Search results for: Social capital
Page 1/1 8 items
This study explores human resource (HR) practitioners’ understandings of professional development as a form of capital for job progress. The findings of HR practitioners have implications for educationalists in revealing how professional learning supports practitioners’ growth in capability and self-efficacy of benefit to the individual, organisation and society. Educators need to articulate the longer-term effects of nurturing capacities for collective practice and greater self-knowledge, to contribute to societal interests.
Updated: Sep. 24, 2017
The goal of this paper is to provide a useful framework rooted in social capital theory to be utilized to guide future research and practice concerning novice teacher induction that includes broader attention to the social context within which teachers are situated. Specifically, the author expounds upon the elements of a school’s social context which impact teacher socialization, including: (1) social context, (2) characteristics of novices, mentors, and colleagues, (3) alignment, and (4) frequency and content of interactions. The author provides recommendations for future research and improved practice.
Updated: Feb. 12, 2017
Helping the Marginalised or Supporting the Elite? Affirmative Action as a Tool for Increasing Access to Higher Education for Ethnic Roma
This article aims to test the statement that affirmative action fails to target the most marginalised members of a disadvantaged group, and instead it supports the group’s most affluent members whose socio-economic position may be comparable to that of the mainstream population. It examines this statement on the case of ethnic Roma in higher education, based on the socio-economic data on Roma students collected by Roma Education Fund. The findings reveal that although Roma students come from better-off environments than the mainstream Roma communities, at the same time they come from more disadvantaged socio-economic backgrounds compared to the mainstream students, and even to the mainstream population.
Updated: Mar. 29, 2016
The Dialogic Space Offered by Curriculum-Making in the Process of Learning to Teach, and the Creation of a Progressive Knowledge-Led Curriculum
In this article, the authors argue for greater conceptual clarity between curriculum and pedagogy, and between the worlds of children’s experience and disciplinary knowledge, in order to deepen teachers’ understanding of the practice of teaching. The article shows how using the conceptual tools of curriculum making is key to becoming, and developing as a teacher.
Updated: Oct. 08, 2015
In this article, the authors examined factors that facilitate or hinder teachers’ and teacher’s aides’ pursuit of college education. Results revealed that both structural and psychological factors are associated with teachers’ and teacher’s aides’ enrollment in college. However, the authors found that the only practical obstacles were related to enrollment were full-time employment and lack of child care for mothers of children under 14. They also found that beliefs about education and motivation were critical for enrollment as well as social support from parents. The authors suggests that colleges and universities that serve low-income working women could develop child care options for them while they are attending class.
Updated: Sep. 21, 2015
This research examines a neighborhood educational opportunity zone. The goal is to scaffold school-community collaboration that reduces inequities in this area, including, but not limited to, educational inequities. The unit of analysis is Clare Horizon Community School (CHCS) as a subset of the neighborhood educational opportunity zone of Clare Horizon. In the case of CHCS, there is a clear community of individuals committed to the initiative. There is less clarity about the purpose of the enterprise and the ways to pursue it.
Updated: Nov. 12, 2013
This qualitative study describes how the coach program works and analyzes key aspects that may explain its positive relationship with college enrollment outcomes. Interviews were conducted between the spring of 2006 and spring of 2007 with nine current and former college coaches, two postsecondary specialists, and 30 high school seniors in two coach schools, which serve students who are predominantly African American or Latino and low-income.
Updated: Feb. 27, 2013
The article will review some of Bridget Somekh's action research projects as attempts to build networks of trust and reciprocity across a range of educational stake-holders. The article will also examine Bridget's wider role within the education action research movement as a whole, looking at her achievements as a facilitator of networks of action researchers across national, professional and ideological boundaries.
Updated: Jun. 23, 2010