Academic identity,confidence and belonging: The role of contextualised admissions and foundation years in higher education     

Katriona O'Sullivan  Niamh Bird  James Robson  Niall Winters 《British Educational Research Journal》2019,45(3):554-575

This article presents a cross-national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year-long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well-established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed-method approach. Questionnaires and in-depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non-traditional students.  相似文献   

Within Course Effects of a Training Package for Teachers of the Severely Mentally Handicapped     

Alan Jones  Dr  Colin Robson 《British Journal of Special Education》1983,10(2):17-20

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Maternal influences in early social visual behavior     

H A Moss  K S Robson 《Child development》1968,39(2):401-408

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The relation between the amount of time infants spend at various states and the development of visual behavior     

H A Moss  K S Robson 《Child development》1970,41(2):509-517

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Disciplinary regimes of ‘care’ and complementary alternative education     

Pat Thomson  Jodie Pennacchia 《Critical Studies in Education》2016,57(1):84-99

In schools, the notion of ‘care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education (AE) across the UK, and looking in depth at two cases of complementary AE, we identify three types of disciplinary regimes at work in schools: (1) dominant performative reward and punishment, (2) team-building and (3) therapeutic. We argue that while all three regimes aim to steer identified students back to the norm, the two complementary approaches that we saw avoided the narrow instrumental behaviourist approaches of the dominant pattern. In so doing, they also opened up wider horizons of possibility and ways to be and become.  相似文献   

Let’s Cross the Next One: Parental Scaffolding of Prospective Control Over Movement     

Elizabeth E. O’Neal  Shiwen Zhou  Yuanyuan Jiang  Joseph K. Kearney  Jodie M. Plumert 《Child development》2021,92(2):e173-e185

This investigation examined parental scaffolding of children’s prospective control over decisions and actions during a joint perception-action task. Parents and their 6-, 8-, 10-, and 12-year-old children (N = 128) repeatedly crossed a virtual roadway together. Guidance and control shifted from the parent to the child with increases in child age. Parents more often chose the gap that was crossed and prospectively communicated the gap choice with younger than older children. Greater use of an anticipatory gap selection strategy by parents predicted more precise timing of entry into the gap by children. This work suggests that social interaction may serve as an important experiential mechanism for the development of prospective control over decisions and actions in the perception–action domain.  相似文献   

Where have they gone? Issues in transition and progression for special school leavers     

Alan Dyson  Nick Meagher  Elaine Robson 《Journal of Research in Special Educational Needs》2002,2(2)

This paper reports on semi-structured interviews with 76 former special school students now aged between 16 and 25. These young people were 'disadvantaged' rather than 'disabled' and many were experiencing 'fractured' transitions from school. Although they were more positive about their schools than similarly disadvantaged peers who had attended mainstream provision, they nonetheless raised concerns about the quality and usefulness of their experiences. On leaving school they had, in many cases, moved from one unsatisfactory activity to another, without any obvious signs of progression. They displayed a high level of purposefulness but lacked personal and social resources to support their progression within somewhat unsupportive structures. The paper argues that an exclusive focus on transition from school is inadequate and that young people may need support well after this point, possibly from the Connexions service. It also suggests that the notion of 'resilience' may have more to offer than traditional special education discourses.  相似文献   

Development of an exchange format for the European Environmental Chemical Data and Information Network (ECDIN)     

David J. Proctor  Alan Robson  Margaret A. Veal 《Information processing & management》1978,14(6):429-443

Increasing concern about the release of potentially harmful chemicals into the environment has led to efforts to collect data on such chemicals with a view to identifying and minimising the associated hazards. The collection and storage of such data requires cooperation and communication (both national and international) between partners in a general environmental data network. A format is described for the exchange of data between these network partners. This format is of general applicability. It is shown that a hierarchical tree structure best describes the situation. Rules are derived to identify and process the nodes in the tree such that information is neither lost nor degraded upon transfer between the network partners.  相似文献   

Empowering parents of pre-school children     

Kathy Hunt  Maggie Robson 《International journal for the advancement of counseling》1999,21(1):43-54

This paper describes a project undertaken with parents from an inner city primary school in Hartlepool, England. The main objectives of the project were to increase the self esteem of the parents, to give them an understanding of the pre-school curriculum and to enable them to develop their skills, knowledge and confidence to become involved in school life and to take ownership of their own children's education. The project focused around the production of a video to show nursery life in the school and this production was used as a vehicle to encourage the fulfilment of the objectives described above. The paper concludes by describing the successful outcomes of the project. Some of the outcomes were planned for, but we were equally delighted with the unexpected ones.  相似文献   

‘Bowing from the heart’: An investigation into discourses of professionalism and the work of caring for students in further education     

Jocelyn Robson  Bill Bailey 《British Educational Research Journal》2009,35(1):99-117

Since their incorporation in 1993, further education (FE) colleges in England have been responsible for their own staffing and, faced with funding constraints as well as recruitment and retention targets, some have introduced a new category of staff referred to here as ‘learning support workers’ (LSWs). Though their employment conditions and specific duties vary considerably, LSWs' work often includes providing individual care for students. In this small‐scale study, using semi‐structured interviews, the perceptions of some teachers and LSWs about the nature of their relationships with each other and with students are investigated. The study is set broadly in the context of debates about the impact of public sector reform on FE colleges and teachers. A discourse analysis approach is adopted in discussion of the data. The authors conclude that although they are differently positioned in relation to traditional discourses of professionalism, both teachers and LSWs are perceived to be carrying out what Hochschild termed ‘emotional labour’. The contradictory nature of emotional labour is also highlighted. Some of the implications of employing a new group of workers in FE are discussed.  相似文献