Children’s friendships in diverse primary schools: teachers and the processes of policy enactment

Vincent, Carol; Neal, Sarah; Iqbal, Humera

doi:10.1080/02680939.2015.1130859

Cited by 14 publications

(16 citation statements)

References 31 publications

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“…(p. 3) In line with a number of recent works which have sought to provide a more nuanced engagement with this conceptual work in theoretical terms as well as in different national and site-based contexts (see, for example, Singh et al, 2013Singh et al, , 2014Maguire et al, 2015;Vincent et al, 2016;Tan, 2017), this paper seeks to engage with the ways is which 'policy enactment is a process of social, cultural and emotional construction and interpretation' (Maguire et al, 2015, p. 486). In particular, the ways in which more social-psychologically situated affective dimensions are associated with policy enactment, relatively neglected to date in the extant literature, need to be more deeply interrogated by those educational researchers concerned with understanding the nature of policy enactment.…”

Section: Introductionmentioning

confidence: 88%

“…Significantly, while Ball et al (2011aBall et al ( ,b, 2012 provide conceptually what can be taken as a seminal account of policy enactment, their work and that of subsequent authors (Singh et al, 2013(Singh et al, , 2014Vincent et al, 2016;Tan, 2017) touches relatively lightly on what Ball et al (2012) almost in passing term 'affective and psychosocial dimensions' (p. 147) in relation to policy enactment. In referring to the relationship they consider to exist between affective dimensions of emotional capital in schools and policy enactment, Ball et al (2012) state:…”

Section: Introductionmentioning

confidence: 99%

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Towards a policy social psychology: Teacher engagement with policy enactment and the core concept of Affective Disruption

Sheikh

Bagley

2017

British Educational Res J

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The article uncovers the complex process of educational policy enactment and the impact this process has on teachers as policy actors as they undertake the task of introducing a new mathematics curriculum in a Canadian secondary school. The three year study based on in-depth qualitative interviews adopts a classic grounded theory approach of concurrent iterative cycles of data collection, conceptual categorisation and analytical abstraction, to identify six emergent concepts indicative of policy actor engagement with the policy process: (1) Professional and Emotional Investment; (2) Decisional Legitimacy; (3) Hierarchical Trust; (4) System Integrity and Viability; (5) De-professionalisation; and (6) Identity Safeguarding. Further, and significantly, the grounded theory analysis identifies the core concept of Affective Disruption, conceived as an interruption to an individual's emotional equilibrium resulting from interference to their cognitive sense-making in relation to policy. It is proposed these six emergent concepts and Affective Disruption as a core concept are precipitated within policy actors in response to the tensions created by the process of policy enactment; the research findings moving towards what might be tentatively termed a policy social psychology.

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Section: Introductionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Towards a policy social psychology: Teacher engagement with policy enactment and the core concept of Affective Disruption

Sheikh

Bagley

2017

British Educational Res J

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“…It also can be adjusted to times, situations and facilities available. Internet and web-blog media facilities are also possible to use to seek learning materials (Reynolds & Deeken, 2003;Vincent, Neal, & Iqbal, 2016).…”

Section: Procedures To Implement Eclectic Methodsmentioning

confidence: 99%

Implementation of Eclectic Method on Arabic Teaching and Learning

Wekke¹,

Maryam²

2018

Preprint

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ABSTRACT:Mastering both Arabic learning method and material substance should be done simultaneously. The fact shows that teachers are always facing new method and required to evaluate method they have implemented. In the other hand, they are also experiencing difficulties when implementing the method with no strong mastery of materials. Therefore, the two are should be mastered by teachers simultaneously. This paper discusses at least four considerations to implement eclectic method. The method which is considered having excellence in a time may be considered having shortcoming in another time. The implementation of Arabic language, particularly, is supervised and corrected by the sticking coach directly. Correcting and improving students" ability in Arabic language require a long process, not all incorrectness can be corrected directly, since the improvement of language requires times, stages and coach"s wisdom to motivate and guide the students. Finally, this paper presented that each of the very great number of methods existing, obviously, has its excellences and shortcomings.

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“…What could be investigated more are the school-mediated social networks, actual friendships and relationships providing mutual help among children and adults in cities that are in different ways influencing the views of schooling (see also Vincent, Neal, and Iqbal 2016) and the process of choosing a school.…”

Section: Introductionmentioning

confidence: 99%

Alone or together in the neighbourhood? School choice and families’ access to local social networks

Kosunen

Rivière²

2017

Children's Geographies

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This study explores how the everyday geographies of city life and families' access to social networks in the neighbourhood influence families' school choices. The data consists of thematic interviews with parents of 8-14-year-old children (n=170) in three urban areas located in the cities of Paris (France), Milan (Italy) and Espoo (Finland) and are analysed via qualitative content analysis. The findings indicate that the families' access to local social networks influence the reasoning behind school choice to the local school. The children's relationships with other children and adults in the neighbourhood are considered important, but additionally the parents' networks with other parents in the area, mediated by the school, play their role. School choices as practices should therefore be analysed not merely as choices of an institution, as they comprise of various aspects concerning the surrounding neighbourhood as a physical and social space.

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Children’s friendships in diverse primary schools: teachers and the processes of policy enactment

Cited by 14 publications

References 31 publications

Towards a policy social psychology: Teacher engagement with policy enactment and the core concept of Affective Disruption

Towards a policy social psychology: Teacher engagement with policy enactment and the core concept of Affective Disruption

Implementation of Eclectic Method on Arabic Teaching and Learning

Alone or together in the neighbourhood? School choice and families’ access to local social networks

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