Yoga in schools that contributes to a positive classroom atmosphere for young children and educators : a PRISMA scoping review
- Martin, Beverley, Peck, Blake, Terry, Daniel
- Authors: Martin, Beverley , Peck, Blake , Terry, Daniel
- Date: 2024
- Type: Text , Journal article , Review
- Relation: Frontiers in Education Vol. 9, no. (2024), p.
- Full Text:
- Reviewed:
- Description: Introduction: This scoping review aims to examines yoga taught to children in a variety of different educational settings including after-school and in-school activity. Yoga has been found to support children in regard to wellbeing in a number of ways. Methods: A scoping review using a systematic approach was undertaken using EBSCO, CINAHL, Medline and Psycinfo. Google Scholar was used to search for grey literature and journal reference lists reviewed. Results: Fourteen studies were identified within the review that describe how children are able to understand and regulate their bodies through movement. As such four main themes were identified and included: (1) yoga and psychological wellbeing in school children; (2) yoga and self-regulation in pre-school children (3) yoga and cognitive function in school children; and (4) yoga and contemplative practices. Conclusion: Children who participate in yoga during and after school were framing their world using their own creativity and fantasy in an attempt to understand and navigate it. The physical and psychological difficulty of some of the yoga shapes assisted children to develop a persistent mindset which enabled them to use in other unrelated contexts, such as difficulties at school. Copyright © 2024 Martin, Peck and Terry.
- Authors: Martin, Beverley , Peck, Blake , Terry, Daniel
- Date: 2024
- Type: Text , Journal article , Review
- Relation: Frontiers in Education Vol. 9, no. (2024), p.
- Full Text:
- Reviewed:
- Description: Introduction: This scoping review aims to examines yoga taught to children in a variety of different educational settings including after-school and in-school activity. Yoga has been found to support children in regard to wellbeing in a number of ways. Methods: A scoping review using a systematic approach was undertaken using EBSCO, CINAHL, Medline and Psycinfo. Google Scholar was used to search for grey literature and journal reference lists reviewed. Results: Fourteen studies were identified within the review that describe how children are able to understand and regulate their bodies through movement. As such four main themes were identified and included: (1) yoga and psychological wellbeing in school children; (2) yoga and self-regulation in pre-school children (3) yoga and cognitive function in school children; and (4) yoga and contemplative practices. Conclusion: Children who participate in yoga during and after school were framing their world using their own creativity and fantasy in an attempt to understand and navigate it. The physical and psychological difficulty of some of the yoga shapes assisted children to develop a persistent mindset which enabled them to use in other unrelated contexts, such as difficulties at school. Copyright © 2024 Martin, Peck and Terry.
Linking secondary school physical education with community sport and recreation for girls: A process evaluation
- Casey, Meghan, Telford, Amanda, Mooney, Amanda, Harvey, Jack, Eime, Rochelle, Payne, Warren
- Authors: Casey, Meghan , Telford, Amanda , Mooney, Amanda , Harvey, Jack , Eime, Rochelle , Payne, Warren
- Date: 2014
- Type: Text , Journal article
- Relation: BMC Public Health Vol. 14, no. 1039 (2014), p. 1-14
- Full Text:
- Reviewed:
- Description: Background: The purpose of this study was to undertake a process evaluation to examine the reach, adoption and implementation of a school-community linked physical activity (PA) program for girls aged 12 - 15 years (School Years 7 - 9) using the RE-AIM framework. Methods. Various approaches were used to assess 'reach', 'adoption' and implementation: (a) a school environment survey of intervention schools (n = 6); (b) teacher feedback regarding the professional development component (91.1% response rate) and lesson implementation (60.8% response rate); and (c) post-intervention focus group interviews with physical education (PE) teachers (n = 29), students (n = 125), coaches (n = 13) and instructors (n = 8) regarding program experiences. Results: Reach and Adoption: Seven schools (n = 1491 Year 7-9 female student enrolment; 70% adoption rate), five tennis clubs, eight football clubs and five leisure centres participated in the program during 2011. Implementation: Program design and professional development opportunities (training, resource manual and opportunities to work with coaches and instructors during PE classes) supported implementation and student engagement in PA. However, there was a lack of individual and organisational readiness to adopt program principles. For some deliverers there were deeply embedded ideologies that were not aligned with the Game Sense teaching approach upon which the program was based. Further, cognitive components of the program such as self-management were not widely adopted as other components of the program tended to be prioritised. Conclusion: The program design and resources supported the success of the program, however, some aspects were not implemented as intended, which may have affected the likelihood of achieving further positive outcomes. Barriers to program implementation were identified and should be considered when designing school-community linked interventions. In particular, future programs should seek to assess and adjust for organizational readiness within the study design. For example, shared commitment and abilities of program deliverers to implement the program needs to be determined to support program implementation. Trial registration. ACTRN12614000446662. April 30th 2014.
- Authors: Casey, Meghan , Telford, Amanda , Mooney, Amanda , Harvey, Jack , Eime, Rochelle , Payne, Warren
- Date: 2014
- Type: Text , Journal article
- Relation: BMC Public Health Vol. 14, no. 1039 (2014), p. 1-14
- Full Text:
- Reviewed:
- Description: Background: The purpose of this study was to undertake a process evaluation to examine the reach, adoption and implementation of a school-community linked physical activity (PA) program for girls aged 12 - 15 years (School Years 7 - 9) using the RE-AIM framework. Methods. Various approaches were used to assess 'reach', 'adoption' and implementation: (a) a school environment survey of intervention schools (n = 6); (b) teacher feedback regarding the professional development component (91.1% response rate) and lesson implementation (60.8% response rate); and (c) post-intervention focus group interviews with physical education (PE) teachers (n = 29), students (n = 125), coaches (n = 13) and instructors (n = 8) regarding program experiences. Results: Reach and Adoption: Seven schools (n = 1491 Year 7-9 female student enrolment; 70% adoption rate), five tennis clubs, eight football clubs and five leisure centres participated in the program during 2011. Implementation: Program design and professional development opportunities (training, resource manual and opportunities to work with coaches and instructors during PE classes) supported implementation and student engagement in PA. However, there was a lack of individual and organisational readiness to adopt program principles. For some deliverers there were deeply embedded ideologies that were not aligned with the Game Sense teaching approach upon which the program was based. Further, cognitive components of the program such as self-management were not widely adopted as other components of the program tended to be prioritised. Conclusion: The program design and resources supported the success of the program, however, some aspects were not implemented as intended, which may have affected the likelihood of achieving further positive outcomes. Barriers to program implementation were identified and should be considered when designing school-community linked interventions. In particular, future programs should seek to assess and adjust for organizational readiness within the study design. For example, shared commitment and abilities of program deliverers to implement the program needs to be determined to support program implementation. Trial registration. ACTRN12614000446662. April 30th 2014.
Understanding the contexts of adolescent female participation in sport and physical activity
- Eime, Rochelle, Harvey, Jack, Sawyer, Neroli, Craike, Melinda, Symons, Caroline, Polman, Remco, Payne, Warren
- Authors: Eime, Rochelle , Harvey, Jack , Sawyer, Neroli , Craike, Melinda , Symons, Caroline , Polman, Remco , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Research quarterly for exercise and sport Vol. 84, no. 2 (2013), p. 157-166
- Full Text:
- Reviewed:
- Description: Purpose: Participation in physical activity (PA) is reported to decline in adolescence, particularly for girls. However, we do not know if this decline in PA is consistent across modes and settings or whether there are transfers of participation between modes and settings. Nor do we understand the changes in specific types of PA or the interaction between types of participation and different modes/settings. This study investigated contexts of PA participation for female adolescents at two life transition points. Method: A survey of 489 Year 7 and 243 Year 11 adolescent girls was conducted, incorporating a measure of overall PA level and participation rates in seven modes/settings and in specific types of sport and PA. Results: Less than half of the respondents met or exceeded the recommended level of moderate or vigorous PA-60 min or more-on the previous day, and there was no statistically significant difference in the proportions in Years 7 and 11 (39.5% vs. 45.9%; p > .05). However, older adolescents shifted their participation away from organized, competitive modes and settings toward nonorganized and noncompetitive modes and settings and individual types of PA. Conclusions: An understanding of the changes in PA modes and settings identified here can inform the planning of policies and implementation of programs for the promotion of PA by adolescent girls.
- Authors: Eime, Rochelle , Harvey, Jack , Sawyer, Neroli , Craike, Melinda , Symons, Caroline , Polman, Remco , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Research quarterly for exercise and sport Vol. 84, no. 2 (2013), p. 157-166
- Full Text:
- Reviewed:
- Description: Purpose: Participation in physical activity (PA) is reported to decline in adolescence, particularly for girls. However, we do not know if this decline in PA is consistent across modes and settings or whether there are transfers of participation between modes and settings. Nor do we understand the changes in specific types of PA or the interaction between types of participation and different modes/settings. This study investigated contexts of PA participation for female adolescents at two life transition points. Method: A survey of 489 Year 7 and 243 Year 11 adolescent girls was conducted, incorporating a measure of overall PA level and participation rates in seven modes/settings and in specific types of sport and PA. Results: Less than half of the respondents met or exceeded the recommended level of moderate or vigorous PA-60 min or more-on the previous day, and there was no statistically significant difference in the proportions in Years 7 and 11 (39.5% vs. 45.9%; p > .05). However, older adolescents shifted their participation away from organized, competitive modes and settings toward nonorganized and noncompetitive modes and settings and individual types of PA. Conclusions: An understanding of the changes in PA modes and settings identified here can inform the planning of policies and implementation of programs for the promotion of PA by adolescent girls.
Shedding school early insights from school : Community shed collaboration in Australia
- Golding, Barry, Foley, Annette, Brown, Michael
- Authors: Golding, Barry , Foley, Annette , Brown, Michael
- Date: 2008
- Type: Text , Conference paper
- Full Text:
- Description: Our paper focuses on evidence of positive interactions between schools and community sheds in Australia to examine what it is about shed-based community programs and pedagogies that are attractive to some early school leavers and school resisters. It is based primarily on interview data from the subset of men’s sheds across Australia with school programs that formed part of our 2007 research into men’s sheds. It is complemented by insights from interviews with men’s sheds participants and rural fire volunteers about what it was that also led many of them to also ‘shed’ school early. Our paper identifies links between the success factors associated with informal learning pedagogies in voluntary and community groups identified in the UK and success factors associated with community-based shed programs in Australia. We identify the potential benefits of sheds in engaging both early school leavers and older men with negative recollections of school, in enjoyable, regular, hands-on activity. We also discuss ways in which some of the difficulties associated with shed-based school programs that seek to engage and reintegrate early school leavers might be avoided or minimised. Finally, we pose some unanswered questions about the implications of our research findings for education and training providers.
- Description: .
- Description: Adelaide :
- Description: 3rd - 4th April 2008
- Description: 0
- Authors: Golding, Barry , Foley, Annette , Brown, Michael
- Date: 2008
- Type: Text , Conference paper
- Full Text:
- Description: Our paper focuses on evidence of positive interactions between schools and community sheds in Australia to examine what it is about shed-based community programs and pedagogies that are attractive to some early school leavers and school resisters. It is based primarily on interview data from the subset of men’s sheds across Australia with school programs that formed part of our 2007 research into men’s sheds. It is complemented by insights from interviews with men’s sheds participants and rural fire volunteers about what it was that also led many of them to also ‘shed’ school early. Our paper identifies links between the success factors associated with informal learning pedagogies in voluntary and community groups identified in the UK and success factors associated with community-based shed programs in Australia. We identify the potential benefits of sheds in engaging both early school leavers and older men with negative recollections of school, in enjoyable, regular, hands-on activity. We also discuss ways in which some of the difficulties associated with shed-based school programs that seek to engage and reintegrate early school leavers might be avoided or minimised. Finally, we pose some unanswered questions about the implications of our research findings for education and training providers.
- Description: .
- Description: Adelaide :
- Description: 3rd - 4th April 2008
- Description: 0
An evaluation of the CAST program using a conceptual model of school-based implementation
- Corboy, Denise, McDonald, John
- Authors: Corboy, Denise , McDonald, John
- Date: 2007
- Type: Text , Journal article
- Relation: Australian e-Journal for the Advancement of Mental Health Vol. 6, no. 1 (2007), p. 1-15
- Full Text:
- Reviewed:
- Description: Therapeutic prevention and/or early intervention programs for children at risk of developing disruptive behaviour disorders are increasingly being implemented in schools. One such Australian school-based program is CAST: CAMHS (Child and Adolescent Mental Health Service) and Schools Together, an evidenced-based program treating children with emerging disruptive behaviour disorders in the early primary school years. The current evaluation examines the process of implementation of the CAST program in primary schools. By using a conceptual model of school-based implementation (developed by Greenberg, Domitrovich, Graczyk & Zins, 2005) the wide array of factors that can affect successful implementation at the school level were identified, and those elements critical to implementation quality were examined. Semi-structured individual and group interviews were conducted with a sample of 69 school personnel across 16 schools in the City of Ballarat and wider Grampians region of Victoria, in both government and Catholic primary schools. Results showed that schools were highly satisfied with the quality of CAST resources and personnel, and the implementation and delivery of sessions as planned. Aspects that impacted negatively on the implementation process were the lack of parental engagement; the lack of classroom follow-up in some schools; the level of readiness and pre-planning by the schools; and the availability of technical support. Greenberg’s conceptual model appears to be a useful framework to utilise in examining the implementation of the CAST model, as it allowed close examination of how the program was implemented within naturally occurring constraints. It allowed the identification of elements within the CAST model and the associated support system that must be maintained and nurtured by the collaborating parties, in addition to the factors at a school level that are potential barriers to effective implementation. Identification and examination of such factors assist in ensuring quality outcomes for school-based interventions in the future.
- Description: C1
- Description: 2003005834
- Authors: Corboy, Denise , McDonald, John
- Date: 2007
- Type: Text , Journal article
- Relation: Australian e-Journal for the Advancement of Mental Health Vol. 6, no. 1 (2007), p. 1-15
- Full Text:
- Reviewed:
- Description: Therapeutic prevention and/or early intervention programs for children at risk of developing disruptive behaviour disorders are increasingly being implemented in schools. One such Australian school-based program is CAST: CAMHS (Child and Adolescent Mental Health Service) and Schools Together, an evidenced-based program treating children with emerging disruptive behaviour disorders in the early primary school years. The current evaluation examines the process of implementation of the CAST program in primary schools. By using a conceptual model of school-based implementation (developed by Greenberg, Domitrovich, Graczyk & Zins, 2005) the wide array of factors that can affect successful implementation at the school level were identified, and those elements critical to implementation quality were examined. Semi-structured individual and group interviews were conducted with a sample of 69 school personnel across 16 schools in the City of Ballarat and wider Grampians region of Victoria, in both government and Catholic primary schools. Results showed that schools were highly satisfied with the quality of CAST resources and personnel, and the implementation and delivery of sessions as planned. Aspects that impacted negatively on the implementation process were the lack of parental engagement; the lack of classroom follow-up in some schools; the level of readiness and pre-planning by the schools; and the availability of technical support. Greenberg’s conceptual model appears to be a useful framework to utilise in examining the implementation of the CAST model, as it allowed close examination of how the program was implemented within naturally occurring constraints. It allowed the identification of elements within the CAST model and the associated support system that must be maintained and nurtured by the collaborating parties, in addition to the factors at a school level that are potential barriers to effective implementation. Identification and examination of such factors assist in ensuring quality outcomes for school-based interventions in the future.
- Description: C1
- Description: 2003005834
From naive optimism to robust hope : Sustaining a commitment to social justice in schools and teacher education in neoliberal times
- Authors: McInerney, Peter
- Date: 2007
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 35, no. 3 (Aug 2007), p. 257-272
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- Description: Drawing on a school ethnography and the voices of graduate students, this paper explores the concept of robust hope with reference to the ideal of social justice in education policy and practice. Although the arguments to support a commitment to social justice in education systems, schools and teacher education programs, are often well-articulated, the pedagogical and political strategies to achieve such goals often remain elusive. If we are to reclaim the utopian imagination of socially just schools and egalitarian society we need to move beyond naive optimism to cultivate a notion of robust hope that is praxis-oriented and fully cognisant of the complexities, tensions and difficulties associated with the task. "Getting real" in this sense requires the development of conceptual ideas to critique existing social arrangements, a vision of an emancipatory alternative, and a set of political strategies and resources to affect progressive change. Notwithstanding the difficulties of contesting market-driven approaches to education, this study reveals that there are "resources of hope" in schools, educational institutions and the broader community to guide teachers and teacher educators in pursuing a goal of socially just schooling.
- Description: C1
- Description: 2003005687
- Authors: McInerney, Peter
- Date: 2007
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 35, no. 3 (Aug 2007), p. 257-272
- Full Text:
- Reviewed:
- Description: Drawing on a school ethnography and the voices of graduate students, this paper explores the concept of robust hope with reference to the ideal of social justice in education policy and practice. Although the arguments to support a commitment to social justice in education systems, schools and teacher education programs, are often well-articulated, the pedagogical and political strategies to achieve such goals often remain elusive. If we are to reclaim the utopian imagination of socially just schools and egalitarian society we need to move beyond naive optimism to cultivate a notion of robust hope that is praxis-oriented and fully cognisant of the complexities, tensions and difficulties associated with the task. "Getting real" in this sense requires the development of conceptual ideas to critique existing social arrangements, a vision of an emancipatory alternative, and a set of political strategies and resources to affect progressive change. Notwithstanding the difficulties of contesting market-driven approaches to education, this study reveals that there are "resources of hope" in schools, educational institutions and the broader community to guide teachers and teacher educators in pursuing a goal of socially just schooling.
- Description: C1
- Description: 2003005687
Teacher responses to bullying in relation to moral orientation and seriousness of bullying
- Ellis, Alicia, Shute, Rosalyn
- Authors: Ellis, Alicia , Shute, Rosalyn
- Date: 2007
- Type: Text , Journal article
- Relation: British Journal of Educational Psychology Vol. 77, no. 3 (2007), p. 649-663
- Full Text:
- Reviewed:
- Description: Background. Little research has focused on factors influencing teachers' decisions about whether and how to intervene in bullying incidents. Such factors have the potential to influence the role of teachers as agents in counteracting bullying. Aims. To examine: (a) whether moral orientation predicts teachers' responses to bullying, (b) the role of perceived seriousness of an incident in moderating responses to bullying and (c) factors that are important to teachers when deciding whether to intervene. Sample. Primary, middle and high school teachers (N = 127) were recruited during staff meetings at five schools. Methods. Moral orientation was measured using a modified version of Caputo's (2000) Sanctioning Voice Index (SVI); other questionnaires were specifically designed for this study. Correlational and hierarchical multiple regression analyses examining how moral orientation and seriousness predict teachers' responses to bullying were performed. Results. As anticipated, care moral orientation predicted a problem-solving response, while justice orientation predicted a rules-sanctions response. Care and justice orientations also interacted to predict rules-sanctions, but not problem-solving responses. However, seriousness of an incident accounted for the majority of variance (46% for rules-sanctions and 40% for problem-solving responses). Seriousness did not moderate the relationship between moral orientation and responses to bullying. Conclusions. While teachers' moral orientation does impact upon the kinds of responses to bullying they choose, seriousness of the incident is more important. However, seriousness as perceived by teachers may not be consistent with impact on students. Implications for teacher education and policy are discussed. © 2007 The British Psychological Society.
- Description: 2003005747
- Authors: Ellis, Alicia , Shute, Rosalyn
- Date: 2007
- Type: Text , Journal article
- Relation: British Journal of Educational Psychology Vol. 77, no. 3 (2007), p. 649-663
- Full Text:
- Reviewed:
- Description: Background. Little research has focused on factors influencing teachers' decisions about whether and how to intervene in bullying incidents. Such factors have the potential to influence the role of teachers as agents in counteracting bullying. Aims. To examine: (a) whether moral orientation predicts teachers' responses to bullying, (b) the role of perceived seriousness of an incident in moderating responses to bullying and (c) factors that are important to teachers when deciding whether to intervene. Sample. Primary, middle and high school teachers (N = 127) were recruited during staff meetings at five schools. Methods. Moral orientation was measured using a modified version of Caputo's (2000) Sanctioning Voice Index (SVI); other questionnaires were specifically designed for this study. Correlational and hierarchical multiple regression analyses examining how moral orientation and seriousness predict teachers' responses to bullying were performed. Results. As anticipated, care moral orientation predicted a problem-solving response, while justice orientation predicted a rules-sanctions response. Care and justice orientations also interacted to predict rules-sanctions, but not problem-solving responses. However, seriousness of an incident accounted for the majority of variance (46% for rules-sanctions and 40% for problem-solving responses). Seriousness did not moderate the relationship between moral orientation and responses to bullying. Conclusions. While teachers' moral orientation does impact upon the kinds of responses to bullying they choose, seriousness of the incident is more important. However, seriousness as perceived by teachers may not be consistent with impact on students. Implications for teacher education and policy are discussed. © 2007 The British Psychological Society.
- Description: 2003005747
Critical ethnography for school and community renewal around social class differences affecting learning
- Smyth, John, Angus, Lawrence, Down, Barry, McInerney, Peter
- Authors: Smyth, John , Angus, Lawrence , Down, Barry , McInerney, Peter
- Date: 2006
- Type: Text , Journal article
- Relation: Learning communities Vol. 3, no. (2006), p. 121-152
- Full Text:
- Reviewed:
- Description: Understanding and exploring complex and protracted social questions requires sophisticated investigative approaches. In this article we intend looking at a research approach capable of providing a better understanding of what is going on in schools, students and communities in "exceptionally challenging contexts" (Harris et al., 2006)-code for schools and communities that have as a result of wider social forces, been historically placed in situations of disadvantage.
- Description: C1
- Description: 2003001884
- Authors: Smyth, John , Angus, Lawrence , Down, Barry , McInerney, Peter
- Date: 2006
- Type: Text , Journal article
- Relation: Learning communities Vol. 3, no. (2006), p. 121-152
- Full Text:
- Reviewed:
- Description: Understanding and exploring complex and protracted social questions requires sophisticated investigative approaches. In this article we intend looking at a research approach capable of providing a better understanding of what is going on in schools, students and communities in "exceptionally challenging contexts" (Harris et al., 2006)-code for schools and communities that have as a result of wider social forces, been historically placed in situations of disadvantage.
- Description: C1
- Description: 2003001884
Cultural explorations of time and space: Indigenous Australian artists-in residence, conventional narratives and children's text creation
- Authors: Zeegers, Margaret
- Date: 2006
- Type: Journal article
- Relation: Papers: Explorations into children's literature Vol. 13, no. 1 (2006), p. 138-144
- Full Text:
- Reviewed:
- Description: This paper details a project, funded by the University of Ballarat in Victoria, which addresses a local problem of schools' lack of acknowledgement of their being positioned on traditional owners' land. In addressing this issue, I am using two texts, My Place (Wheatley and Rawlins 1987) and Who am I? The Diary of Mary Talence (Heiss 2004) to engage the participants in discussions to make visible what has been invisible; that is, the issue of traditional Indigenous Australian ownership of the land on which the school is placed. Taking up notions of deconstruction from poststructuralist theory, I have looked to these texts as ways of disrupting the taken-for-granted occupation of public space, that is, I examine the language used to position the readers and 'yield up the ideologies that inform them' (Bradford 2001, p.9).
- Description: C1
- Description: 2003001844
- Authors: Zeegers, Margaret
- Date: 2006
- Type: Journal article
- Relation: Papers: Explorations into children's literature Vol. 13, no. 1 (2006), p. 138-144
- Full Text:
- Reviewed:
- Description: This paper details a project, funded by the University of Ballarat in Victoria, which addresses a local problem of schools' lack of acknowledgement of their being positioned on traditional owners' land. In addressing this issue, I am using two texts, My Place (Wheatley and Rawlins 1987) and Who am I? The Diary of Mary Talence (Heiss 2004) to engage the participants in discussions to make visible what has been invisible; that is, the issue of traditional Indigenous Australian ownership of the land on which the school is placed. Taking up notions of deconstruction from poststructuralist theory, I have looked to these texts as ways of disrupting the taken-for-granted occupation of public space, that is, I examine the language used to position the readers and 'yield up the ideologies that inform them' (Bradford 2001, p.9).
- Description: C1
- Description: 2003001844
How do children with different levels of self-concept perceive their school activities?
- Jiang, Xiaoli, Prosser, Laurie, Hawkins, Ken
- Authors: Jiang, Xiaoli , Prosser, Laurie , Hawkins, Ken
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2005 International Education Research Conference, Sydney : p. 1-16
- Full Text:
- Reviewed:
- Description: The study examined children's perceptions regarding their daily school activities. A total of 33 children aged 11 and 12 with different levels of self-concept were interviewed. The results showed that children's contentment regarding different school activities was based on fun, enjoyment and satisfaction of their curiosity. Results also showed that children with a high level of total self-concept experienced higher levels of contentment in some of their school subjects, significantly higher in two particularly demanding subjects - mathematics and project - than their counterparts with a low level of total of self-concept. Children with a high physical ability self-concept appeared to enjoy physical education and sports more than the other children. In addition, the children appeared to judge the level of importance of school subjects according to their educational, health or pragmatic value, both present and future. They were well aware of the educational value of schooling. However, the level of importance was reduced greatly in some children's eyes when the subjects carried little or not enough fun and enjoyment, particularly children with very low self-concept scores. This group appeared to be influenced by the intrinsic reward of the subjects rather than external benefits.
- Description: E1
- Description: 2003002013
- Authors: Jiang, Xiaoli , Prosser, Laurie , Hawkins, Ken
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2005 International Education Research Conference, Sydney : p. 1-16
- Full Text:
- Reviewed:
- Description: The study examined children's perceptions regarding their daily school activities. A total of 33 children aged 11 and 12 with different levels of self-concept were interviewed. The results showed that children's contentment regarding different school activities was based on fun, enjoyment and satisfaction of their curiosity. Results also showed that children with a high level of total self-concept experienced higher levels of contentment in some of their school subjects, significantly higher in two particularly demanding subjects - mathematics and project - than their counterparts with a low level of total of self-concept. Children with a high physical ability self-concept appeared to enjoy physical education and sports more than the other children. In addition, the children appeared to judge the level of importance of school subjects according to their educational, health or pragmatic value, both present and future. They were well aware of the educational value of schooling. However, the level of importance was reduced greatly in some children's eyes when the subjects carried little or not enough fun and enjoyment, particularly children with very low self-concept scores. This group appeared to be influenced by the intrinsic reward of the subjects rather than external benefits.
- Description: E1
- Description: 2003002013
Transcending educational inequalities across multiple divides : Schools and communities building equitable and literate futures
- Authors: Angus, Lawrence
- Date: 2006
- Type: Text , Journal article
- Relation: Learning communities Vol. 3, no. (2006), p. 40-64
- Full Text:
- Reviewed:
- Description: This paper explores the complex issues of student engagement and school retention from a critical/sociological perspective. Dominant discourses on youth alienation, estrangement and underachievement are generally couched in a language of blame and deficits with responsibility for the problems being sheeted home to (a) individual students, families, neighbourhoods and/or cultural groups (b) teachers and schools, and (c) public education systems. What is largely missing from these discourses is a lack of recognition of the structural inequalities which pervade society and sustain educational disadvantage. Drawing on Paulo Freire’s philosophy and pedagogy, I argue that an analysis of student engagement and disaffection must involve both a critique of the dehumanising forces that operate within and outside schools, and the development of a renewed project for a critical pedagogy that challenges the logic of instrumental reason and neoliberal approaches to education policy. With reference to recent ethnographic research, I discuss the tensions involved in implementing school-based responses in the current policy environment and highlight some of the innovative responses to concerns of educational disadvantage and student engagement in the secondary years of schooling.
- Description: C1
- Description: 2003002099
- Authors: Angus, Lawrence
- Date: 2006
- Type: Text , Journal article
- Relation: Learning communities Vol. 3, no. (2006), p. 40-64
- Full Text:
- Reviewed:
- Description: This paper explores the complex issues of student engagement and school retention from a critical/sociological perspective. Dominant discourses on youth alienation, estrangement and underachievement are generally couched in a language of blame and deficits with responsibility for the problems being sheeted home to (a) individual students, families, neighbourhoods and/or cultural groups (b) teachers and schools, and (c) public education systems. What is largely missing from these discourses is a lack of recognition of the structural inequalities which pervade society and sustain educational disadvantage. Drawing on Paulo Freire’s philosophy and pedagogy, I argue that an analysis of student engagement and disaffection must involve both a critique of the dehumanising forces that operate within and outside schools, and the development of a renewed project for a critical pedagogy that challenges the logic of instrumental reason and neoliberal approaches to education policy. With reference to recent ethnographic research, I discuss the tensions involved in implementing school-based responses in the current policy environment and highlight some of the innovative responses to concerns of educational disadvantage and student engagement in the secondary years of schooling.
- Description: C1
- Description: 2003002099
Social capital and the "Socially just school"
- Authors: Smyth, John
- Date: 2004
- Type: Text , Journal article
- Relation: British Journal of Sociology of Education Vol. 25, no. 1 (2004), p. 19-33
- Full Text:
- Reviewed:
- Description: This paper argues that growing inequalities make it imperative that schools reinvent themselves around the issue of social justice. Through a case study of an Australian primary school, teacher-based forms of social capital are explored revealing progressive pedagogies to be an important precursor to the ‘socially just school’.
- Description: C1
- Description: 2003000755
- Authors: Smyth, John
- Date: 2004
- Type: Text , Journal article
- Relation: British Journal of Sociology of Education Vol. 25, no. 1 (2004), p. 19-33
- Full Text:
- Reviewed:
- Description: This paper argues that growing inequalities make it imperative that schools reinvent themselves around the issue of social justice. Through a case study of an Australian primary school, teacher-based forms of social capital are explored revealing progressive pedagogies to be an important precursor to the ‘socially just school’.
- Description: C1
- Description: 2003000755
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