Teacher perspectives on place-responsive outdoor education

2013 ◽  
pp. 3-10 ◽  
Author(s):  
Mike Brown
Keyword(s):  
Outdoor Education ◽  
Teacher Perspectives ◽  
Everyday Lives ◽  
The Everyday ◽  
Learning Outdoors ◽  
Teachers Perspectives ◽  
Residential Camps ◽  
Physical Challenges

Outdoor education is often perceived as a series of activities involving novel physical challenges in remote settings or at specialist residential camps. Unfortunately, such experiences can be somewhat distant from the everyday lives of students and expensive to conduct. This research investigates teachers’ perspectives on conducting local outdoor education programmes. The findings reveal that this approach is a viable means of outdoor education provision. It is hoped that other teachers will see opportunities to broaden how they conduct outdoor education programmes, and in so doing open up avenues for more students to be engaged in learning outdoors.

Introduction

2018 ◽  
Author(s):  
Peter Hopkins
Keyword(s):  
Final Section ◽  
Short Note ◽  
Current Situation ◽  
Research Projects ◽  
Everyday Lives ◽  
Early Settlement ◽  
The Everyday ◽  
Initial Research

The chapters in this collection explore the everyday lives, experiences, practices and attitudes of Muslims in Scotland. In order to set the context for these chapters, in this introduction I explore the early settlement of Muslims in Scotland and discuss some of the initial research projects that charted the settlement of Asians and Pakistanis in Scotland’s main cities. I then discuss the current situation for Muslims in Scotland through data from the 2011 Scottish Census. Following a short note about the significance of the Scottish context, in the final section, the main themes and issues that have been explored in research about Muslims in Scotland.

scholarly journals Learning from ELLs’ Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences

2017 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Jenna Min Shim ◽  
Anna Mikhaylovna Shur
Keyword(s):  
Activity Theory ◽  
Student Voice ◽  
Learning Experiences ◽  
Teacher Perspectives ◽  
Limiting Factors ◽  
Student Centered ◽  
Student Centered Learning ◽  
Ell Students ◽  
Teachers Perspectives

Situated within Activity Theory, this study investigates and compares ELLs’ perspectives on their own learning and their teachers’ perspectives on their own learning experiences. The predilection carried by this study is that there is a significant value in attending to and understanding how ELL students make meaning of their learning circumstances and compare that to teachers’ perspectives on their students’ learning. This study also assumes that allowing student voice and perspective to be heard in school is a prerequisite for student-centered learning. The authors report that students’ perspectives on what they perceive as the limiting factors for their learning are sharply different from those of their teachers. Students’ perspectives in this study showed that their perspectives on, and attitudes toward, their learning are very much influenced by what teachers do and do not do.

scholarly journals “This one Grandma knew, too, exactly this one!” Processes of Canonization in Children’s Music

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Ingeborg Lunde Vestad ◽  
Petter Dyndahl
Keyword(s):  
Day Care ◽  
Real Life ◽  
Care Staff ◽  
Best Interest ◽  
Children's Music ◽  
Everyday Lives ◽  
The Everyday ◽  
Care Facilities ◽  
Different Levels ◽  
Musical Activities

Processes of musical canonization occur at different levels of culture and society. People have a strong propensity to categorize, differentiate, and evaluate the music that is important to them, and music is ascribed value in action by people in real-life settings. Based in these premises, the article discusses two questions: First, how does the idea of a canon of children’s music influence the daily musical activities and repertoires used in children’s day care facilities and family homes? Second, in what ways is music legitimized in the everyday lives of children? Our data is collected by observation and interviews conducted in two pedagogical day care facilities and nine family homes. Children, day care staff and parents participated in the study. We find that a discussion of canonization in children’s music along the following four paths of legitimation is meaningful: the “good, old stuff,” the need for renewal, the inclusion of other types of music other than that aimed at a child audience, and the need for a wide array of genres and sentiments. Finally, we argue that although the legitimation and canonization in children’s music obviously involve considerations of musical aspects, separating these canonization processes from the prevailing socio-cultural ideas of childhood and children’s best interest is impossible.  

scholarly journals Serialised Novels in the Polish Emigré Press in the USA, 1881–1918

2022 ◽  
Vol 124 ◽  
pp. 207-238
Author(s):  
Elżbieta Nowosielska
Keyword(s):  
United States ◽  
United States Of America ◽  
The United States ◽  
Editorial Boards ◽  
Everyday Lives ◽  
Financial Difficulties ◽  
The Everyday ◽  
The Usa ◽  
Historical Themes

This article discusses serialised novels published before 1918 in the Polish émigré press in the United States of America. These works were a popular feature of dailies and weeklies, but the periodicals’ regular financial difficulties meant that it was books published several years or indeed several decades earlier in Europe which were most often serialised. Consequently, most of the works that appeared in the periodicals failed to reflect contemporary literary trends while also overlooking subjects relevant to the everyday lives of Poles abroad. Still, the prevailing patriotic and historical themes complemented the values that many editorial boards subscribed to.

scholarly journals Southern Rural Public Schools: A Study of Teacher Perspectives

2015 ◽  
Author(s):  
Leah McCoy
Keyword(s):  
Public Schools ◽  
Teacher Perspectives ◽  
Public High Schools ◽  
Deep South ◽  
Cultural Issues ◽  
Qualitative Aspect ◽  
Policy Makers ◽  
Low Expectations ◽  
Teachers Perspectives ◽  
Cycle Of Poverty

This ethnography explores teachers’ perspectives of the cultural issues affecting academic performance in twelve public high schools in rural Mississippi and Louisiana. Fr om a thematic analysis of the tape-recorded interviews of forty-one mathematics teachers, five categories emerged, each comprising a qualitative aspect of teaching high school in an economically depressed area of the deep South: society, race, students, families, and schools. Each of these categories is discussed and explicated using exemplars from the interviews to show how each category emerged from the data. In addition, the relationships among these categories, which form a destructive cycle of poverty, low expectations, poor academic achievement, and inadequate opportunity, are discussed. Implications of this research for teachers and policy makers are explored.

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