Alma Harris, Michelle Jones, Cecilia Azorín, Alex Southern, Jeremy Griffiths and Ingileif Ástvaldsdóttir
This article draws upon evidence from a contemporary study of all-through schools (ATS) in three countries. ATS combine at least two stages of a child's education in a single…
Abstract
Purpose
This article draws upon evidence from a contemporary study of all-through schools (ATS) in three countries. ATS combine at least two stages of a child's education in a single establishment. Many admit children aged 3–19. Most children join the school at nursery or kindergarten level and continue there for their entire education before moving on to further or higher education. ATS are also called all-age, in some contexts, because they bring children of all ages together into the same school environment. Models of ATS vary internationally; hence, there is not one definition of an ATS. This article takes a comparative look at ATS in Iceland, Spain and Wales. The purpose of this article is to explore innovative pedagogies in ATS and to explore how far deeper learning occurs because of the integrated and inclusive model of schooling. The study focused on pedagogical practices in ATS and examined how far these innovative practices are considered by teachers to foster deeper learning outcomes.
Design/methodology/approach
The article draws upon a three-year comparative research project that explored pedagogy, leadership and well-being in ATS. The article investigates pedagogy with a cross-cutting focus on enquiry and deeper learning from the perspective of leaders and teachers. Using focus groups and lesson observations, a qualitative case-study approach was utilised to gather evidence about the teaching and learning processes adopted in ATS. Semi-structured interviews were also conducted with school leaders. The analytical approach adopted was one of constant comparison with the prime aim of eliciting common themes across the data sets. In relation to the pedagogy theme and an exploration of pedagogical innovation, research questions included (1) How far do ATS foster innovative pedagogies?, (2) What are the leadership conditions that support innovative pedagogies? and (3) To what extent do innovative pedagogies promote deeper learning?
Findings
Within and across the three education systems under investigation, the study found that all-through schooling engages students in a positive learning environment and provides innovative pedagogical processes associated with deeper learning. The article provides evidence about how deeper learning functions in ATS from different parts of the world and reflects on the way deeper learning is promoted by leaders and teachers, resulting in deeper learning for students. The evidence from this study reinforces that opportunities for pedagogical innovation and deeper learning within ATS occur because of flatter structures, more fluidity between different phases of learning and greater cross-over of teacher expertise. The study also highlights how leadership is a critical factor in creating the conditions for collective professional practices that foster pedagogical innovations to secure deeper learning. Findings suggest that leading for deeper learning is fundamentally concerned with creating the conditions for innovative learning environments that are equitable, inclusive, diverse and cross age ranges.
Originality/value
Contemporary empirical studies of the deeper learning environments within ATS remain relatively rare; hence, this study provides new comparative and contemporary evidence that illuminates the nature of the pedagogical innovation and the leadership practices that support pedagogical innovation in these schools. It also highlights how professional collaboration and cross-phase working are at the heart of innovative pedagogies that support deeper learning. The study outlined in this article provides critical, new insights about pedagogical innovation and deeper learning within ATS settings.
Details
Keywords
Lisa Hurt, Kate Langley, Kate North, Alex Southern, Lauren Copeland, Jonathan Gillard and Sharon Williams
The purpose of this paper is to describe current care pathways for children with autism including enablers and barriers, as experienced by health professionals, education…
Abstract
Purpose
The purpose of this paper is to describe current care pathways for children with autism including enablers and barriers, as experienced by health professionals, education professionals and families in South Wales, UK.
Design/methodology/approach
This study is based on a mixed-methods approach using focus group discussions, creative writing workshops and visualisation using rich pictures.
Findings
The experiences of the care pathways differed significantly across the three groups. Health professionals described the most rigidly structured pathways, with clear entry points and outcomes. Education professionals and parents described more complex and confusing pathways, with parents assuming the responsibility of coordinating the health and education activity in a bid to link the two independent pathways. All three groups identified enablers, although these differed across the groups. The barriers were more consistent across the groups (e.g. poor communication, missing information, lack of transparency, limited post-diagnosis services and access to services based on diagnosis rather than need).
Practical implications
This research could inform the design of new services which are premised on multi-agency and multi-disciplinary working to ensure children with Autism spectrum disorders (ASD) receive joined up services and support.
Originality/value
Although this study did not represent all professional groups or all experiences of autism, the authors examined three different perspectives of the ASD pathway. In addition, the authors triangulated high-level process maps with rich pictures and creative writing exercises, which allowed the authors to identify specific recommendations to improve integration and reduce duplication and gaps in provision.
Details
Keywords
Brian O'Neill and Alex Gillespie
A variety of brain pathologies can result in difficulties performing complex behavioural sequences. Assistive technology for cognition (ATC) attempts support of complex sequences…
Abstract
A variety of brain pathologies can result in difficulties performing complex behavioural sequences. Assistive technology for cognition (ATC) attempts support of complex sequences with the aim of reducing disability. Traditional ATCs are cognitively demanding to use and thus have had poor uptake. A more intuitive interface may allow ATCs to reach their potential. Insights from psychological science may be useful to technologists in this area. We propose that an auditory‐verbal interface is more intuitive than a visual interface and reduces cognitive demands on users. Two experiments demonstrate a novel ATC, the General User Interface for Disorders of Execution (GUIDE). GUIDE is novel because it simulates normal conversational prompting to support task performance. GUIDE provides verbal prompts and questions and voice recognition allows the user to interact with the GUIDE. Research with non‐cognitively impaired participants and a single participant experiment involving a person with vascular dementia provide support for using interactive auditory‐verbal interfaces. Suggestions for the future development of auditory‐verbal interfaces are discussed.
Details
Keywords
This study seeks to gauge student use of open internet sources for the purpose of refining instruction and information literacy pedagogy in the library.
Abstract
Purpose
This study seeks to gauge student use of open internet sources for the purpose of refining instruction and information literacy pedagogy in the library.
Design/methodology/approach
The authors obtained citations from seven spring 2009 freshman composition classes at the University of Mississippi. From this pool of roughly 230 students, 437 citations to the open web were isolated, examined, and coded for analysis.
Findings
Examination of the individual web sites, their URLs, and relevant codes revealed heavy student use of online reference and how‐to materials, many of which were less than ideal as academic sources, but not openly inappropriate as such.
Research limitations/implications
The citations were stripped of all personal information at the department's request; therefore the research does not and cannot comment on student topics and individual assignments. The findings suggest that University of Mississippi students may be able to identify and avoid low quality sources but struggle with mediocre ones, and that use of online reference works represents low student awareness of library reference collections.
Practical implications
The results suggest that a greater emphasis on open web sources, possibly as supplemental tutorials or videos, may be useful in the context of first‐year composition library instruction.
Originality/value
This study provides statistical data about college freshmen and their citations in a first‐year writing class in addition to a thorough literature review of similar studies, both of which will be of interest to instruction librarians and writing program liaisons.
Details
Keywords
The Disney Crisis Exercise is not revealed here because it is entirely an in-class experience; students should not have access to any details prior to the exercise. Complete…
Abstract
The Disney Crisis Exercise is not revealed here because it is entirely an in-class experience; students should not have access to any details prior to the exercise. Complete information is available to instructors in the teaching note. In this real-time exercise, student teams will advise Disney how to respond to a crisis precipitated by vocal and well-organized influence groups that threaten its brand as part of their advocacy on behalf of social causes. The crisis occurs against a backdrop of dynamic industry and company changes, many of which have important consequences for Disney.
After completing this exercise, students should be able to:
In this article Professor Perry argues that Plessy v. Ferguson and the de jure segregation it heralded has overdetermined the discourse on Jim Crow. She demonstrates through a…
Abstract
In this article Professor Perry argues that Plessy v. Ferguson and the de jure segregation it heralded has overdetermined the discourse on Jim Crow. She demonstrates through a historical analysis of activist movements, popular literature, and case law that private law, specifically property and contract, were significant aspects of Jim Crow law and culture. The failure to understand the significance of private law has limited the breadth of juridical analyses of how to respond to racial divisions and injustices. Perry therefore contends that a paradigmatic shift is necessary in scholarly analyses of the Jim Crow era, to include private law, and moreover that this shift will enrich our understandings of both historic and current inequalities.