Background Whilst lack of social support has been associated with stress for parents of children with autism, group programmes for parents which bring together those with similar experiences and provide learning and resources can offer a form of social support. Although studies of such programmes suggest positive outcomes, including in terms of children’s adaptive behaviour, research examining parental perspectives on interventions that set out specifically to provide support to reduce stress in parents of children with autism is still scarce.
{"title":"Knowledge and belongingness: experiences of a programme for parents of children with autism","authors":"Nanna Gillberg, Carmela Miniscalco, Gunilla Westman Andersson","doi":"10.1080/00131881.2023.2276956","DOIUrl":"https://doi.org/10.1080/00131881.2023.2276956","url":null,"abstract":"Background Whilst lack of social support has been associated with stress for parents of children with autism, group programmes for parents which bring together those with similar experiences and provide learning and resources can offer a form of social support. Although studies of such programmes suggest positive outcomes, including in terms of children’s adaptive behaviour, research examining parental perspectives on interventions that set out specifically to provide support to reduce stress in parents of children with autism is still scarce.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/00131881.2023.2266455
Laura Natividad-Sancho, Regina Gairal-Casadó, Teresa Sordé Martí, Carme Garcia Yeste
ABSTRACTBackground It is widely recognised internationally that participation in higher education is likely to lead to increased opportunities and resources. However, only a minority of learners from Roma backgrounds continue into post-compulsory education. As important research into inclusion continues, more attention must be paid to the identification of practices that can help break down barriers and support the participation of Roma students in post-compulsory education.Purpose The research sought to gain insight into particular factors influencing the decision-making processes of three students from Roma backgrounds who chose to pursue an academic pathway.Method The setting for this qualitative study was a school in Spain located in a socioeconomically disadvantaged and predominantly Roma neighbourhood whose students had never previously participated in pre-university studies (courses preparing students for university entrance). In-depth interviews were conducted with three Roma students in their last year of compulsory education who were about to move on to pre-university studies, as well as with three significant adults: a Roma mother, a Roma role model working at the school, and the school principal.Findings The analysis of participants’ narratives suggested that, according to their views, the implementation of a set of successful educational actions involving high expectations, the involvement of Roma families, the influence of positive Roma role models and engagement with dialogic interactions contributed to the continuation of these three Roma students on a trajectory towards post-compulsory education.Conclusions The study highlights some noteworthy factors that can be involved in transforming a context from one where access to university is not considered to be an option and towards a new one in which university becomes a real choice.KEYWORDS: Roma studentsinclusion, pre-university studiessuccessful educational actions (SEAs)higher educationparticipation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Pre-university studies refers to academic courses offered at the end of compulsory secondary education in Spain, which aim to prepare students for university entrance.
{"title":"Roma students’ experiences: practices contributing to participation in post-compulsory education","authors":"Laura Natividad-Sancho, Regina Gairal-Casadó, Teresa Sordé Martí, Carme Garcia Yeste","doi":"10.1080/00131881.2023.2266455","DOIUrl":"https://doi.org/10.1080/00131881.2023.2266455","url":null,"abstract":"ABSTRACTBackground It is widely recognised internationally that participation in higher education is likely to lead to increased opportunities and resources. However, only a minority of learners from Roma backgrounds continue into post-compulsory education. As important research into inclusion continues, more attention must be paid to the identification of practices that can help break down barriers and support the participation of Roma students in post-compulsory education.Purpose The research sought to gain insight into particular factors influencing the decision-making processes of three students from Roma backgrounds who chose to pursue an academic pathway.Method The setting for this qualitative study was a school in Spain located in a socioeconomically disadvantaged and predominantly Roma neighbourhood whose students had never previously participated in pre-university studies (courses preparing students for university entrance). In-depth interviews were conducted with three Roma students in their last year of compulsory education who were about to move on to pre-university studies, as well as with three significant adults: a Roma mother, a Roma role model working at the school, and the school principal.Findings The analysis of participants’ narratives suggested that, according to their views, the implementation of a set of successful educational actions involving high expectations, the involvement of Roma families, the influence of positive Roma role models and engagement with dialogic interactions contributed to the continuation of these three Roma students on a trajectory towards post-compulsory education.Conclusions The study highlights some noteworthy factors that can be involved in transforming a context from one where access to university is not considered to be an option and towards a new one in which university becomes a real choice.KEYWORDS: Roma studentsinclusion, pre-university studiessuccessful educational actions (SEAs)higher educationparticipation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Pre-university studies refers to academic courses offered at the end of compulsory secondary education in Spain, which aim to prepare students for university entrance.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"560 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/00131881.2023.2264317
M Akshir Ab Kadir
ABSTRACTBackground A general shift towards competency-based curricula has meant that, for quite some time, skills including critical thinking have been central considerations in educational policy reform internationally. However, what happens at the policy level is only one aspect of change: gaining a deep understanding of how new curricula are approached and interpreted in practice, at the classroom level, is crucial.Purpose This study sought to explore connections between policy, practice and professional learning in the context of a critical thinking policy. The aim was to investigate teachers’ perspectives to address the following research questions: What are teachers’ perceptions and knowledge base of critical thinking? And how, and to what extent, do teachers incorporate critical thinking into their classroom practices?Methods The study employed a collective case study approach. Participants were a sample of six teachers (three beginning and three experienced teachers) in Singapore. Data collection involved teacher interviews, lesson observations and the gathering of students’ work. The data were analysed qualitatively.Findings Through in-depth analysis of data, four major themes emerged, which characterised the teachers’ perceptions, knowledge and classroom practices of critical thinking in relation to the policy context: (i) gaps in teacher knowledge; (ii) contextual factors shaping teacher knowledge; (iii) teacher knowledge shaping practice; and (iv) contextual factors shaping practice.Conclusions This study offers, from the perspectives of teachers, insight into the connections between policy, teacher practice and professional learning, and points to systemic and contextual factors that can represent barriers and enablers to the enactment of a critical thinking policy. More broadly, it deepens the understanding of factors that may shape policy enactment at the classroom level, highlighting the crucial role played by teacher knowledge in effecting educational change.KEYWORDS: educational policycritical thinkingteacher knowledgeteacher learningclassroom practicepolicy enactment Disclosure statementNo potential conflict of interest was reported by the author.
{"title":"Connecting policy, practice and professional learning: a case study","authors":"M Akshir Ab Kadir","doi":"10.1080/00131881.2023.2264317","DOIUrl":"https://doi.org/10.1080/00131881.2023.2264317","url":null,"abstract":"ABSTRACTBackground A general shift towards competency-based curricula has meant that, for quite some time, skills including critical thinking have been central considerations in educational policy reform internationally. However, what happens at the policy level is only one aspect of change: gaining a deep understanding of how new curricula are approached and interpreted in practice, at the classroom level, is crucial.Purpose This study sought to explore connections between policy, practice and professional learning in the context of a critical thinking policy. The aim was to investigate teachers’ perspectives to address the following research questions: What are teachers’ perceptions and knowledge base of critical thinking? And how, and to what extent, do teachers incorporate critical thinking into their classroom practices?Methods The study employed a collective case study approach. Participants were a sample of six teachers (three beginning and three experienced teachers) in Singapore. Data collection involved teacher interviews, lesson observations and the gathering of students’ work. The data were analysed qualitatively.Findings Through in-depth analysis of data, four major themes emerged, which characterised the teachers’ perceptions, knowledge and classroom practices of critical thinking in relation to the policy context: (i) gaps in teacher knowledge; (ii) contextual factors shaping teacher knowledge; (iii) teacher knowledge shaping practice; and (iv) contextual factors shaping practice.Conclusions This study offers, from the perspectives of teachers, insight into the connections between policy, teacher practice and professional learning, and points to systemic and contextual factors that can represent barriers and enablers to the enactment of a critical thinking policy. More broadly, it deepens the understanding of factors that may shape policy enactment at the classroom level, highlighting the crucial role played by teacher knowledge in effecting educational change.KEYWORDS: educational policycritical thinkingteacher knowledgeteacher learningclassroom practicepolicy enactment Disclosure statementNo potential conflict of interest was reported by the author.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.1080/00131881.2023.2263885
Henna Juusola
Background Questions about the optimum age for young people to complete their compulsory education, and how this relates to issues of equity, are familiar topics of debate in many jurisdictions. The aim of educational equity has been fundamental in Finnish education, upheld through decades of reforms. A recent reform has extended compulsory education in Finland to the age of 18. As part of gaining insight into its implications, more needs to be understood about how it is perceived by young people in education settings.
{"title":"What do young people think about the extension of compulsory education?","authors":"Henna Juusola","doi":"10.1080/00131881.2023.2263885","DOIUrl":"https://doi.org/10.1080/00131881.2023.2263885","url":null,"abstract":"Background Questions about the optimum age for young people to complete their compulsory education, and how this relates to issues of equity, are familiar topics of debate in many jurisdictions. The aim of educational equity has been fundamental in Finnish education, upheld through decades of reforms. A recent reform has extended compulsory education in Finland to the age of 18. As part of gaining insight into its implications, more needs to be understood about how it is perceived by young people in education settings.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135738756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.1080/00131881.2023.2261127
Jianjing Tang, Darren A. Bryant, Allan David Walker
ABSTRACTBackground Middle leaders are well placed to exert a positive influence on teacher learning, due in part to their proximity to the classroom. However, to maximise that potential, more needs to be understood about the complex connections between instruction-oriented middle leadership and professional learning, particularly in non-Western contexts.Purpose This study, undertaken in a Chinese context, investigated how middle leaders, specifically those who headed teaching-research groups (TRGs), enacted their instructional leadership to influence teacher learning and build teacher capacity.Method A qualitative, multi-case design was employed. Participants included 6 vice-principals, 18 TRG heads and 24 classroom teachers. Data collection, in the form of semi-structured interviews, observations, and field notes, was conducted over four months in six schools in China. Data analysis involved the synthesis of participant narratives to identify how middle leaders made sense of, and promoted, teacher learning through their instructional leadership.Findings Analysis allowed themes and sub-themes to emerge, suggesting four domains of leadership practice: (i) nurturing teacher job-embedded learning, (ii) creating a climate conducive to teacher learning, (iii) engaging teachers in school-based action research and (iv) mobilising external resources to develop teachers. From this, an early-stage conceptual model was created, describing how middle leaders used their instructional leadership as a primary pathway of influence, and how they emphasised relational bonds and organisational structure to stimulate teacher learning.Conclusion The findings provide insights into middle leadership in the Chinese context, yielding a view into core practices of middle leadership for teacher learning, and drawing attention to teacher development practices that are relevant in other contexts internationally. Tapping into the potential of the middle leader to support teachers’ professional learning can contribute to wider school improvement, ultimately benefitting all learners.KEYWORDS: Middle leadershipinstructional leadershipteacher learningprofessional developmentschool improvementschool structure Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"In search of the middle influence: how middle leaders support teachers’ professional learning","authors":"Jianjing Tang, Darren A. Bryant, Allan David Walker","doi":"10.1080/00131881.2023.2261127","DOIUrl":"https://doi.org/10.1080/00131881.2023.2261127","url":null,"abstract":"ABSTRACTBackground Middle leaders are well placed to exert a positive influence on teacher learning, due in part to their proximity to the classroom. However, to maximise that potential, more needs to be understood about the complex connections between instruction-oriented middle leadership and professional learning, particularly in non-Western contexts.Purpose This study, undertaken in a Chinese context, investigated how middle leaders, specifically those who headed teaching-research groups (TRGs), enacted their instructional leadership to influence teacher learning and build teacher capacity.Method A qualitative, multi-case design was employed. Participants included 6 vice-principals, 18 TRG heads and 24 classroom teachers. Data collection, in the form of semi-structured interviews, observations, and field notes, was conducted over four months in six schools in China. Data analysis involved the synthesis of participant narratives to identify how middle leaders made sense of, and promoted, teacher learning through their instructional leadership.Findings Analysis allowed themes and sub-themes to emerge, suggesting four domains of leadership practice: (i) nurturing teacher job-embedded learning, (ii) creating a climate conducive to teacher learning, (iii) engaging teachers in school-based action research and (iv) mobilising external resources to develop teachers. From this, an early-stage conceptual model was created, describing how middle leaders used their instructional leadership as a primary pathway of influence, and how they emphasised relational bonds and organisational structure to stimulate teacher learning.Conclusion The findings provide insights into middle leadership in the Chinese context, yielding a view into core practices of middle leadership for teacher learning, and drawing attention to teacher development practices that are relevant in other contexts internationally. Tapping into the potential of the middle leader to support teachers’ professional learning can contribute to wider school improvement, ultimately benefitting all learners.KEYWORDS: Middle leadershipinstructional leadershipteacher learningprofessional developmentschool improvementschool structure Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/00131881.2023.2256747
Chan Chang-Tik
ABSTRACTBackground Enabling teaching approaches that promote active learning can require a certain amount of organisational reorientation. For example, structural and cultural shifts may be needed to accommodate moves towards student-centred learning. In higher education environments, lecturers can play a significant role in supporting students’ collaborative learning. More needs to be understood about the connections between lecturers’ pedagogical approaches and the enhancement of student learning through group-based activities.Purpose With the context of a journey towards active learning in mind, this qualitative study sought to explore the relationship between lecturers’ pedagogical approaches and students’ group-based learning, and consider how student learning may be enriched through collaborative activities.Method Data were collected through semi-structured interviews with 12 lecturers who were teaching a range of subjects in a higher education institution in Malaysia. Observations of teaching were also undertaken. Data were analysed thematically.Findings The in-depth analysis of rich data identified the many different ways in which lecturers enabled and promoted students’ group-based learning, through the design and delivery of appropriate and engaging collaborative tasks. Some challenges in the journey towards active learning development were identified in terms of supportive and procedural information provision.Conclusion Findings offer insight into how group activities may enhance student learning, when supported with carefully designed learning tasks which help students acquire the necessary collaborative skills. More broadly, they also highlight the need for institutional professional development support for higher education lecturers in order to engender a sustained culture of collaborative teaching and learning.KEYWORDS: Group-based learningcollaborative learninglearning taskscollaborative learning spacesactive learninghigher education AcknowledgementsThe author is grateful to all participating lecturers and research assistants.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Monash University Malaysia Learning and Teaching Grant 2021 [STG-000068].
{"title":"Collaborative spaces: investigating the relationships between students’ group-based learning and lecturers’ approaches","authors":"Chan Chang-Tik","doi":"10.1080/00131881.2023.2256747","DOIUrl":"https://doi.org/10.1080/00131881.2023.2256747","url":null,"abstract":"ABSTRACTBackground Enabling teaching approaches that promote active learning can require a certain amount of organisational reorientation. For example, structural and cultural shifts may be needed to accommodate moves towards student-centred learning. In higher education environments, lecturers can play a significant role in supporting students’ collaborative learning. More needs to be understood about the connections between lecturers’ pedagogical approaches and the enhancement of student learning through group-based activities.Purpose With the context of a journey towards active learning in mind, this qualitative study sought to explore the relationship between lecturers’ pedagogical approaches and students’ group-based learning, and consider how student learning may be enriched through collaborative activities.Method Data were collected through semi-structured interviews with 12 lecturers who were teaching a range of subjects in a higher education institution in Malaysia. Observations of teaching were also undertaken. Data were analysed thematically.Findings The in-depth analysis of rich data identified the many different ways in which lecturers enabled and promoted students’ group-based learning, through the design and delivery of appropriate and engaging collaborative tasks. Some challenges in the journey towards active learning development were identified in terms of supportive and procedural information provision.Conclusion Findings offer insight into how group activities may enhance student learning, when supported with carefully designed learning tasks which help students acquire the necessary collaborative skills. More broadly, they also highlight the need for institutional professional development support for higher education lecturers in order to engender a sustained culture of collaborative teaching and learning.KEYWORDS: Group-based learningcollaborative learninglearning taskscollaborative learning spacesactive learninghigher education AcknowledgementsThe author is grateful to all participating lecturers and research assistants.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Monash University Malaysia Learning and Teaching Grant 2021 [STG-000068].","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1080/00131881.2023.2252829
Paul Horton, Camilla Forsberg, Robert Thornberg
ABSTRACT Background Relational issues at school, including bullying, tend to be interpreted primarily in terms of the behaviour of individual students. Whilst research has broadened this focus, more needs to be understood about how the design and management of the school environment and its resources may influence peer relations. Purpose The study sought to consider interconnections between the physical and organisational environment, resources, and social relations in school settings. Method Ethnographic research was conducted at three schools in Sweden, consisting of 6 to 8 weeks of participant observations at each school, and interviews with school safety or health teams, 21 teachers, and 121 students from preschool class (ages 6–7) to sixth grade (ages 12–13). Field notes and interview data were analysed using an approach based on constructivist grounded theory. Findings In-depth analysis of data identified a complex network of interconnections between the school environment, resources and peer relationships. In particular, it illuminated how competition for limited resources can influence social relations negatively. This may lead to brief minor conflicts, which, in turn, could potentially precipitate or become part of more systematic school bullying situations. Conclusions Our findings highlight the significance of decisions about the uses of space in schools, including choices in design (e.g. of play spaces) and the distribution of resources (e.g. equipment). Deeper understanding of the interconnections between the school environment, resources and peer relations can help inform efforts to support student wellbeing.
{"title":"Places and spaces: exploring interconnections between school environment, resources and social relations","authors":"Paul Horton, Camilla Forsberg, Robert Thornberg","doi":"10.1080/00131881.2023.2252829","DOIUrl":"https://doi.org/10.1080/00131881.2023.2252829","url":null,"abstract":"ABSTRACT Background Relational issues at school, including bullying, tend to be interpreted primarily in terms of the behaviour of individual students. Whilst research has broadened this focus, more needs to be understood about how the design and management of the school environment and its resources may influence peer relations. Purpose The study sought to consider interconnections between the physical and organisational environment, resources, and social relations in school settings. Method Ethnographic research was conducted at three schools in Sweden, consisting of 6 to 8 weeks of participant observations at each school, and interviews with school safety or health teams, 21 teachers, and 121 students from preschool class (ages 6–7) to sixth grade (ages 12–13). Field notes and interview data were analysed using an approach based on constructivist grounded theory. Findings In-depth analysis of data identified a complex network of interconnections between the school environment, resources and peer relationships. In particular, it illuminated how competition for limited resources can influence social relations negatively. This may lead to brief minor conflicts, which, in turn, could potentially precipitate or become part of more systematic school bullying situations. Conclusions Our findings highlight the significance of decisions about the uses of space in schools, including choices in design (e.g. of play spaces) and the distribution of resources (e.g. equipment). Deeper understanding of the interconnections between the school environment, resources and peer relations can help inform efforts to support student wellbeing.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"1 1","pages":""},"PeriodicalIF":3.5,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44429651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1080/00131881.2023.2239832
I. Portfelt
ABSTRACT Background Through their leadership, principals have an important, yet typically indirect, effect on pupils’ learning. This article focuses attention on principals’ influences on teaching and assessment in special education in Sweden: specifically, in special schools for pupils with intellectual disabilities (SID). Whilst SID principals are accountable for teaching and assessment quality in their schools, research on this aspect is limited. Purpose The research sought to investigate principals’ leadership practices within SID in terms of their influence on teaching and assessment. Methods Data in this qualitative study comprised six principals’ written reports, produced as part of assignment work during a principal education programme. These related to their systematic examination of the internal processes at their schools in relation to teaching and assessment. The reports were analysed, in depth, using an approach informed by the theory of practice architecture. Findings The analysis suggested that principals’ influences on teaching and assessment were constrained, and enabled, by a number of factors. Constraints included arrangements which shaped a form of leadership characterised by replicating the organisational structures of mainstream schools. However, enabling arrangements, including the increased distribution of time and space, emerged as principals’ perspectives shifted. It may be possible for principals to increase their influence on teaching and assessment in SID by better understanding their practice architecture in relation to other practices. This could influence the practice ecology in relation to teaching and assessment, and increase the improvement capacity of the local school – and beyond – in terms of teaching and assessment. Conclusion This study draws attention to SID principals’ self-understanding as system players, and the opportunities to influence practice ecology. It highlights how principals’ leadership within special education has the potential to improve teaching and assessment in local schools within a community, ultimately becoming the driving force for realising inclusive education.
{"title":"Principals´ influences on teaching and assessment in special education","authors":"I. Portfelt","doi":"10.1080/00131881.2023.2239832","DOIUrl":"https://doi.org/10.1080/00131881.2023.2239832","url":null,"abstract":"ABSTRACT Background Through their leadership, principals have an important, yet typically indirect, effect on pupils’ learning. This article focuses attention on principals’ influences on teaching and assessment in special education in Sweden: specifically, in special schools for pupils with intellectual disabilities (SID). Whilst SID principals are accountable for teaching and assessment quality in their schools, research on this aspect is limited. Purpose The research sought to investigate principals’ leadership practices within SID in terms of their influence on teaching and assessment. Methods Data in this qualitative study comprised six principals’ written reports, produced as part of assignment work during a principal education programme. These related to their systematic examination of the internal processes at their schools in relation to teaching and assessment. The reports were analysed, in depth, using an approach informed by the theory of practice architecture. Findings The analysis suggested that principals’ influences on teaching and assessment were constrained, and enabled, by a number of factors. Constraints included arrangements which shaped a form of leadership characterised by replicating the organisational structures of mainstream schools. However, enabling arrangements, including the increased distribution of time and space, emerged as principals’ perspectives shifted. It may be possible for principals to increase their influence on teaching and assessment in SID by better understanding their practice architecture in relation to other practices. This could influence the practice ecology in relation to teaching and assessment, and increase the improvement capacity of the local school – and beyond – in terms of teaching and assessment. Conclusion This study draws attention to SID principals’ self-understanding as system players, and the opportunities to influence practice ecology. It highlights how principals’ leadership within special education has the potential to improve teaching and assessment in local schools within a community, ultimately becoming the driving force for realising inclusive education.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":" ","pages":""},"PeriodicalIF":3.5,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45551595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/00131881.2023.2234384
Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson, Robert Thornberg
ABSTRACT Background For prospective teachers, the school-based learning component of their teacher education programme is a crucial, and often demanding, part of becoming a teacher. During this time, mentor-teachers work in close collaboration with student teachers, who are often teaching in an actual school setting for the first time. As the relationship between mentor-teacher and student teacher is pivotal to the quality of work-based learning and to supporting the professional development of prospective teachers, more needs to be understood about this complex dynamic. Purpose Our study aimed to contribute to this area by investigating, from the viewpoint of mentor-teachers, how student teachers respond to the demands of work-based learning. It had a particular focus on mentor-teachers’ perceptions of student teachers’ emotional challenges associated with teaching and engagement. Methods Data consisted of interviews with 22 experienced mentor -teachers from five different municipalities. Data were analysed qualitatively, using tools aligned with a constructivist grounded theory approach. Findings Describing teaching as a complex practice, the mentor-teachers regarded proactive engagement in developing professionalism, and ability to make appropriately differentiated adjustments to their teaching as important criteria in their evaluation of student teacher progression. The mentor-teachers described student teachers’ emotional challenges in relation to these and discussed support strategies. Conclusions The findings of the study highlight the complex dynamic of work-based learning and the key role that mentor-teachers can play in supporting the development of prospective teachers entering the profession, including the navigation of emotionally challenging situations.
{"title":"Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges","authors":"Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson, Robert Thornberg","doi":"10.1080/00131881.2023.2234384","DOIUrl":"https://doi.org/10.1080/00131881.2023.2234384","url":null,"abstract":"ABSTRACT Background For prospective teachers, the school-based learning component of their teacher education programme is a crucial, and often demanding, part of becoming a teacher. During this time, mentor-teachers work in close collaboration with student teachers, who are often teaching in an actual school setting for the first time. As the relationship between mentor-teacher and student teacher is pivotal to the quality of work-based learning and to supporting the professional development of prospective teachers, more needs to be understood about this complex dynamic. Purpose Our study aimed to contribute to this area by investigating, from the viewpoint of mentor-teachers, how student teachers respond to the demands of work-based learning. It had a particular focus on mentor-teachers’ perceptions of student teachers’ emotional challenges associated with teaching and engagement. Methods Data consisted of interviews with 22 experienced mentor -teachers from five different municipalities. Data were analysed qualitatively, using tools aligned with a constructivist grounded theory approach. Findings Describing teaching as a complex practice, the mentor-teachers regarded proactive engagement in developing professionalism, and ability to make appropriately differentiated adjustments to their teaching as important criteria in their evaluation of student teacher progression. The mentor-teachers described student teachers’ emotional challenges in relation to these and discussed support strategies. Conclusions The findings of the study highlight the complex dynamic of work-based learning and the key role that mentor-teachers can play in supporting the development of prospective teachers entering the profession, including the navigation of emotionally challenging situations.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"65 1","pages":"392 - 407"},"PeriodicalIF":3.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43264504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/00131881.2023.2236123
Emily Oxley, Sarah McGeown
ABSTRACT Background In many educational systems internationally, promoting reading for pleasure (RfP) is embedded within curricula and practice. Primary school teachers regularly and routinely engage in activities designed to encourage and sustain children’s reading enjoyment. However, what are children’s perspectives and experiences of these different practices? Purpose This study sought to: (i) identify relevant research aligned with common classroom RfP practices and (ii) understand children’s perspectives and experiences of these. Methods For (i), a literature review was undertaken to identify research relevant to RfP practices. For (ii), a total of 59 children (51% female) aged 8–11 from four demographically diverse UK schools (2 in Scotland, 2 in England) participated in individual or small group interviews, depending on their preference, to discuss their RfP perspectives and experiences. Data were analysed qualitatively. Findings The analysis indicated the diversity of children’s perspectives and experiences of RfP practices. It allowed exploration of a range of experiences in relation to independent reading, teacher read-alouds, book-talk, reading diaries, quality of book provision, use of technology, annual events and the use of rewards. Conclusions This study provides insight into children’s perspectives and experiences in relation to common classroom practices designed to promote RfP. It points to the need for more research to support teachers’ understanding of the effectiveness of these different practices, and the ways in which they can be enacted to optimise children’s reading experiences and outcomes. Indeed, it draws attention to a disconnect between classroom practice and academic research, raising important issues around classroom practice informing research priorities.
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