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Sara Hennessy and Andreas Stylianides. Schooling Habitus: An autoethnography of music education's entanglements with cultural hegemony. Young people's perspectives on the impact of their long term health condition on education, social experience and wellbeing: The role of personally constructed illness beliefs and meeting basic psychological needs. Child Pretence and Counterfactual Thinking: To what extent do they share underlying cognitive dimensions?
Between the book and the mind of the reader: an exploration of young readers' engagement with fiction. Investigating talk as a mediating tool in a systemic theoretical instruction on genre in L2 writing classrooms. Exploring the use of participatory practices in Greek museum education through the prism of identity. Putting dialogue to work in Brazilian primary school: from teacher education to science lessons. Christine Howe and Mark Winterbottom. The role of executive function, metacognition, and support type in children's ability to solve physics tasks.
Sara Baker and Christine Howe. Syllable awareness and early literacy development. From reasonable adjustment to inclusive practice? How does social interaction influence students' regulation of learning in the upper secondary classroom? Exploring educational experiences in Luton since the s across three generations: a return to Goldthorpe's Affluent Worker. Pedagogy design to visualise reasoning across macro- sub micro-symbolic levels of biological concepts.
Teacher accountability policy and sociocultural context across countries: A mixed methods study focussing on Finland and Singapore. Sara Hennessey and Louis Major. From 'fountain-of-knowledge' to facilitator: exploring professional learning among early educators in South Africa. Playing together: Series of case studies investigating the friendships and wellbeing of children with primary difficulties in language development.
David Frost and Ros McLellan. Exploring the influence of maternal commodities on their daughters' school access and learning: A multiple case study of mothers in rural Punjab Pakistan. Panayiotis Antoniou and Ricardo Sabates.
Dissertation, University of Nebraska at Omaha. By gaining information about the experiences that general education teachers have with supports and services for, as well as communication about, inclusion, the study results provide additional information about experiences in order to inform the supports teachers receive to better educate students with and without disabilities. Each semi-structured interview was transcribed and coded for themes. Literature names the frequent barrier to inclusion being negative attitudes of general education teachers, special education teachers, and parents
An important educational challenge in the current era of accountability is the degree to which there is consistency between various instruments used to measure teacher effectiveness. Critical whiteness studies posit that white identity must be revealed. Using scholarly personal narrative, this study A fundamental right of American children is to have equal opportunities to obtain a quality education regardless of race, class, or economic status. College graduates are less likely to live in poverty and more likely to Through a mixed methods approach, this research investigated the aspects of mentor program delivery and accountability across multiple districts in Southwest Missouri.
A state-by-state review of mentoring by The New Teacher This qualitative case study of one small private Catholic university in the northeast examines the perceptions of experienced i. This transcendental phenomenological study set out to determine the nature and extent of influence on student success, as perceived by selected rising seventh-grade students at a particular mid-West middle school grades
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