scholarly journals Care and Education. a Case Study: Understanding Professional Roles and Identities of Teachers Within A Welsh Pru

2019 ◽  
Vol 21 (1) ◽  
pp. 65-88
Author(s):  
Phil Smith ◽  
Mark Connolly
Keyword(s):  
Professional Practice ◽  
Focus Of Attention ◽  
Ethnographic Study ◽  
Academic Needs ◽  
Professional Work ◽  
Complex Needs ◽  
Teachers Perceptions ◽  
The Social ◽  
Approach To Teaching

This paper considers the professional work of teachers within Pupil Referral Units (PRUs) in Wales. Traditionally neglected by both policy and research, PRUs have become a focus of attention due to debates around attainment and the 'off rolling' of pupils from traditional schooling. Drawing on data from an ethnographic study of one Welsh PRU, this paper illustrates how teachers working within PRUs see themselves as occupying a hybrid space between teacher and social worker within a social pedagogic approach to teaching. We illustrate how this approach is underpinned by a strong moral and ethical account of their professional work. From this we illustrate how policy scrutiny and Welsh educational reforms have resulted in changes to teachers' perceptions of their working role and identity. While this policy focus is welcomed we suggest that any accountability frameworks introduced to judge Welsh PRU success need to adopt a highly contextualised approach which recognises the complex needs and backgrounds of PRU pupils and does not reduce success to only measures of academic attainment. By recognising the hybrid nature of professional practice and developing metrics of success which capture the social as well as academic needs of pupils within the Welsh PRU setting, Welsh Government (WG) will reinforce the social pedagogic approach of Welsh PRU teachers.

Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum

2021 ◽  
Vol 4 (1) ◽  
pp. p1
Author(s):  
Louis S. Nadelson ◽  
Estefany Soto ◽  
Tye Smith ◽  
Sarah Nekonchuk ◽  
Jessica Ims ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
School Psychologists ◽  
Future Research ◽  
Emotional Competencies ◽  
Teachers Perceptions ◽  
Grade Levels ◽  
The Social ◽  
Approach To Teaching ◽  
K 12 ◽  
Support Students

Students can gain a range of skills and knowledge from interactions in schools, including emotional competencies such as regulation of emotions. Teachers are positioned to support students’ development of emotion regulation in the social context of school. We sought to determine K-12 teachers’ sense of responsibility, preparation, engagement, comfort, and approach to teaching students emotion regulation. The quantitative and qualitative data we gathered from 155 general K-12 classroom teachers revealed a sense of responsibility, low preparation, varied engagement, and low to moderate comfort. We found differences by grade levels, school location, and teacher education level. There was moderate alignment between how the teachers regulate their emotions and the emotion regulation processes they teach their students. We share implications for school psychologists and suggest multiple directions for future research.

“Ask Me and I Will Tell You”: Gifted Boys’ Perceptions of Self and School

2019 ◽  
Vol 43 (1) ◽  
pp. 46-54
Author(s):  
Jessica Watts
Keyword(s):  
Ethnographic Study ◽  
Frame Of Reference ◽  
Classroom Behaviors ◽  
Academic Needs ◽  
Social Construct ◽  
Teachers Perceptions ◽  
Academic Abilities ◽  
Self Perceptions

Using the Frame of Reference lens developed by Marsh, this article explains how elementary-age gifted boys construct their self-perceptions as learners by comparing their academic abilities with those of their peers. Understanding giftedness defined as a social construct, this article discusses an ethnographic study that examines gifted boys’ self-perceptions and their teachers’ perceptions of them as learners. Data collected from observations and interviews are analyzed to discuss the study’s findings that are explored through three themes. First, the participants want their teachers to understand that although they value their gifted identities, they still have academic needs for which they need help. Second, gifted boys believe their classroom behaviors are often misunderstood. Third, the participants want a voice about the curriculum assigned to them. These findings conclude by examining implications for teachers to address the perceptions of boys as students in their classrooms.

scholarly journals The Social Hubs Project: Exploratory real-world research - students as researchers and experiential learning.

2015 ◽  
Author(s):  
Carin Tunaker ◽  
Ian Bride ◽  
Daniela Peluso
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Valuable Contribution ◽  
The Social ◽  
Approach To Teaching ◽  
Research Students ◽  
The University

This case study piece describes an approach to teaching and learning that has been successfully employed at the University of Kent, Canterbury. It offers a way of engaging students in real-world research and learning experiences that allow them to build skills, take on responsibility, and, at the same time, feel that they are making a valuable contribution to their University community. It is hoped that the story told here will inspire others to take similar initiatives in their own institutions.

scholarly journals Narrative analysis applied to text production

AILA Review ◽  
2020 ◽  
Vol 33 ◽  
pp. 104-119
Author(s):  
Gilles Merminod
Keyword(s):  
Professional Practice ◽  
Narrative Analysis ◽  
News Story ◽  
News Production ◽  
Text Production ◽  
Ethnographic Approach ◽  
Starting Point ◽  
The Social ◽  
Spatiotemporal Parameters

Abstract The following paper adopts the vantage point of a linguistic ethnographic approach to news production, focused on the process of quoting, and combined with narrative analysis. The starting point of the analysis is an account given by a person who lived through a dramatic event. The paper investigates how the processes of recontextualization affects the account during the making of a broadcast news story. It explains how and why news practitioners adjust stretches of talk to the news text they are producing, and it reveals to what extent a pre-existing version of what happened (that of the account) can be reshaped by one in the making (that of the news story in which the account is going to figure). In the case study, the processes of recontextualization relates to three narrative issues: (1) quoting involves adapting the account’s characters’ categorizations to those of the news story; (2) quoting entails choosing between different schemes of incidence that depict what happened slightly differently; (3) quoting asks for a delimitation of the account’s spatiotemporal parameters that corresponds with those of the news story. Such a narrative adjustment is neither a tightly planned nor an arbitrary process but is embedded in the professional practice as it unfolds in the social and material world.

scholarly journals Understanding the Discourse of Early Childhood Education in Coming of Age in Samoa

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402090208
Author(s):  
Janez Krek
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Coming Of Age ◽  
Ethnographic Study ◽  
Cultural Patterns ◽  
The Unconscious ◽  
Childhood Education ◽  
The Social ◽  
Wide Readership

The apparently readily comprehensible descriptive discourse in Margaret Mead’s famous ethnographic study Coming of Age in Samoa (1928) (CAS) presents a discursive challenge that is greater than one might expect from a book that has gained a wide readership. Through theoretical analysis, and in relation to the notorious Mead/Freeman controversy, we seek to contribute to understanding CAS as discourse, and even more specifically as educational discourse. Three research questions are addressed: How can the account of Samoan culture presented by Mead in CAS be understood as discourse? How can her account of early childhood education be understood in relation to Freeman’s account? Is Mead describing permissive education when describing patterns of early childhood education in Samoa? We argue that Mead produced an overlapping research discourse that has appealed to the wider public because of its cultural suppressed message aimed at the unconscious in culture. Mead’s and Freeman’s contradictory accounts of Samoan cultural patterns in relation to early childhood education can be explained by differences in the perspectives of the social and hierarchical positions of respectable elders and chiefs (Freeman) and of young girls who were caregivers of even younger children (Mead). Finally, we argue that early childhood education in Samoa at that time was clearly not permissive. Young Samoan girls internalized the symbolic Law (Lacan) and were therefore able to act in an authoritative way as caregivers. In the field of education nearly a century later, Mead’s descriptions of early childhood education in Samoa still provide an intricate case study.

Parents’ and Teachers’ Perceptions of Physical Activity in Schools: A Meta-Ethnography

2020 ◽  
pp. 105984052097200
Author(s):  
Vanesa Alcántara Porcuna ◽  
Beatriz Rodríguez-Martín
Keyword(s):  
Physical Activity ◽  
School Context ◽  
Ethnographic Study ◽  
Barriers And Facilitators ◽  
Teachers Perceptions ◽  
Activity Modeling ◽  
The Social ◽  
Transport Barriers ◽  
Bad Weather ◽  
The Cost

The aim of this meta-ethnographic study was to analyze parents’ and teachers’ perceptions of barriers and facilitators to physical activity in children. Facilitators were the benefits of physical activity, modeling, participation, children’s preferences, and factors supporting active transport. Barriers were quantifying the physical activity, parents’ lack of time, the cost of activities, bad weather, traffic, long distances, and the lack of facilities and safety. The level of physical activity does not depend exclusively on individual factors related to the child; rather, barriers and facilitators are influenced by the social and school context and the physical and built environment. It is important that school nurses understand these contextual factors, so that they can take these into consideration when designing their intervention programs.

Teaching Self-Initiations within the Natural Environment: A Case Study

2008 ◽  
Vol 15 (2) ◽  
pp. 67-80
Author(s):  
Amy L. Donaldson ◽  
Lesley B. Olswang
Keyword(s):  
Natural Environment ◽  
Group Instruction ◽  
Fully Integrated ◽  
Performance Skills ◽  
The Social ◽  
Age Appropriate ◽  
Approach To Teaching ◽  
Treatment Package ◽  
Social Communicative

Abstract This case study investigates the effects of a multi-element treatment approach to teaching the social-communicative skill of self-initiating to a young child with autism. The participant, James, was a 6-year-old boy diagnosed with autism attending a fully integrated kindergarten classroom. He demonstrated age-appropriate language and non-verbal performance skills; however, teachers reported that he demonstrated difficulty socially interacting with peers. The treatment package targeted use of three types of self-initiations (greeting/attention-getting, commenting, and requesting information). The treatment incorporated individual, dyad, and small-group instruction, and use of untrained peers and highly preferred activities. Following treatment, James demonstrated an increase in all types of self-initiations with peers. Results are discussed with regard to clinical application within the natural environment.

scholarly journals Digital Solidarity, Analog Mobilization: An Ethnography of the Technology-Embedded Protest Networks of the Québec Student Strike

2018 ◽  
Vol 43 (4) ◽  
Author(s):  
Doug Tewksbury
Keyword(s):  
Social Movements ◽  
Ethnographic Study ◽  
Mobile Media ◽  
Changement Social ◽  
Mouvements Sociaux ◽  
The Social ◽  
Democratic Action ◽  
Community Belonging ◽  
Community Organizers

Background  This article presents the results of an ethnographic study of the online and offline communities participating in the “Maple Spring” student strike in Québec as a case study for theorizing the trajectory of the technology-embedded social movement. AnalysisAnalyzing data collected during field visits that include over 50 interviews with participants, community organizers, union representatives, community-media producers, and activists, this article argues that it is the practices of online-offline sharing, belonging, strategizing, and affectively being together that allowed for a hybridized practice of social movements to translate into concrete direct democratic action. Conclusions and implications  The social and mobile media uses of the Québec student-strike participants suggest that the strategy of using mediated exchanges in order to both build community belonging and share information/knowledge can be effective in mobilizing boots-on-the-ground actions as a means of democratic participation and social change for today’s hybridized social movements and direct actions. Contexte  Cet article présente les résultats d’une étude ethnographique sur les communautés en ligne et hors ligne qui ont participé à la grève étudiante du Printemps érable au Québec. Cette étude de cas sert à l’analyse de la trajectoire de ce mouvement social renforcé par certaines technologies de la communication.Analyse  L’auteur a recueilli des données à partir d’enquêtes de terrain comprenant plus de 50 entretiens avec des participants, des organisateurs communautaires, des représentants syndicaux, des producteurs de médias communautaires et des activistes. En se fondant sur une analyse des données recueillies, l’auteur soutient que c’est une combinaison de pratiques hybrides (partage, solidarité, formulation de stratégies, camaraderie, et ce, tant en ligne que hors ligne) qui a permis la mise en œuvre d’une forme de démocratie directe.Conclusions et implications L’utilisation de médias sociaux et mobiles par les participants au Printemps érable montre qu’il peut être efficace de recourir à des technologies de la communication pour créer un sentiment d’appartenance communautaire et pour partager des informations et savoirs. Ces technologies peuvent en outre motiver les participants à entrer dans le feu de l’action, encourageant la participation démocratique et le changement social au sein des mouvements sociaux hybrides et de l’action directe d’aujourd’hui.

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