach, which adds specific citizenship dimensions of deliberation, acknowledgment of heterogeneity, and agency goals and activities as core elements of being able to be and to do as citizens. This is operationalised by investigating the student development intervention, based on biographical interview data from 50 of the 71 students who participated in the first iteration of the programme. The data is analysed for the three capability dimensions and for student criticisms of the programme, before an overall judgment is made of the programme’s contribution to democratic values and citizenship formation.  相似文献   

Lessons learned from more than two decades of HIV/AIDS prevention efforts: implications for people who are deaf or hard of hearing     

Winningham A  Gore-Felton C  Galletly C  Seal D  Thornton M 《American annals of the deaf》2008,153(1):48-54

In contrast with the nearly 30 years of HIV/AIDS research with the hearing community, data on HIV infection among persons who are deaf and hard of hearing is primarily anecdotal. Although the few available estimates suggest that deaf and hard of hearing persons are disproportionately affected by HIV infection, no surveillance systems are in place to identify either frequency or mode of HIV infection within this population. Moreover, to date, all empirically validated HIV prevention interventions have relied on communication strategies developed for persons who hear. Therefore, understanding and developing effective prevention methods is crucial for persons who are deaf or hard of hearing. The authors explore (a) factors among this population that may contribute to HIV-related behaviors, (b) four key concepts consistently included in successful interventions, and (c) practical ways in which to use this information to tailor effective intervention strategies for this population.  相似文献   

Engaging Indigenous Youth to Revitalize Cree Culture through Participatory Education     

Durdana Islam  Melanie Zurba  Amy Rogalski  Fikret Berkes 《Diaspora, Indigenous, and Minority Education》2017,11(3):124-138

Traditional food harvesting is an integral part of culture and food security for Indigenous people in Canada and elsewhere. However, new generations are more inclined to consuming market foods rather than traditional foods. We report on a project in Norway House Cree Nation, northern Manitoba, Canada, to engage youth to express their thoughts about traditional food. The objective was to explore the understanding and values of Indigenous youth about traditional foods and to engage them in revitalizing culture toward long-term food security. We used participatory research approaches and engaged participants in focus group discussions followed by a collaborative art project. Our conceptual framework postulates a cycle whereby food security planning depends on engaging youth and the community, and planning in turn energizes further planning and participatory education. The findings of the article are likely of interest to Indigenous communities dealing with planning and intergenerational issues around food security.  相似文献   

Reinstating the value of teachers' tacit knowledge for the benefit of learners: using 'Intensive Interaction'     

Melanie Nind  Gary Thomas 《Journal of Research in Special Educational Needs》2005,5(3):97-100

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Parenting quality: Confirmation of a higher-order latent construct with mothers of Head Start children     

Laura Hubbs-Tait  Melanie C. Page  Erron L. Huey  Huei-Juang Starost  Anne McDonald Culp  Rex E. Culp  M. Elizabeth Harper 《Early childhood research quarterly》2006,21(4):491-506

We proposed a higher order latent construct of parenting young children, parenting quality. This higher-order latent construct comprises five component constructs: demographic protection, psychological distress, psychosocial maturity, moral and cognitive reflectivity, and parenting attitudes and beliefs. We evaluated this model with data provided by 199 mothers of 4-year-old children enrolled in Head Start. The model was confirmed with only one adjustment suggested by modification indices. Final RMSEA was .05, CFI .96, and NNFI .94, indicating good model fit. Results were interpreted as emphasizing the interdependence of psychological and environmental demands on parenting. Implications of the model for teachers, early interventionists, and public policy are discussed.  相似文献   

Children's Thinking During Collaborative Computer‐based Problem Solving     

Geoffrey Underwood  Jean Underwood  Melanie Turner 《教育心理学》1993,13(3-4):345-357

In previous experiments we have found that co‐operative working around a computer leads to performance gains, but that not all groups benefit equally. Specifically, we have found that mixed gender pairings have shown the least benefit of co‐operative working and we hypothesised that this was due to the nature of the interaction within these groups. The present experiment attempted to identify the specific components of co‐operative discussion that are associated with variations in performance. A Cloze task and a spatial programming task were used to observe gender pair differences in performance and discussion. Programming generated more co‐operation than did the Cloze task, and pairs of boys were especially reluctant to share the Cloze task. Analyses of dialogues indicated more positive socio‐emotional comments during programming than during the Cloze task, and there were also differences in problem‐focused informative statements between tasks. Programming elicited more suggestions of answers and also more negative socio‐emotional comments, while the Cloze task elicited more analysis and evaluation. These analytic comments were particularly frequent in discussions between girls.  相似文献   

Preventing violent extremism: Resourcing,stakeholder strategies and fostering belonging and connection in Australian schools     

Garth Stahl  Melanie Baak  Sam Schulz  Ben Adams  Andrew Peterson 《British Educational Research Journal》2021,47(5):1177-1193

Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small-scale nationally funded grant in Australian schools to guard against behaviours leading to violent extremism through developing restorative justice (RJ) practices. In foregrounding their accounts, we draw attention to the complexity of negotiating the CVE space by resisting dominant narratives that could be considered ‘exaggerations’ regarding both the manifestations of and motivations behind violent or extreme student behaviour. To conclude, we highlight how—in important ways—the money and resourcing allocated for CVE in local settings simply recycles what are already established to be best practices for fostering belonging and connection in schools, particularly in socio-economically disadvantaged communities.  相似文献   

Educational disparity and the persistence of the black–white wage gap in the U.S.     

Melanie O’Gorman 《Economics of Education Review》2010,29(4):526-542

This paper examines the relationship between contemporary racial inequality of schooling and the black–white wage gap in the U.S. In particular I ask: what policies would be effective at reducing the black–white wage gap in the U.S.? In order to address this question, I develop a model of human capital accumulation in which agents differ by race. I calibrate the model to reflect the U.S. system of education financing since the mid-1950s, and find that more than half of the black–white wage gap in the U.S. in the early 1990s can be accounted for by differential human capital accumulation by race. This indicates an increased role for policy in addressing racial inequality in the U.S. The results of the policy experiments conducted in this paper indicate that a conditional cash transfer program and a policy of decreased reliance on local property tax revenue would be effective in reducing the black–white skill and wage gaps.  相似文献   

Training special educators: sustaining professional development in special school placements     

Melanie Peter 《Support for Learning》2013,28(3):122-132

With the rapidly changing demographic due to survival rates from medical advances, the need to strengthen training on SEND is now recognised, and special school placements valued, having been previously marginalised within initial teacher training. Practices developed since 2008 at one university to support progression of trainees to gain advanced and specialist skills in SEND were evaluated for effectiveness. This involved ten school mentors, 14 primary trainees on four‐week extended enrichment placements and three trainees with prior experience on final formally assessed seven‐week placements in special schools. This article presents the resulting consolidated developmental placement structures and a proposed compulsory one‐week model for trainees to gain core skills, underpinned by a shared understanding of trainee professional development needs and related support systems. Quality mentoring practices and sustaining trainees' emotional learning journey were integral to their developing pedagogical skills and understanding, so endorsing the debate for more humanistic approaches to teacher training.  相似文献