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Author: Sue Bucknall
Publisher: Routledge
ISBN: 1136298347
Category : Education
Languages : en
Pages : 234
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Book Description
How often do your primary school pupils have the opportunity to engage in open-ended, sustained pieces of work that offer them choice and control? Do you find that the curriculum restricts openings to provide your pupils with real challenge? Is your school grappling with finding effective ways in which to elicit authentic pupil voice? Children as Researchers in Primary Schools is an innovative and unique resource for practitioners supporting children to become ‘real world’ researchers in the primary classroom. It will supply you with the skills and ideas you need to implement a ‘children as researchers’ framework in your school that can be adapted for different ages and abilities. Children in primary schools are accustomed to being set short-term goals and are often unaware of long-term aims or of the connections between the concepts and skills they are learning. In contrast, this book demonstrates that children engaging in the research process have authentic opportunities to apply invaluable personal, learning and thinking skills while managing their own projects, making their ‘voices’ heard and experiencing increased levels of engagement and self-esteem. Based on the author’s 4-year research study exploring the experiences of young researchers and teachers in primary schools, and on her considerable experience of training young researchers, this book also contains: the history and theory behind ‘children as researchers’ initiatives; a model for good practice based on successful real life case studies; questions for reflective practice; practical examples of research in the classroom; photocopiable resources; opportunities for self-evaluation. This comprehensive resource will be appeal to primary teachers, educational practitioners and students on CPD and ITT courses. It will also be of interest to teacher trainers, to academics involved in teaching and research and to all those interested in promoting children’s voices.
Author: Sue Bucknall
Publisher: Routledge
ISBN: 1136298347
Category : Education
Languages : en
Pages : 234
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Book Description
How often do your primary school pupils have the opportunity to engage in open-ended, sustained pieces of work that offer them choice and control? Do you find that the curriculum restricts openings to provide your pupils with real challenge? Is your school grappling with finding effective ways in which to elicit authentic pupil voice? Children as Researchers in Primary Schools is an innovative and unique resource for practitioners supporting children to become ‘real world’ researchers in the primary classroom. It will supply you with the skills and ideas you need to implement a ‘children as researchers’ framework in your school that can be adapted for different ages and abilities. Children in primary schools are accustomed to being set short-term goals and are often unaware of long-term aims or of the connections between the concepts and skills they are learning. In contrast, this book demonstrates that children engaging in the research process have authentic opportunities to apply invaluable personal, learning and thinking skills while managing their own projects, making their ‘voices’ heard and experiencing increased levels of engagement and self-esteem. Based on the author’s 4-year research study exploring the experiences of young researchers and teachers in primary schools, and on her considerable experience of training young researchers, this book also contains: the history and theory behind ‘children as researchers’ initiatives; a model for good practice based on successful real life case studies; questions for reflective practice; practical examples of research in the classroom; photocopiable resources; opportunities for self-evaluation. This comprehensive resource will be appeal to primary teachers, educational practitioners and students on CPD and ITT courses. It will also be of interest to teacher trainers, to academics involved in teaching and research and to all those interested in promoting children’s voices.
Author: Pam Sammons
Publisher: Trentham Books Limited
ISBN: 9781858565064
Category : Education, Elementary
Languages : en
Pages : 0
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Book Description
Headteachers, teachers, parents, politicians and school governors have long been united in wondering how to produce effective teaching in primary schools - but they could find few reliable answers. This book changes that. Here, some of the UK's leading researchers into effective primary school provision combine qualitative and quantitative research findings to shine a spotlight on teaching in effective primary schools. They reveal the pedagogical strategies that are the hallmark of successful schools and bring these strategies to life through detailed observations of classroom interactions. Reading this book takes you into the classrooms of skillful teachers and describes inspirational teaching. The book offers accessible, multi-layered evidence for making learning more engaging and motivating for children, through better pedagogical practice.
Author: Chae-Young Kim
Publisher: Routledge
ISBN: 1317210247
Category : Education
Languages : en
Pages : 154
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Book Description
Encouraging young children to create and carry out their own social research projects can have significant social and educational benefits. In addition, their research may help them to influence local and national policies and practices on issues that matter to them. To support this, Developing Children as Researchers acts as a practical guide to give teachers – and other adults who work with children – a set of structured, easy-to-follow session plans that will help children to become researchers in their own right. Comprising of ten session plans that have already been tried and tested in schools, this guide will assist you in supporting child researchers while helping you to develop the techniques for teaching research skills effectively. The session plans also ensure that children’s views are heard and reflected by encouraging their active curiosity and investigation of issues that they may be concerned about. Forming a step-by-step guide, the ten sessions cover themes such as: starting the research process and identifying a research topic; the three key principles of research: be sceptical, systematic and ethical; choosing research participants and drawing up a research plan; the range of data collection and analysis methods; reporting the results of, and reflecting upon, a research project. Children’s research has often depended upon the support of academic researchers to provide resources and training. By making the research training and facilitation process more widely accessible, this guide will help remove the psychological and practical hurdles that teachers and others who regularly work with children might feel about helping children’s research themselves.
Author: Pia Christensen
Publisher: Routledge
ISBN: 1317327764
Category : Education
Languages : en
Pages : 251
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Book Description
The entirely revised third edition of Research with Children forms a unique resource book on the methodology of childhood research with a core emphasis on theory driven practices. As in the previous two editions, this edition presents particular standpoints in the field, whilst also reflecting the latest developments in the now well-established interdisciplinary field of childhood studies. A rich collection of contributions from leading researchers across a range of disciplinary backgrounds, research practices and theoretical perspectives discuss central questions of epistemology and methodology, demonstrating the links between theory and practice. This edition includes exciting new chapters on: Internet-based research and contemporary technology, Family based research, Children as researchers, Participatory research in the global context, New directions for childhood research. Both theoretical and practical questions are set out in a well-argued fashion that enables easier navigation through the various complexities of the epistemological and methodological questions arising in contemporary research practices with children. As such, this text will appeal to both the newcomer to childhood studies and to experienced researchers in the field. With fully updated chapters, new material and a revised, clearer structure, this new edition will be a valuable resource for researchers working with children.
Author: Rebecca Austin
Publisher: Learning Matters
ISBN: 1473968453
Category : Education
Languages : en
Pages : 145
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Book Description
How do we know what works in primary schools? How do we make sure that we are always learning from fellow teachers, always learning from the children we teach and always moving forward? The answer lies in research. In understanding, conducting, disseminating and learning from research. But what do we mean by research, and how do we ′do′ it? This book is your guide to research in primary education. It takes you through both important established theory and recent developments in research and explores what these mean right now for primary education and classroom settings. It helps you to conceive, conduct, write up and share your research with others. It looks at how you can access research findings to improve your classroom practice and deepen your understanding. It examines how you can use research in your classroom everyday to continually enhance teaching, and how you can shape and frame the questions you ask to help you get to the answers you need. If you are a trainee teacher doing a research project as part of your course, or a qualified teacher doing further study, this text includes all the guidance you need. If you are a teacher wanting to find out what works best for your class, in your school, right now, this text will show you how to harness the power of small or large scale research to help you find the answer.
Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
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Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Author: Cath Gristy
Publisher: IAP
ISBN: 1648021654
Category : Education
Languages : en
Pages : 426
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Book Description
This book provides authentic accounts of the effects of the revolutionary political reform experienced in the past half century on education in Europe’s considerable rural hinterland. These reforms include the liberation of the Baltic and Eastern European states from Soviet communist domination, the ‘eurozone’ economic crises, and the current and future migration of people fleeing war and poverty from the Middle East and Africa. Overshadowing these events are so-called global forces which champion economies of scale and pressurize academic performance as keys to economic success. Trapped in this distal whirlwind of change are 1000s of small and/or rural elementary schools and the life chances of more 1000s of young children. The research presented here unveils the unseen and under-reported consequences of top-down, urban-oriented educational policies on children’s and communities’ experience of place and space. Exposure of these conditions in rural Europe is long overdue, but obscured for decades by political extremes of left and right. Yet, the lived reality of peremptory and swathing school closure programmes, and poverty inflicted on rural populations in parts of Eastern Europe is relatively unreported in the western educational literature – a situation exacerbated by the virtual invisibility of rural educational research generally. The chapters in this book reveal the insights of social science scholars from 11 European countries including those from low GDP, formerly soviet bloc countries, recently enabled to present their research at western European conferences such as the European Educational Research Association. Their research will inform and alert education academics, researchers and professionals to these rural European educational contexts. The research methodologies reported are diverse and innovative. The national context chapters are complemented by overview chapters which survey and synthesise (i) definitions and conceptualisations of rural, (ii) pan-European appraisal of educational, structural and geospatial statistics on small and rural schools, and (iii) identify key messages for better understanding of the rural situation in European research, policy and practice. Crucially, despite the gloom, the authors report positive strategies for rural school survival at governmental and/or school and community levels, that include community involvement, rural educational tourism, and deliberative inter-community school network planning.
Author: Susan Ogier
Publisher: Learning Matters
ISBN: 1529786142
Category : Education
Languages : en
Pages : 269
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Book Description
Primary schools and teachers in England are tasked with providing a Broad and Balanced curriculum. As pressures of standardised testing and the focus on English and maths impact on teaching time, how can teachers ensure that they remain focused on this as an objective? How do we ensure that the curriculum truly is Broad and Balanced? How do ensure that we are educating the whole child? This book provides both discussion of the current challenges and practical guidance and support on how to tackle them. It informs and inspires new teachers to teach across the curriculum, and to empower the next generation of children to explore what is possible for them within their own future lives. This second edition includes new chapters on curriculum design; alternative environments and learning spaces.
Author: Mary Kellett
Publisher: Bloomsbury Publishing
ISBN: 1441139451
Category : Education
Languages : en
Pages : 172
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Book Description
Rethinking Children and Research considers the way people approach research into childhood and children's lives and examines the debates concerning the forms and goals of such research. Theoretical and practice-based perspectives are discussed in the context of recent key developments in research theory and philosophy of children. Mary Kellett promotes the idea that researchers should listen to the voices and perspectives of children as experts on their own lives, and offers insights and guidance on approaches to research design, implementation and presentation. Recent debates and developments are considered, including ethics, approaching research with children from a child-rights framework, and rethinking the power dynamic within research relationships with children. Rethinking Children and Research is essential for studying childhood and undergraduate or postgraduate level, and will be of interest to all involved with research into childhood and children's lives in the areas of education, health and social services.
Author: Robin Alexander
Publisher: Routledge
ISBN: 1136328718
Category : Education
Languages : en
Pages : 881
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Book Description
The Cambridge Primary Review Research Surveys is the outcome of the Cambridge Primary Review – England’s biggest enquiry into primary education for over forty years. Fully independent of government, it was launched in 2006 to investigate the condition and future of primary education at a time of change and uncertainty and after two decades of almost uninterrupted reform. Ranging over ten broad themes and drawing on a vast array of evidence, the Review published thiry-one interim reports, including twenty-eight surveys of published research, provoking media headlines and public debate, before presenting its final report and recommendations. This book brings together the twenty-eight research surveys, specially commissioned from sixty-five leading academics in the areas under scrutiny and now revised and updated, to create what is probably the most comprehensive overview and evaluation of research in primary education yet published. A particular feature is the prominence given to international and comparative perspectives. With an introduction from Robin Alexander, the Review’s director, the book is divided into eight sections, covering: children’s lives and voices: school, home and community children’s development, learning, diversity and needs aims, values and contexts for primary education the structure and content of primary education outcomes, standards and assessment in primary education teaching in primary schools: structures and processes teaching in primary schools: training, development and workforce reform policy frameworks: governance, funding, reform and quality assurance. The Cambridge Primary Review Research Surveys is an essential reference tool for professionals, researchers, students and policy-makers working in the fields of early years, primary and secondary education.
