ethanporcaro/eric-fulltext-meta huggingface dataset:
So Many Worlds, so Much to Do: Identifying Barriers to Engagement with Continued Professional Development for Teachers in the Further Education and Training Sector
Author: Broad, Janet Hamilton
Date: 2015-00-00
Type: Journal Articles
Subjects: Barriers,Professional Continuing Education,Faculty Development,Teacher Attitudes,Foreign Countries,Educational History,Questionnaires,Interviews,Time,Teaching Conditions,Teacher Responsibility,Financial Support

Between 2008 and 2012, teachers in the further education (FE) sector were required by legislation to engage with 30 hours (pro rata) of continued professional development (CPD), and this is reflective of the ways in which, historically, policy interest in FE teachers' professional development has waxed and waned. Situated within this historical context, this paper, drawing on a study carried out between 2009 and 2010, presents teachers' perceptions of the ways in which they are restricted from engaging with CPD. Through the application of actor-network theory concepts of multiple worlds and realities, three competing and disjunctured &quot;reality networks&quot; are identified: a) policy reality network; b) organization reality network; and c) teacher/CPD reality network. Structural arrangements and ongoing funding contractions for the sector, alongside teachers' working arrangements, are examined so as to identify whether these create barriers for teachers. It was found that the most significant barrier to engagement with beneficial and meaningful CPD is the result of teachers operating in impoverished and limited teacher/CPD networks. These impoverished networks do not offer teachers the opportunity to forge links with similar subject-specialist teachers, leaving them to develop subject and occupational expertise in isolation.
Maximizing Vocational Teachers&apos; Learning: The Feedback Discussion in The Observation of Teaching for Initial Teacher Training in Further Education
Author: Lahiff, Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Preservice Teacher Education,Case Studies,Feedback (Response),Observational Learning,Qualitative Research,Interviews,Discussion,Educational Practices,Teaching Methods,Foreign Countries,Observation

This paper draws on case-study research that focused on teaching observations conducted as part of vocational teachers' initial teacher training (ITT) in further education (FE) colleges in England. It analyses the post-observation feedback discussion, drawing on a rich sociocultural tradition within work-based learning literature. It argues that the feedback discussion provides a learning space that is particularly important for vocational teachers who cross boundaries from vocational contexts to learn &quot;to become&quot; teachers. To maximize learning from observation, vocational teachers need time and opportunity to develop their practice with others who mediate their learning and development.
Measuring the Effectiveness of Knowledge Creation as a Means of Facilitating Evidence-Informed Practice in Early Years Settings in One London Borough
Author: Brown, Chris
Date: 2014-11-00
Type: Journal Articles
Subjects: Evidence Based Practice,Foreign Countries,Preschool Teachers,Program Effectiveness,Measurement,Expertise,Teaching Methods,Teacher Competencies,Semi Structured Interviews,Knowledge Level,Communities of Practice,Workshops,Teacher Surveys,Coding

This paper examines our use of knowledge-creation activity as a way of developing evidence-informed practice among a learning community of 36 early years practitioners in one London borough. It also seeks to illustrate how we approached the idea of measuring evidence use and our engagement with, and adapted use of, two separate measurement scales: the &quot;ladder of research use&quot; and Hall and Hord's (2015) Levels of Use scale. In doing so we examine the &quot;trustworthiness&quot; of our approaches to measuring evidence use, which we explored via in-depth semi-structured interviews. Our findings would appear to be encouraging, suggesting that knowledge-creation activity provides an effective way of communicating research and keeping it top of mind; also that our interview data would appear to support the trustworthiness of our measurement scales as a means to ascertain levels of evidence use. At the same time the approach we have developed does have its limitations, namely that it is only really applicable to situations where researchers are working regularly with practitioners on areas of practice development, where the general desire is that these areas should become evidence-informed. However, we suggest that, in school systems such as that in England--where the expectation is that schools or alliances of schools should lead their own professional development activity, often in partnership with universities--it is likely that these instances will soon be increasing in number.
Socio-Emotional Empowering through Mediation to Resolve Conflicts in a Civic Way
Author: Ibarrola-García, Sara
Date: 2014-11-00
Type: Journal Articles
Subjects: Conflict Resolution,Empowerment,Civics,Citizenship Education,Citizenship Responsibility,Secondary School Students,Secondary School Teachers,Peer Mediation,Teacher Student Relationship,Moral Development,Moral Values,Social Values,Social Development,Affective Objectives,Affective Behavior,Educational Strategies,Learning Experience,Questionnaires,Foreign Countries,Vocational Education,Statistical Analysis

Schools are responsible for civic education and for educating the students so they may live together. This means that they need to develop educative processes that take into account the social and affective dimension of the classroom, such as improvements in the atmosphere at school and the quality of teacher-student relationships. Practical strategies are required to carry out these procedures. Foremost among these strategies is mediation as a conflict resolution procedure in school. This also promotes a wide range of emotional, socio-cognitive, and socio-moral skills, and can be influential in the development of effective civic behaviour to improve the community. In this study we present and analyse the results of a study conducted in 13 schools in Navarre, Spain, with 50 teacher mediators, 33 peer mediators, and 23 student participants aged between 13 and 18 (x-bar =1 5.27 and s = 1.543), all of whom are involved in mediating processes, in order to perform mediation in a systematic way with the objective of bringing about socio-moral improvement.
Equality and Inclusion of the Palestinian Minority in Mixed Israeli Schools: A Case Study of Jaffa&apos;s Weizman School
Author: Leoncini, Sabina
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Inclusion,Equal Education,Minority Group Students,Jews,Institutional Characteristics,Semi Structured Interviews,Questionnaires,Ethnic Diversity,Religious Factors,School Desegregation,School Segregation,Teacher Surveys,Parent Surveys,Educational Practices,Racial Differences,Racial Relations,Arabs,Elementary Secondary Education

The Israeli education system is primarily shaped by the religious nature of the state, although there are some mixed schools where both Palestinian and Israeli children learn together. Jaffa is unique within the system due to its history and its Palestinian minority, and the Weizman School is an interesting case as parents are particularly involved in the school's choices. Several initiatives in Jaffa aim to cultivate a multicultural and egalitarian education, and their differing results are discussed here. The article suggests new directions for the future, taking into consideration the viewpoints that emerge from the interviews with teachers and parents.
The Relationship between Prisoners&apos; Educational Motives and Previous Incarceration, Sentence Length, and Sentence Served
Author: Roth, Beate Buanes
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Institutionalized Persons,Correctional Institutions,Correctional Education,Learning Motivation,Influences,Predictor Variables,Adults,Late Adolescents,Questionnaires,Educational Attainment,Factor Analysis,Student Attitudes,Age Differences,Regression (Statistics)

The aim of this study was to examine Norwegian prisoners' educational motives, and how previous incarceration, sentence length, and sentence served influence such motives. Three motive categories emerged: future planning (Factor 1), social reasons and escapism (Factor 2), and competence building (Factor 3). Among prisoners who participated in education, longer sentence predicted high score on both Factor 1 and Factor 3. Also, with the greater proportion of sentence served, participants scored higher on Factor 3. Among non-participants, longer sentence predicted high score on Factor 3. Previous incarceration was not significantly related to the educational motives for either of the two groups.
Prisoners&apos; Right to Education: A Philosophical Survey
Author: Vorhaus, John
Date: 2014-07-00
Type: Journal Articles
Subjects: Institutionalized Persons,Civil Rights,Access to Education,Role of Education,Relevance (Education),Educational Benefits,Evidence,Correctional Rehabilitation,Human Dignity,Educational Needs,International Law,Foreign Countries

Article 26 of the Universal Declaration of Human Rights declares: &quot;Everyone has the right to education.&quot; This implies that the right to education and training applies to all persons, including all persons in prison. This position is considered here from a philosophical point of view and it will receive some support. Yet it is not obvious that the position is correct, nor, if it is, how it is best explained. I will examine the basis for asserting a right to education on behalf of all prisoners, and consider what is required by way of its defence in the face of common objections. I illustrate how international conventions and principles express prisoners' right to education, and I look at how this right is defended by appeal to education as a means to an end and as a human right--required by respect for persons and their human dignity.
The Aspirations and Realities of Prison Education for Under-25s in the London Area
Author: Rogers, Lynne
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Aspiration,Educational Opportunities,Statistical Data,Correctional Education,Institutionalized Persons,Juvenile Justice,Correctional Institutions,Interviews,Workshops,Inspection,Self Evaluation (Groups),Achievement Gains,Basic Skills,Vocational Education,Educational Objectives,Staff Development,Educational Practices,Teacher Surveys

The purpose of this study, undertaken in 2012, was to describe provision available for under- 25s in prisons and to gain insight into the particularities of prison education. Six custodial establishments serving the London area were visited (prisons or Young Offender Institutions) and available statistical data were collected from a larger sample. Main findings were that, whilst many prisons are working hard to offer good provision, prison education is constrained in terms of the options available, and the length and level of courses. Some useful methods for addressing some of these problems were being used in different contexts. However, in conclusion, prisons need to focus more on education, training, and employment if they are to provide viable support for young prisoners as they move back into society. The proportion of education and training options at or above Level 2 should be increased.
Project-Based Learning in Scottish Prisons
Author: Sams, Kirsten
Date: 2014-07-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Correctional Education,Correctional Institutions,Teaching Methods,Educational Development,Art Education,Educational Practices,Foreign Countries

The article describes the development of a project-based approach to learning in seven Scottish prisons. It argues that the project-based approach is ideally suited to prison education due to its flexibility and ability to enrich the relatively narrow prison curriculum and create meaningful links with wider society, reducing the isolation of prisoners. The approach also empowers staff and encourages interdisciplinary working. The project-based approach is well placed to support and reinforce desistance-based practice in education and fits well with both the new Scottish Prison Service strategy, &quot;Unlocking Potential, Transforming Lives&quot; and with Scottish Government's education policy, Curriculum for Excellence.
Prison Education across Europe: Policy, Practice, Politics
Author: Costelloe, Anne
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Institutionalized Persons,Correctional Education,Educational Policy,Educational Practices,Politics of Education,Transformative Learning,Adult Education,Barriers

The nature of the education offered in prisons varies greatly. Provision can be focused narrowly on limited objectives, such as training for employment or seeking to &quot;address offending behaviour.&quot; On the other hand, where prison education follows the policies of the Council of Europe or the European Union, which are drawn from the traditions of adult education and life-long learning, it becomes a more comprehensive and transformative experience for men and women held in prison. Underpinning these different approaches are two very different perceptions of those held in prison: one sees merely &quot;an offender,&quot; while the other recognizes &quot;the whole person&quot; and his or her membership of society. Where narrow and negative concepts of the men and women held in prison prevail, one tends to find severe limitations on the quality and quantity of the education offered. Four such &quot;curtailments&quot; are discussed.
Profession or Passion?: Teaching Chinese in London Chinese Complementary Schools
Author: Wang, Danlu
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Chinese,Second Language Instruction,Student Diversity,Professional Training,Faculty Development,Teacher Salaries,Educational Finance,Educational Resources,Semi Structured Interviews,Ethnography,Participant Observation,Discourse Analysis,Immigrants,Teaching Methods,Teacher Education,Mandarin Chinese,Sino Tibetan Languages,Group Dynamics,Teacher Surveys,Parent Surveys,Student Surveys,Educational Practices,Elementary Secondary Education

As academic interest in Chinese complementary schools has grown, insufficient attention has been paid to the role and experiences of teachers working in these schools. This paper has drawn from accounts of Chinese complementary schoolteachers in London, together with the author's personal experiences of working as a teacher in one such school. The paper analyses recent changes in the demographic of these schools and also the changing discourse field that surrounds them. The discussion then progresses to consideration of the impact of these changes upon Chinese complementary schools, especially with regard to teachers' experience. This paper examines the pattern of professional training that exists among this growing segment of teachers, identifying issues for the future. The paper asks why it is that so many teachers who bring very positive commitment and engagement to their professional role do so in the face of poor funding and pay. Finally, the paper focuses on new challenges for teachers in their classrooms with the aim of providing directions for future development and research.
Student-Centredness in Urban Schools in China
Author: Shaobing, Tang
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Schools,Student Centered Learning,Secondary School Curriculum,Lesson Observation Criteria,Reflection,Knowledge Level,Curriculum Implementation,Concept Teaching,Performance Factors,Interviews,Classroom Observation Techniques,Educational Theories,Knowledge Base for Teaching,Educational Resources,Self Evaluation (Individuals),English (Second Language),Second Language Instruction,Teacher Competencies

This study investigates how teachers understand and implement the emphasis on studentcentredness in the new English curriculum in secondary classrooms in urban areas of China and the factors affecting implementation. It focuses on whether the advantages (greater access to resources, better trained teachers, and so on) of the urban context make implementation easier than in rural areas. Data from lesson observations and reflective statements by teachers in urban schools show that their understanding of the notion of student-centredness is superficial and that the well-resourced urban schools find reform as challenging as rural schools.
Corrections Education and Employment Assistance &quot;Down Under&quot;: Current and Emerging Practices and Paradigms
Author: Graffam, Joe
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Correctional Education,Correctional Institutions,Correctional Rehabilitation,Employment Opportunities,Employment Potential,Employment Services,Case Studies,Institutionalized Persons,Recidivism,Case Records,Access to Education,Vocational Education,Job Training

This article provides a view of contemporary Australia in terms of patterns of offending and incarceration, the characteristics of its correctional systems, vocational education and training (VET) within correctional settings, and post-release employment of prisoners and offenders serving community-based orders (CBOs). A two-year case study of employment assistance for 2,458 Australian prisoners and offenders serving CBOs was evaluated. The voluntary 12-month programme targeted participants at moderate to high risk of reoffending. Overall, employment outcomes were positive with more than one-third of registrations resulting in employment. Employment outcomes varied for gender and participant status (prisoner/offender). Recidivism outcomes were analysed for the whole programme and for a random sample of 600 prisoner participants. Results indicated a very low overall recidivism rate (7.46 per cent) for programme participants, and comparison of pre-programme and post-release recidivism showed reduced recidivism on three recidivism measures. The findings are contextualized in terms of current thinking and emerging practices in offender treatment, with a focus on reintegration as ecological system engagement and integrated systems of support as central to promoting positive lifestyle change.
Young People&apos;s Transitions in London and Temporal Orientations of Agency
Author: Kitagawa, Kaori
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Market,Transitional Programs,Education Work Relationship,Vocational Education,Postsecondary Education,Cohort Analysis,Individualized Programs,Youth Agencies,Questionnaires,Student Surveys,Developmental Studies Programs,Statistical Analysis,Qualitative Research

This article presents findings from the Changing Youth Labour Markets and Schools to Work Transitions in Modern Britain projects undertaken between 2009 and 2010. The projects examined young people's experiences and perceptions about study, work, and the future while going through transitions. The target group was young people on vocational courses at further education colleges in London aged between 18 and 24. This group is an under-researched cohort, who is neither NEET nor following &quot;tidy&quot; pathways. We apply the conceptual framework of temporal orientations of agency, originally proposed by Emirbayer and Mische (1998). We discuss the interplay between young people's agency and the contexts in which they live.
International Academic Franchises: Identifying the Benefits of International Academic Franchise Provision
Author: Pon, Kevin
Date: 2014-03-00
Type: Journal Articles
Subjects: Higher Education,Institutional Characteristics,International Schools,Partnerships in Education,Case Studies,Observation,Intercollegiate Cooperation,International Educational Exchange,Models,Semi Structured Interviews,Business Administration Education,Interviews,Educational Benefits,Educational Practices,Foreign Countries

This paper is an exploratory study of the benefits that institutions of higher education can gain when entering into partnerships of academic franchising, an international activity which has been increasing in popularity over the past few decades. The paper looks at the current literature on academic franchising and then goes on to study, through case studies and direct observation, franchising from the perspective of four different institutions in four different countries. The paper reveals that very often there are multiple benefits to be gained which are not necessarily sought when the institutions enter such partnerships. Contrary to previous academic literature the study also reveals that there is a much greater flow of these benefits from one institution to another and thus provides a new richer model that has changed from the &quot;parent child&quot; model to that of a more evenly balanced model where both partners are benefiting from mutual cooperation.
Motivating and Supporting Young People to Study Mathematics: A London Perspective
Author: Mujtaba, Tamjid
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Classroom Techniques,Classroom Environment,Teacher Characteristics,Achievement Need,Student Motivation,Academic Aspiration,Self Concept,Student Surveys,Grade 7,Grade 10,Secondary School Mathematics,Secondary School Students,Student Attitudes,Student Evaluation of Teacher Performance,Emotional Response,Student Characteristics,Multivariate Analysis,Statistical Analysis,Regression (Statistics),Least Squares Statistics,Statistical Significance

This paper explores which classroom and teacher factors are associated with post-16 mathematics aspirations, mathematics intrinsic motivation, and mathematics self-concept. Few studies explore all three outcomes among the same set of students or make linkages across the factors that are important to these outcomes. The analysis is based on the survey responses of 761 Year 8 (age 13) and 715 Year 10 (age 15) students from 17 London schools as learners of mathematics. The analysis indicates that teaching for engagement is important for intrinsic mathematics motivation but not for future mathematics aspirations. In addition, students' emotional responses to mathematics lessons are important for their mathematics self-concept but not for future mathematics aspirations. Advice-pressure to continue with mathematics post-16, extrinsic material gain motivation, and mathematics self-concept underpin mathematics aspirations (even after controlling for the support students received from their families in mathematics attainment). The gender difference within mathematics self-concept among these young Londoners was higher than that found across England, although there were substantially fewer gender differences in relation to questions that explored students' perceptions of their mathematics lessons and teachers. The article concludes with some suggestions for both national and London policymakers because the study of mathematics is seen as of considerable importance to both young people and the economic life of the capital.
Learning Methodology in the Classroom to Encourage Participation
Author: Luna, Esther
Date: 2014-03-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Participation,Service Learning,Citizen Participation,Program Validation,Sense of Community,Teaching Methods,Integrated Curriculum,Curriculum Implementation,Secondary School Curriculum,Individual Development,Social Support Groups,Social Networks

Service learning is a methodology that promotes the participation of citizens in their community. This article presents a brief conceptualization of citizen participation, characteristics of service learning methodology, and validation of a programme that promotes service-learning projects. This validation highlights the suitability of this methodology for the development of citizen participation.