Parental influence in educational decisions: young people’s perspectives     

Kristinn Hegna  Ingrid Smette 《British Journal of Sociology of Education》2017,38(8):1111-1124

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Patterns of and influences on elementary school attendance in early Victorian industrial Monmouthshire 1839–1865     

David C. James  Brian Davies 《History of education》2017,46(3):290-305

Issues associated with school absenteeism have attracted considerable attention and have long been one of the focal points of government strategies for school improvement. Pupil non-attendance is not a new phenomenon and featured prominently in Her Majesty’s Inspectors’ reports from 1839. This paper outlines the patterns of and influences on elementary education in early Victorian industrial Monmouthshire during the period 1839–1865. The twin problems of irregular attendance and early withdrawal of pupils are discussed together with the limitations and unreliability of contemporary statistics. An examination of the reasons for absence is then discussed together with the remedies proposed to alleviate the problem with particular reference to the contribution of the Prize Schemes. The paper illustrates the disadvantages of basing an educational system on voluntary endeavour and enlightened self-interest and highlights the paradox that, despite the introduction of mandatory attendance, the problem is still persistent and protracted and finding definitive solutions still remains elusive.  相似文献   

Participatory action research and impact: an ecological ripples perspective     

Edison J. Trickett  Sarah Beehler 《Educational Action Research》2017,25(4):525-540

Assessment of the impact of varied forms of participatory research is enhanced by specific attention to the ripples, such work initiates in the social context. Ripples are defined as consequences either unintended or unanticipated by those carrying out the participatory research. Following a brief documentation of the range of reported ripples in reports describing participatory research, an ecological perspective drawing on the interdependence principle of ecological systems theory is presented as a framework for assessing impact by attending to ripples in the local context. Community asset mapping and social network analysis are described as examples of ways of describing and documenting environmental ripples, and strategies for both anticipating and reviewing ripples post hoc are discussed. The importance of developing cognitive maps of local ecology is stressed as critical to the assessment of the multiple potential impacts of participatory research.  相似文献   

A dynamic learning concept in early years’ education: a possible way to prevent schoolification     

Stig Broström 《International Journal of Early Years Education》2017,25(1):3-15

In early childhood education and care, Nordic social pedagogy approach is challenged by a learning orientation that often results in unproductive ‘either/or’ thinking. Therefore, based on the two approaches and by analysing several dimensions of Froebel’s ideas and prevailing social-historical activity (play) theory, the author deduces four generally accepted play criteria that form the basis for the construction of a dynamic and play-based learning concept that has the three following cornerstones as focal points: (1) learning happens in activities where the child is an active participant and interacts and communicates with other people; (2) meaningful activities pave the way for children’s learning; these are activities where the child’s motive aligns with the goal of the activity; and (3) learning is seen as a productive and creative activity characterised by imagination.  相似文献   

Folklore epistemology: how does traditional folklore contribute to children’s thinking and concept development?     

Joseph S. Agbenyega  Deborah E. Tamakloe  Sunanta Klibthong 《International Journal of Early Years Education》2017,25(2):112-126

This research utilised a ‘stimulated recall’ methodology [Calderhead, J. 1981. “Stimulated Recall: A Method for Research on Teaching.” British Journal of Educational Psychology 51: 211–217] to explore the potential of African folklore, specifically Ghanaian folk stories in the development of children’s reflective thinking about social life. The research was based on Ghanaian folklore for children, which is popularly known as ‘By the Fireside Stories’, encapsulated traditionally as Anansesem or Spider stories among the Akan of Ghana. Data were collected through storytelling to a group of children and inviting them to recall their concurrent thinking during and after the storytelling. The children’s cognitive recall processes were stimulated by questions and story character dramatisation recorded on a digital video recorder and played back to the children. Findings showed major contributions to children’s learning and development related to imagination, concept formation and thinking, and beyond the self in social relationship. This paper draws attention to how traditional oral storytelling can be an important part of early childhood education to develop children’s reflective thinking about social life.  相似文献   

Creating a Continuing Education Pathway for Newly Arrived Immigrants and Refugee Communities     

Aster S. Tecle  An Thi Ha 《Journal of Teaching in Social Work》2017,37(2):171-184

With the increase in the number of displaced peoples, the demand for skilled social workers from diverse backgrounds to serve them is critical. This article explores a continuing education program that prepares precollege individuals from newly arriving communities who will work as entry-level workers serving these immigrant and refugee communities. The article focuses on the development of a Case Management Certificate Program as a response to community-identified issues, then presents a discussion exploring the educational pathways and unique contributions of these individuals. The article calls for the profession to explore how continuing education pathways can bridge service gaps, contribute to the knowledge base of social work, and meet current labor market demands.  相似文献   

Problem-Based Learning in Social Work Education: Students’ Experiences in Denmark     

Merete Monrad  Anne-Kirstine Mølholt 《Journal of Teaching in Social Work》2017,37(1):71-86

Problem-based learning (PBL) constitutes a promising way of integrating academia and social work practice because PBL fosters engagement with real-life problems and enhances important skills needed in social work practice. However, little attention has been given to social work students’ experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when they experience learning the most. Possible reasons for this discrepancy, and implications for teaching, are discussed.  相似文献   

Innovative Experiential Learning Activities in Aging: The Experiences of Four BEL Projects     

Kristina M. Hash  Jay Poole  Melissa Floyd  Crystal Dea Moore  Anissa T. Rogers  Leslie E. Tower 《Journal of Teaching in Social Work》2017,37(2):156-170

The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs.  相似文献   

(Re)theorising laddish masculinities in higher education     

Alison Phipps 《Gender and education》2017,29(7):815-830

In the context of renewed debates and interest in this area, this paper reframes the theoretical agenda around laddish masculinities in UK higher education, and similar masculinities overseas. These can be contextualised within consumerist neoliberal rationalities, the neoconservative backlash against feminism and other social justice movements, and the postfeminist belief that women are winning the ‘battle of the sexes’. Contemporary discussions of ‘lad culture’ have rightly centred sexism and men's violence against women: however, we need a more intersectional analysis. In the UK a key intersecting category is social class, and there is evidence that while working-class articulations of laddism proceed from being dominated within alienating education systems, middle-class and elite versions are a reaction to feeling dominated due to a loss of gender, class and race privilege. These are important differences, and we need to know more about the conditions which shape and produce particular performances of laddism, in interaction with masculinities articulated by other social groups. It is perhaps unhelpful, therefore, to collapse these social positions and identities under the banner of ‘lad culture’, as has been done in the past.  相似文献   

‘White British girls on free school meals’: power,resistance and resilience at secondary school transition     

Helen Fisher 《Gender and education》2017,29(7):907-925

This article explores the perspectives of 10 White British girls eligible for Free School Meals as they transfer from English primary to secondary schools. Having identified the discourses relevant to the girls at transition – good girl, girl power, hyper-femininity, authenticity, ‘challenges at home’, ‘friends as family’ and standards – the article uses Foucault to theorise these examples, reflecting on the complexity of associated power, resistance and resilience. The article continues by drawing on the multiplicity of resistance to these discourses to identify the girls’ developing intrinsic strengths, and argues that these should be used both a starting point and a structure for supporting them through discourse negotiation at secondary transition and beyond.  相似文献