This paper considers the professional work of teachers within Pupil Referral Units (PRUs) in Wales. Traditionally neglected by both policy and research, PRUs have become a focus of attention due to debates around attainment and the 'off rolling' of pupils from traditional schooling. Drawing on data from an ethnographic study of one Welsh PRU, this paper illustrates how teachers working within PRUs see themselves as occupying a hybrid space between teacher and social worker within a social pedagogic approach to teaching. We illustrate how this approach is underpinned by a strong moral and ethical account of their professional work. From this we illustrate how policy scrutiny and Welsh educational reforms have resulted in changes to teachers' perceptions of their working role and identity. While this policy focus is welcomed we suggest that any accountability frameworks introduced to judge Welsh PRU success need to adopt a highly contextualised approach which recognises the complex needs and backgrounds of PRU pupils and does not reduce success to only measures of academic attainment. By recognising the hybrid nature of professional practice and developing metrics of success which capture the social as well as academic needs of pupils within the Welsh PRU setting, Welsh Government (WG) will reinforce the social pedagogic approach of Welsh PRU teachers.
{"title":"Care and Education. a Case Study: Understanding Professional Roles and Identities of Teachers Within A Welsh Pru","authors":"Phil Smith, M. Connolly","doi":"10.16922/wje.21.1.5","DOIUrl":"https://doi.org/10.16922/wje.21.1.5","url":null,"abstract":"This paper considers the professional work of teachers within Pupil Referral Units (PRUs) in Wales. Traditionally neglected by both policy and research, PRUs have become a focus of attention due to debates around attainment and the 'off rolling' of pupils from traditional schooling.\u0000 Drawing on data from an ethnographic study of one Welsh PRU, this paper illustrates how teachers working within PRUs see themselves as occupying a hybrid space between teacher and social worker within a social pedagogic approach to teaching. We illustrate how this approach is underpinned by\u0000 a strong moral and ethical account of their professional work. From this we illustrate how policy scrutiny and Welsh educational reforms have resulted in changes to teachers' perceptions of their working role and identity. While this policy focus is welcomed we suggest that any accountability\u0000 frameworks introduced to judge Welsh PRU success need to adopt a highly contextualised approach which recognises the complex needs and backgrounds of PRU pupils and does not reduce success to only measures of academic attainment. By recognising the hybrid nature of professional practice and\u0000 developing metrics of success which capture the social as well as academic needs of pupils within the Welsh PRU setting, Welsh Government (WG) will reinforce the social pedagogic approach of Welsh PRU teachers.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125898774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emily J. Tyler, R. Watkins, S. Roberts, Marguerite L. Hoerger, R. Hastings, Amy Hulson- Jones, Carl J. Hughes
In this case study, we describe the work undertaken since 2004 in the journey to develop a collaborative model of working aimed at building the capacity and relevance of education research and evaluation across the North Wales region. The work has culminated in 2017 with the creation of a collaborative research institute, the Collaborative Institute for Education Research, Evidence and Impact (CIEREI). CIEREI is a formal strategic collaboration between GwE (the Regional School Effectiveness and Improvement Service for North Wales), Bangor University, schools, and other bodies and institutions interested in education outcomes. The primary aim of CIEREI is to support improving outcomes for children through schools, and to contribute to teacher education and building regional capacity in school- led, co- constructed close- to- practice impact research. CIEREI's establishment is the third phase in the development of a regional research and evaluation collaboration across North Wales.
{"title":"The Collaborative Institute for Education Research, Evidence and Impact: a Case Study in Developing Regional Research Capacity in Wales","authors":"Emily J. Tyler, R. Watkins, S. Roberts, Marguerite L. Hoerger, R. Hastings, Amy Hulson- Jones, Carl J. Hughes","doi":"10.16922/WJE.21.1.6","DOIUrl":"https://doi.org/10.16922/WJE.21.1.6","url":null,"abstract":"In this case study, we describe the work undertaken since 2004 in the journey to develop a collaborative model of working aimed at building the capacity and relevance of education research and evaluation across the North Wales region. The work has culminated in 2017 with the creation\u0000 of a collaborative research institute, the Collaborative Institute for Education Research, Evidence and Impact (CIEREI). CIEREI is a formal strategic collaboration between GwE (the Regional School Effectiveness and Improvement Service for North Wales), Bangor University, schools, and\u0000 other bodies and institutions interested in education outcomes. The primary aim of CIEREI is to support improving outcomes for children through schools, and to contribute to teacher education and building regional capacity in school- led, co- constructed close- to- practice impact research.\u0000 CIEREI's establishment is the third phase in the development of a regional research and evaluation collaboration across North Wales.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122468598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
University students studying in a language other than their first face significant barriers that can detrimentally impact their wellbeing and academic performance. The relationship between language, confidence and performance has been examined in a wide range of national and cultural contexts. However, little research has focused on the experience of Welsh- medium educated students studying in English at the university level. The goal of our study was to compare how Welsh students who completed their primary and secondary education in Welsh perceived their undergraduate university experience to those who completed their formative schooling in English. Using online and in-person questionnaires, we surveyed 125 Welsh undergraduate students studying at a Welsh university on their academic background, and three core areas of their university experience: attendance, contribution and satisfaction. Results indicate that course attendance and grade satisfaction are not statistically significantly associated with language. However, there was a statistically significant relationship between language of secondary education and student's contribution to lectures and seminars. Students educated primarily in Welsh were less likely to contribute to discussions than their first language English counterparts – a common outcome of foreign language anxiety. Although this lack of comfort and confidence did not appear to impact grade satisfaction, it may be related to, and lead to, further barriers and challenges regarding mental health, academic performance, and post-graduation
{"title":"Home- Grown Foreign Language Anxiety: Experiences Of Welsh University Students Studying Through the Medium of English","authors":"Holly Parfett, Myfanwy Morgan-Jones","doi":"10.16922/WJE.21.1.4","DOIUrl":"https://doi.org/10.16922/WJE.21.1.4","url":null,"abstract":"University students studying in a language other than their first face significant barriers that can detrimentally impact their wellbeing and academic performance. The relationship between language, confidence and performance has been examined in a wide range of national and cultural\u0000 contexts. However, little research has focused on the experience of Welsh- medium educated students studying in English at the university level. The goal of our study was to compare how Welsh students who completed their primary and secondary education in Welsh perceived their undergraduate\u0000 university experience to those who completed their formative schooling in English. Using online and in-person questionnaires, we surveyed 125 Welsh undergraduate students studying at a Welsh university on their academic background, and three core areas of their university experience: attendance,\u0000 contribution and satisfaction. Results indicate that course attendance and grade satisfaction are not statistically significantly associated with language. However, there was a statistically significant relationship between language of secondary education and student's contribution to lectures\u0000 and seminars. Students educated primarily in Welsh were less likely to contribute to discussions than their first language English counterparts – a common outcome of foreign language anxiety. Although this lack of comfort and confidence did not appear to impact grade satisfaction, it\u0000 may be related to, and lead to, further barriers and challenges regarding mental health, academic performance, and post-graduation","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124999127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In February 1908, the Aberdare Education Committee resolved to dismiss all married women teachers in its Council schools. This article analyses the protest campaign which followed and its impact on the National Union of Teachers, the local labour movement and the women teachers involved. It was a 'fight' which divided the local community, the socialist movement and the teachers themselves at a time of social and political change, and one which reverberated beyond Aberdare and beyond that summer of strife. It is argued that the tensions which came to the fore are significant in understanding teacher and gender politics in Wales and Britain in the early twentieth century.
{"title":"The 'troublous question of the married women teachers': The Aberdare dismissals of 1908","authors":"S. Williams","doi":"10.16922/WJE.21.1.2","DOIUrl":"https://doi.org/10.16922/WJE.21.1.2","url":null,"abstract":"In February 1908, the Aberdare Education Committee resolved to dismiss all married women teachers in its Council schools. This article analyses the protest campaign which followed and its impact on the National Union of Teachers, the local labour movement and the women teachers involved.\u0000 It was a 'fight' which divided the local community, the socialist movement and the teachers themselves at a time of social and political change, and one which reverberated beyond Aberdare and beyond that summer of strife. It is argued that the tensions which came to the fore are significant\u0000 in understanding teacher and gender politics in Wales and Britain in the early twentieth century.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126515579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Leading Teachers' Professional Learning and Development for Outstanding Teaching","authors":"Carol L. Campbell, Pamela Osmond-Johnson","doi":"10.16922/WJE.20.2.4","DOIUrl":"https://doi.org/10.16922/WJE.20.2.4","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"47 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123518987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Article published in Cylchgrawn Addysg Cymru/Wales Journal of Education, available at https://doi.org/10.16922/wje.20.2.10
文章发表在cylchgrwn Addysg Cymru/Wales Journal of Education上，可在https://doi.org/10.16922/wje.20.2.10上找到
{"title":"Strengthening School Governance in Wales: A Community of Enquiry Approach","authors":"J. Huyton, Akmal Hanuk, J. Morris","doi":"10.16922/wje.20.2.10","DOIUrl":"https://doi.org/10.16922/wje.20.2.10","url":null,"abstract":"Article published in Cylchgrawn Addysg Cymru/Wales Journal of Education, available at https://doi.org/10.16922/wje.20.2.10","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124400639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Inspecting School Leadership in Wales","authors":"","doi":"10.16922/wje.20.2.6","DOIUrl":"https://doi.org/10.16922/wje.20.2.6","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115348182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"School Leadership and Professional Autonomy","authors":"B. Caldwell","doi":"10.16922/wje.20.2.3","DOIUrl":"https://doi.org/10.16922/wje.20.2.3","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"53 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116478267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Arweinyddiaeth yn y Sector Uwchradd Cyfrwng Cymraeg a Dwyieithog: Yr heriau arbennig sy'n wynebu penaethiaid a darpar- benaethiaid mewn ysgolion uwchradd cyfrwng Cymraeg a dwyieithog","authors":"Arwel George","doi":"10.16922/WJE.20.2.8","DOIUrl":"https://doi.org/10.16922/WJE.20.2.8","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122285752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Leadership Challenge in Wales: Voices From the Front Line","authors":"D. Egan, A. Keane","doi":"10.16922/WJE.20.2.7","DOIUrl":"https://doi.org/10.16922/WJE.20.2.7","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122412642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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