scholarly journals Flight of Leaves: Creation of Worldly Space

2019 ◽  
pp. 24-43
Author(s):  
Bo Sun Kim
Keyword(s):  
Children’S Learning ◽  
The World ◽  
Pedagogical Relationship ◽  
Children's Learning

This case study presents (1) children’s learning as continual engagement with phenomena and people, and (2) learners and the world as entangled becomings. In particular, the flight of leaves experiment shows the process of how thoughts were created through encounters and relations; how the children became-with drawings, experiments, each other, and material realities; and how the teacher and the researcher responded to and became entangled in a pedagogical relationship with children and material realities.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

scholarly journals A Wolf in Sheep’s Clothing: The Bulk Funding Debate

1999 ◽  
Author(s):  
Keith Sullivan
Keyword(s):  
High School ◽  
Government Policy ◽  
Board Of Trustees ◽  
Historical Overview ◽  
Children’S Learning ◽  
Children's Learning

This article examines the bulk funding debate and concludes, first, that it is the injection of extra money, rather than the mechanism of bulk funding itself, which has allowed some schools to enhance their offerings. Secondly, it argues that in having taken on the responsibilities of governorship (including becoming employers of their children’s teachers), parents have been diverted from the more important role of engagement with their children’s learning, in partnership with teachers. An historical overview of the vigorous debate over bulk funding is also provided, from its inception with Tomorrow’s Schools up until the present, in view of its promised demise under current government policy. The article also presents a case study of a series of events at Colenso High School, Napier, where teachers, with support from the community, caused the Board of Trustees to reverse their decision to opt into bulk funding (the Fully Funded Option).

scholarly journals Community Participation in Education: A Case Study in the Four Remote Primary Schools in Samlot District, Battambang Province, Cambodia

2021 ◽  
Author(s):  
◽  
Loeurt To
Keyword(s):  
Parental Involvement ◽  
Community Participation ◽  
Primary Schools ◽  
School Development ◽  
School Support ◽  
Education Development ◽  
Children’S Learning ◽  
Resource Contribution ◽  
Children's Learning

<p>This study was conducted to investigate the nature of community participation in education in a remote district in Cambodia. A case study approach was used to explore the issue and employed mixed research methods for data collection. Epstein‘s participation and Bray‘s degree of community participation were used as analytical frameworks. The study contributes to a wide body of literature in participation in education, but which is under-researched for rural Cambodia. The study focussed on the forms and processes of participation by parents, community members and education stakeholders in primary schools in remote areas.  The study discovered a range of social practices in community participation in education. The degrees of participation varied depending on the types of participation and the participants. Parents had direct participation in their children‘s learning at home, and indirect participation through resource contribution for school development. In addition, the community participated in education through their main representatives, the School Support Committees (SSCs). SSCs were found to possess power in the decision-making processes in school and education development.  The most common type of participation was collaborative resource contribution for school development. This practice reflected the traditional culture of participation of Cambodian society but there was also a sign of behavioural change to focus more on children‘s learning. Teachers and School Support Committees were the drivers in bringing community and parents to participate in education. They were the facilitators, communicators, network connectors and mobilizers for school and education development.  This case study suggests that a shift in focus (on the part of the government, non-governmental organizations and education stakeholders) to support parental involvement in children‘s learning, rather than the traditional resource mobilisation, may better promote children‘s learning. Further research on parental involvement in children‘s learning could be conducted.</p>

scholarly journals Improving Learning Through Dynamic Assessment

2012 ◽  
Vol 29 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Fraser Lauchlan
Keyword(s):  
Dynamic Assessment ◽  
Learning Difficulties ◽  
Teaching Staff ◽  
Educational Psychologists ◽  
Children’S Learning ◽  
Theory To Practice ◽  
Common Complaint ◽  
Parents And Children ◽  
The World ◽  
Children's Learning

Dynamic assessment is increasingly being used by educational psychologists around the world and is largely seen as a valuable approach to assessing children and providing useful classroom suggestions to help teachers working with children who have learning difficulties. However, a common complaint about the approach is the difficulty in moving from theory to practice, and in particular how to feedback the results of a dynamic assessment to teaching staff, parents, and children in order to provide an effective programme of intervention. This article provides some background to a practical resource created by two practising educational psychologists who have developed a framework on how to put dynamic assessment into practice that has the potential to make meaningful gains in children's learning.

scholarly journals ECO-CONNECTIVITY OF ARTS LEARNING FOR MENTALLY DISABLED CHILDREN AT SLB GEDANGAN SIDOARJO EAST JAVA

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Ika Anggun Camelia
Keyword(s):  
Assessment Process ◽  
Disabled Children ◽  
Learning Models ◽  
Research Subjects ◽  
Mentally Disabled ◽  
Study Approach ◽  
Children’S Learning ◽  
Children’S Work ◽  
Children's Learning

This study aims to explore the concept of eco-connectivity that appears in online-based PJJ for mentally disabled children. Furthermore, the study conducted discourse on conventional learning models to understand the need for developing current learning models. Qualitative research with a case study approach was used in this study to examine the phenomenon of eco-connectivity of art learning for mentally disabled children at SLB Gedangan Sidoarjo, East Java. The research subjects were IB and AM, mentally disabled children C in SLB Gedangan Sidoarjo, East Java. This research was conducted from September 2020 to January 2021. The data obtained were analyzed from John Dewey about art education and its existence, Cathy Malchiodi about education for children with special needs, and learning connectivity from George Siemens. The results showed that learning the art of mentally disabled children online led to parental collaboration and environmental management to help the learning process. This refers to the concept of eco-connectivity, which utilizes the integration of the environment around mentally disabled children to support ongoing academic nuances. Furthermore, eco-connectivity maximizes teachers' role in adjusting circumstances by designing learning according to essential competencies and making tutorials that facilitate children's learning with the help of children's learning environments. Eco-connectivity can also be seen in the assessment process by reviewing children's work and interviews with parents. This provides a comprehensive assessment, which further strengthens teachers, parents, and the environment to support mentally disabled children's competence through art learning

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2016 ◽  
pp. 85-101
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

Sign in / Sign up

Export Citation Format

Share Document