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":null,"pages":null},"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":null,"pages":null},"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.
{"title":"Reading for pleasure practices in school: children’s perspectives and experiences","authors":"Emily Oxley, Sarah McGeown","doi":"10.1080/00131881.2023.2236123","DOIUrl":"https://doi.org/10.1080/00131881.2023.2236123","url":null,"abstract":"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.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43519925","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: 10.1080/00131881.2023.2235397
T. Visser, A. Ringoot, Lidia R. Arends, M. Luijk, S. Severiens
ABSTRACT Background The transition from primary to secondary education can be difficult for children. This paper reports on an intervention in the Netherlands known as the Talent Classrooms (TC), which aimed to support students’ primary-secondary school transition. The goal of TC was to increase the match between the personal environment of the student and the school environment to facilitate a successful transition, and to help students achieve their potential at secondary school. Purpose With the needs described in the review by Symonds and Galton (2014) taken as a starting point for this investigation, we sought to explore the extent to which TC supported six specific needs during students’ primary-secondary transition period, according to participants’ longer term reflections about their earlier TC experiences. Methods In this qualitative study, in-depth interviews were conducted with ten former TC students, four to five years after they had participated in the intervention. Data were analysed qualitatively. Findings The analysis suggested that, according to the participants, TC had fostered most needs and this helped to support their transition experience. In particular, participants reported that, via their involvement in TC, they had become more familiar with the physical environment and routine of secondary school, were able to form lasting friendships and enjoyed a challenging curriculum and extracurricular activities. However, findings also indicated that the intervention did not fully succeed in supporting some needs, mainly in the areas of autonomy, competency, and identity development, as it did not seem to have prepared all participants sufficiently for the requirement for independent working they subsequently encountered in secondary school. Conclusions This study highlights how emphasis on the development of autonomy-related skills might be beneficial for interventions designed to assist students with the transition to secondary education. Moreover, it draws attention to the importance of tailoring support to individual students’ specific, varied and evolving needs during this stage of development.
{"title":"What do students need to support their transition to secondary school?","authors":"T. Visser, A. Ringoot, Lidia R. Arends, M. Luijk, S. Severiens","doi":"10.1080/00131881.2023.2235397","DOIUrl":"https://doi.org/10.1080/00131881.2023.2235397","url":null,"abstract":"ABSTRACT Background The transition from primary to secondary education can be difficult for children. This paper reports on an intervention in the Netherlands known as the Talent Classrooms (TC), which aimed to support students’ primary-secondary school transition. The goal of TC was to increase the match between the personal environment of the student and the school environment to facilitate a successful transition, and to help students achieve their potential at secondary school. Purpose With the needs described in the review by Symonds and Galton (2014) taken as a starting point for this investigation, we sought to explore the extent to which TC supported six specific needs during students’ primary-secondary transition period, according to participants’ longer term reflections about their earlier TC experiences. Methods In this qualitative study, in-depth interviews were conducted with ten former TC students, four to five years after they had participated in the intervention. Data were analysed qualitatively. Findings The analysis suggested that, according to the participants, TC had fostered most needs and this helped to support their transition experience. In particular, participants reported that, via their involvement in TC, they had become more familiar with the physical environment and routine of secondary school, were able to form lasting friendships and enjoyed a challenging curriculum and extracurricular activities. However, findings also indicated that the intervention did not fully succeed in supporting some needs, mainly in the areas of autonomy, competency, and identity development, as it did not seem to have prepared all participants sufficiently for the requirement for independent working they subsequently encountered in secondary school. Conclusions This study highlights how emphasis on the development of autonomy-related skills might be beneficial for interventions designed to assist students with the transition to secondary education. Moreover, it draws attention to the importance of tailoring support to individual students’ specific, varied and evolving needs during this stage of development.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45869685","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 : 2023-06-20DOI: 10.1080/00131881.2023.2223645
Runaaz Ali, Sangeeta Nath
ABSTRACT Background As teaching and learning processes evolve in the wake of COVID−19, fresh thinking about the role of remote online learning (ROL) is critical as part of a wider reimagining of education in a post-pandemic context. In this paper, attention is focused on ROL within teacher education. Purpose This study sought to explore pre-service teachers’ perceptions of their ROL experiences in a Fijian teacher education programme. Method The qualitative study design was informed by transactional distance theory. Using a narrative inquiry approach, data from 15 pre-service teachers were collected and analysed. Via individual interviews conducted online, the prospective teachers shared their perceptions about the nature of interactions experienced whilst engaged in ROL during the pandemic. Data were analysed thematically, in relation to instructional dialogue, course structure, and autonomy. Findings In-depth analysis of rich data allowed main themes to emerge that captured the participants’ viewpoints. Prominent themes in instructional dialogue revealed some concerns about the precedence of textual communication over verbal in ROL and the perception of emphasis on product over the process of learning. In terms of course structure, volume of assessment and teaching style were among aspects which participants identified as affecting learner-content engagement. Comments about learner autonomy suggested that the pre-service teachers sought positives amidst the difficulties encountered, whilst maintaining a focus on completing the assessments and passing the course. Conclusion The analysis of pre-service teachers’ experiences offers insight into how aspects of ROL may challenge participant engagement within elements of teacher education courses. It highlights the support that needs to be provided to prospective teachers in order to reduce transactional distance, suggesting that effective course design and instructional dialogue to promote learner autonomy are both crucial to sustainable teacher education in the post-pandemic context.
{"title":"Pre-service teachers’ experiences of remote online learning: reimagining teacher education post-pandemic","authors":"Runaaz Ali, Sangeeta Nath","doi":"10.1080/00131881.2023.2223645","DOIUrl":"https://doi.org/10.1080/00131881.2023.2223645","url":null,"abstract":"ABSTRACT Background As teaching and learning processes evolve in the wake of COVID−19, fresh thinking about the role of remote online learning (ROL) is critical as part of a wider reimagining of education in a post-pandemic context. In this paper, attention is focused on ROL within teacher education. Purpose This study sought to explore pre-service teachers’ perceptions of their ROL experiences in a Fijian teacher education programme. Method The qualitative study design was informed by transactional distance theory. Using a narrative inquiry approach, data from 15 pre-service teachers were collected and analysed. Via individual interviews conducted online, the prospective teachers shared their perceptions about the nature of interactions experienced whilst engaged in ROL during the pandemic. Data were analysed thematically, in relation to instructional dialogue, course structure, and autonomy. Findings In-depth analysis of rich data allowed main themes to emerge that captured the participants’ viewpoints. Prominent themes in instructional dialogue revealed some concerns about the precedence of textual communication over verbal in ROL and the perception of emphasis on product over the process of learning. In terms of course structure, volume of assessment and teaching style were among aspects which participants identified as affecting learner-content engagement. Comments about learner autonomy suggested that the pre-service teachers sought positives amidst the difficulties encountered, whilst maintaining a focus on completing the assessments and passing the course. Conclusion The analysis of pre-service teachers’ experiences offers insight into how aspects of ROL may challenge participant engagement within elements of teacher education courses. It highlights the support that needs to be provided to prospective teachers in order to reduce transactional distance, suggesting that effective course design and instructional dialogue to promote learner autonomy are both crucial to sustainable teacher education in the post-pandemic context.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44688017","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 : 2023-06-20DOI: 10.1080/00131881.2023.2223594
Jeanette Halvorsen, Sigrun K. Ertesvåg, Pål Roland
ABSTRACT Background When educational interventions are carried out, it is important that they are undertaken in a way that is aligned with the intervention plan: in other words, that they demonstrate fidelity to the intervention. A significant research issue is how fidelity can be monitored in a time-efficient and cost-effective way in classrooms and whether technology could help to provide innovative solutions in this regard. Purpose Through collaboration with teachers, this exploratory study sought to ascertain the usability of a web-based fidelity application (WFA). The WFA was being developed as a checklist tool to help teachers monitor the implementation fidelity of a social and emotional learning intervention for 14- to 15-year-old students in Norway. Method For this qualitative study, data were collected at two time points: (i) through a focus group interview with six teachers who had piloted the WFA prior to the initiation of the intervention; and (ii) via individual interviews with five teachers in the intervention group who had used the WFA during the implementation process. The data were analysed thematically. Findings According to the analysis, the teachers considered that the WFA’s features (e.g. layout and registration process) could help support the ease and efficiency of fidelity reporting. They felt that it provided a highly recognisable link with the intervention material. In addition, the teachers provided ideas for further development and potential improvements. In all, the WFA was perceived as having high usability, suggesting its potential value as a useful tool for the collection of fidelity data. Conclusion This paper highlights the crucial role of teacher participation and the importance of fidelity data in the conduct of educational interventions. It draws attention to the need for user-friendly tools to support teachers to monitor fidelity in ways that do not involve high time and cost burdens. Similar WFAs could be of potential use in many different kinds of educational interventions in classroom settings internationally.
{"title":"Teachers’ participation in evaluating a web-based tool to monitor intervention fidelity","authors":"Jeanette Halvorsen, Sigrun K. Ertesvåg, Pål Roland","doi":"10.1080/00131881.2023.2223594","DOIUrl":"https://doi.org/10.1080/00131881.2023.2223594","url":null,"abstract":"ABSTRACT Background When educational interventions are carried out, it is important that they are undertaken in a way that is aligned with the intervention plan: in other words, that they demonstrate fidelity to the intervention. A significant research issue is how fidelity can be monitored in a time-efficient and cost-effective way in classrooms and whether technology could help to provide innovative solutions in this regard. Purpose Through collaboration with teachers, this exploratory study sought to ascertain the usability of a web-based fidelity application (WFA). The WFA was being developed as a checklist tool to help teachers monitor the implementation fidelity of a social and emotional learning intervention for 14- to 15-year-old students in Norway. Method For this qualitative study, data were collected at two time points: (i) through a focus group interview with six teachers who had piloted the WFA prior to the initiation of the intervention; and (ii) via individual interviews with five teachers in the intervention group who had used the WFA during the implementation process. The data were analysed thematically. Findings According to the analysis, the teachers considered that the WFA’s features (e.g. layout and registration process) could help support the ease and efficiency of fidelity reporting. They felt that it provided a highly recognisable link with the intervention material. In addition, the teachers provided ideas for further development and potential improvements. In all, the WFA was perceived as having high usability, suggesting its potential value as a useful tool for the collection of fidelity data. Conclusion This paper highlights the crucial role of teacher participation and the importance of fidelity data in the conduct of educational interventions. It draws attention to the need for user-friendly tools to support teachers to monitor fidelity in ways that do not involve high time and cost burdens. Similar WFAs could be of potential use in many different kinds of educational interventions in classroom settings internationally.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49013522","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 : 2023-05-10DOI: 10.1080/00131881.2023.2209097
H. Appel, Elaine Walsh, Tyson E. J. Marsh, Crystal Brown
ABSTRACT Background There is a recognised need internationally to reduce depression and anxiety among adolescents. As a population particularly sensitive to the amount and quality of social interaction, challenges for young people became magnified during COVID-19, particularly for students from under-represented and marginalised communities across the globe. Purpose This paper reports on a study conducted in Washington State, USA, that sought, via an alliance with students, parents, educators and community leaders, to gain insight into students’ lived experiences during the pandemic. It aimed to better comprehend how experiences affected social emotional learning and use this understanding to explore ways of reducing students’ mental health concerns. Method We created a diverse consortium, drawn from six schools. It comprised 13 students, predominantly students of colour, across the age range 11–18 years. Also participating were five other stakeholders: parents, educators and community leaders. The consortium’s involvement in five online discussion sessions led to the collection of rich data, as participants shared perspectives on pandemic experiences and learning. Additionally, we administered a survey about group collaboration. Data were analysed thematically. Findings The formation of the consortium represented a significant outcome in itself, providing a meaningful way of gaining understanding of the mental health and social emotional concerns of the students, their families and the other collaborators. Another outcome was the opportunity for students and parents to be at the same table and voice concerns about remote learning, sharing views on how changes affected students’ learning and mental health. Conclusion The consortium allowed for all voices to be heard. This research highlights the need for more attention and resources to be directed towards students of colour, not only across schools within the research setting but also elsewhere internationally. The connection of students with educators, parents and community stakeholders, by means of a consortium, can build a foundation through which the mental health needs of students in school may be addressed in future research.
{"title":"Supporting students’ mental health and social emotional learning through community engagement and collaboration","authors":"H. Appel, Elaine Walsh, Tyson E. J. Marsh, Crystal Brown","doi":"10.1080/00131881.2023.2209097","DOIUrl":"https://doi.org/10.1080/00131881.2023.2209097","url":null,"abstract":"ABSTRACT Background There is a recognised need internationally to reduce depression and anxiety among adolescents. As a population particularly sensitive to the amount and quality of social interaction, challenges for young people became magnified during COVID-19, particularly for students from under-represented and marginalised communities across the globe. Purpose This paper reports on a study conducted in Washington State, USA, that sought, via an alliance with students, parents, educators and community leaders, to gain insight into students’ lived experiences during the pandemic. It aimed to better comprehend how experiences affected social emotional learning and use this understanding to explore ways of reducing students’ mental health concerns. Method We created a diverse consortium, drawn from six schools. It comprised 13 students, predominantly students of colour, across the age range 11–18 years. Also participating were five other stakeholders: parents, educators and community leaders. The consortium’s involvement in five online discussion sessions led to the collection of rich data, as participants shared perspectives on pandemic experiences and learning. Additionally, we administered a survey about group collaboration. Data were analysed thematically. Findings The formation of the consortium represented a significant outcome in itself, providing a meaningful way of gaining understanding of the mental health and social emotional concerns of the students, their families and the other collaborators. Another outcome was the opportunity for students and parents to be at the same table and voice concerns about remote learning, sharing views on how changes affected students’ learning and mental health. Conclusion The consortium allowed for all voices to be heard. This research highlights the need for more attention and resources to be directed towards students of colour, not only across schools within the research setting but also elsewhere internationally. The connection of students with educators, parents and community stakeholders, by means of a consortium, can build a foundation through which the mental health needs of students in school may be addressed in future research.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42152609","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 : 2023-05-10DOI: 10.1080/00131881.2023.2209580
K. Forsling, Catharina Tjernberg
ABSTRACT Background Children develop within a complicated and dynamic textual world. In the primary school classroom, one of the most important tasks for teachers involves the design of learning environments and situations that can support all students’ literacy development. Although the identification of students with weaker skills is relatively well researched, there is a need for deeper understanding of how teachers address the variation of literacy skills within their classrooms. This article focuses attention on teachers’ navigation of complex literacy practices within the primary classroom, which involves supporting the literacy development of children with a variety of needs, abilities and experiences. Purpose The study aimed to investigate how primary education teachers and special educational needs teachers described their intentions and ways of designing learning for complex literacy practices in order to sustain a culture of inclusive education design. Methods A total of 24 primary education and special educational needs teachers across four schools in two Swedish municipalities participated in focus group discussions. In-depth data analysis was based on design-oriented theory, applying the central concepts of intentions and flexibility to the teachers’ accounts of literacy development. Findings According to the analysis, the participating teachers perceived advantages in using multimodal methods, collaborative learning, motivation and joyfulness, as well as learning structures and support. They discussed the challenges around supporting students’ literacy progress, describing their preparedness and the flexibility, or transformation competence (using different teaching resources in different situations at different times) involved in navigating complex literacy practice in the classroom for the benefit of all students. Conclusions The study highlights the significance of teachers’ intentions to prevent, identify and remove barriers to students’ literacy development. It suggests that the part played by flexibility in determining solutions to challenges in classroom practice should not be overlooked in relation to supporting students’ literacy learning progress. Implications also include greater recognition of the importance of continuous professional development to support inclusive practice, with opportunities for collegial learning and collaboration.
{"title":"Intentions and flexibility: navigating complex literacy practices in primary education","authors":"K. Forsling, Catharina Tjernberg","doi":"10.1080/00131881.2023.2209580","DOIUrl":"https://doi.org/10.1080/00131881.2023.2209580","url":null,"abstract":"ABSTRACT Background Children develop within a complicated and dynamic textual world. In the primary school classroom, one of the most important tasks for teachers involves the design of learning environments and situations that can support all students’ literacy development. Although the identification of students with weaker skills is relatively well researched, there is a need for deeper understanding of how teachers address the variation of literacy skills within their classrooms. This article focuses attention on teachers’ navigation of complex literacy practices within the primary classroom, which involves supporting the literacy development of children with a variety of needs, abilities and experiences. Purpose The study aimed to investigate how primary education teachers and special educational needs teachers described their intentions and ways of designing learning for complex literacy practices in order to sustain a culture of inclusive education design. Methods A total of 24 primary education and special educational needs teachers across four schools in two Swedish municipalities participated in focus group discussions. In-depth data analysis was based on design-oriented theory, applying the central concepts of intentions and flexibility to the teachers’ accounts of literacy development. Findings According to the analysis, the participating teachers perceived advantages in using multimodal methods, collaborative learning, motivation and joyfulness, as well as learning structures and support. They discussed the challenges around supporting students’ literacy progress, describing their preparedness and the flexibility, or transformation competence (using different teaching resources in different situations at different times) involved in navigating complex literacy practice in the classroom for the benefit of all students. Conclusions The study highlights the significance of teachers’ intentions to prevent, identify and remove barriers to students’ literacy development. It suggests that the part played by flexibility in determining solutions to challenges in classroom practice should not be overlooked in relation to supporting students’ literacy learning progress. Implications also include greater recognition of the importance of continuous professional development to support inclusive practice, with opportunities for collegial learning and collaboration.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41669617","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 : 2023-04-03DOI: 10.1080/00131881.2023.2203138
Elisabeth Tenglet
ABSTRACT Background Verbal participation in the classroom is generally considered to contribute to positive student engagement and learning outcomes. Students are often required to demonstrate their learning in class by, for example, raising their hands and answering questions. However, there are students who remain quiet in the classroom, and are not responsive to invitations to participate. As quietness and low levels of verbal participation in class are often perceived and positioned as problematic in many educational systems and settings, more needs to be understood about the notion of students’ verbal participation and the implications for supporting all students’ learning journeys through school. Purpose The study sought to explore how students’ verbal participation was constructed and positioned in the narratives of parent-teacher conferences. Method A Swedish corpus of audio recordings and transcriptions of parent-teacher conferences with 24 students in years 5 and 6 (approximate student ages 10–12) across five schools was utilised as the basis for the investigation. Through an interactionally-oriented narrative approach, a collection of stories about verbal participation was identified. These stories were analysed using the concept of narrative positioning. Three stories from the collection were selected to demonstrate, in greater depth, aspects of how students’ verbal participation was constructed and how discourses unfolded. Findings The analysis demonstrated diversity in terms of how discourses were employed and how students were positioned in the narratives about verbal participation. Prevalent discourses drew on notions of learning, affect and assessment and were identified as pedagogical, psychological and performative discourses. Conclusions The study highlights how verbal participation tends to be constructed as an individual undertaking, with the implication being that students are assigned individual responsibility for this. As students are usually encouraged to make the most of their verbal participation in class, the study gives rise to important and complex questions in terms of challenging assumptions about how best to support student learning, particularly in the case of students who remain quiet in the classroom.
{"title":"Quiet in class? Exploring discourses on verbal participation","authors":"Elisabeth Tenglet","doi":"10.1080/00131881.2023.2203138","DOIUrl":"https://doi.org/10.1080/00131881.2023.2203138","url":null,"abstract":"ABSTRACT Background Verbal participation in the classroom is generally considered to contribute to positive student engagement and learning outcomes. Students are often required to demonstrate their learning in class by, for example, raising their hands and answering questions. However, there are students who remain quiet in the classroom, and are not responsive to invitations to participate. As quietness and low levels of verbal participation in class are often perceived and positioned as problematic in many educational systems and settings, more needs to be understood about the notion of students’ verbal participation and the implications for supporting all students’ learning journeys through school. Purpose The study sought to explore how students’ verbal participation was constructed and positioned in the narratives of parent-teacher conferences. Method A Swedish corpus of audio recordings and transcriptions of parent-teacher conferences with 24 students in years 5 and 6 (approximate student ages 10–12) across five schools was utilised as the basis for the investigation. Through an interactionally-oriented narrative approach, a collection of stories about verbal participation was identified. These stories were analysed using the concept of narrative positioning. Three stories from the collection were selected to demonstrate, in greater depth, aspects of how students’ verbal participation was constructed and how discourses unfolded. Findings The analysis demonstrated diversity in terms of how discourses were employed and how students were positioned in the narratives about verbal participation. Prevalent discourses drew on notions of learning, affect and assessment and were identified as pedagogical, psychological and performative discourses. Conclusions The study highlights how verbal participation tends to be constructed as an individual undertaking, with the implication being that students are assigned individual responsibility for this. As students are usually encouraged to make the most of their verbal participation in class, the study gives rise to important and complex questions in terms of challenging assumptions about how best to support student learning, particularly in the case of students who remain quiet in the classroom.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42282432","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 : 2023-04-03DOI: 10.1080/00131881.2023.2203708
Jessica A. Vilbas, Margaret E. King‐Sears
ABSTRACT Background Research suggests that school counsellors can have a positive influence on students’ academic, social-emotional and career development. Although school counsellors have had long-standing direct and indirect involvement in providing support and services to students with disabilities (SWD), research into how school counsellors directly support SWD remains relatively limited. Purpose In this study, we sought to review studies that examined school counsellors’ support and services for SWD by analysing topic coverage, methods and findings to discern the existing research base. Design and methods A systematic identification and review of research focused on studies about school counsellors and their support and services for SWD. A thematic analysis with an inductive approach was employed to uncover studies’ patterns and content. Findings In total, 32 studies were eligible for inclusion in the review. Analysis revealed that these studies were clustered into four themes: (a) interventions involving school counsellors; (b) school counsellors’ perceptions and roles; (c) school counsellors’ support of SWD through career development, transition or graduation; and (d) students’ or parents’ perceptions about school counsellors. Of the 32 studies, over half included surveys, primarily eliciting perceptions and attitudinal information from school counsellors, whilst fewer than one-quarter featured data about school counsellors delivering interventions to SWD. Conclusions Our review suggests that a substantial evidence base in this area has not yet been established, meaning that minimal research has taken place to guide school counsellors regarding support and services for SWD. Implications include a call to researchers to expand the supply of high-quality and rigorous studies focused on school counsellors and SWD, especially intervention studies, subsequently leading towards research-informed practices.
{"title":"Establishing a research base: school counsellors and students with disabilities","authors":"Jessica A. Vilbas, Margaret E. King‐Sears","doi":"10.1080/00131881.2023.2203708","DOIUrl":"https://doi.org/10.1080/00131881.2023.2203708","url":null,"abstract":"ABSTRACT Background Research suggests that school counsellors can have a positive influence on students’ academic, social-emotional and career development. Although school counsellors have had long-standing direct and indirect involvement in providing support and services to students with disabilities (SWD), research into how school counsellors directly support SWD remains relatively limited. Purpose In this study, we sought to review studies that examined school counsellors’ support and services for SWD by analysing topic coverage, methods and findings to discern the existing research base. Design and methods A systematic identification and review of research focused on studies about school counsellors and their support and services for SWD. A thematic analysis with an inductive approach was employed to uncover studies’ patterns and content. Findings In total, 32 studies were eligible for inclusion in the review. Analysis revealed that these studies were clustered into four themes: (a) interventions involving school counsellors; (b) school counsellors’ perceptions and roles; (c) school counsellors’ support of SWD through career development, transition or graduation; and (d) students’ or parents’ perceptions about school counsellors. Of the 32 studies, over half included surveys, primarily eliciting perceptions and attitudinal information from school counsellors, whilst fewer than one-quarter featured data about school counsellors delivering interventions to SWD. Conclusions Our review suggests that a substantial evidence base in this area has not yet been established, meaning that minimal research has taken place to guide school counsellors regarding support and services for SWD. Implications include a call to researchers to expand the supply of high-quality and rigorous studies focused on school counsellors and SWD, especially intervention studies, subsequently leading towards research-informed practices.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48412728","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}
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