European policies on ‘non-formal’ learning

Colley, Helen; Hodkinson, Phil; Malcolm, Janice

doi:10.4324/9780203018385-6

Cited by 24 publications

(30 citation statements)

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“…Informal and unstructured learning is considered an integral part of everyday life with no need to allocate specific time or assign specific subjects in advance. A third approach, referred to as non-formal learning, falls somewhere between formal and informal learning in that it can be organised and have learning objectives while also using a more pragmatic and flexible approach (Colley et al, 2003;Werquin, 2008). Neuman (2020) suggests that rather than a trivariate approach, a broader style should be considered regarding the degree of structure in home-schooling, and that this should be seen as a continuum using a range of formal, informal and non-formal approaches and supports to suit the child's individual educational needs and wishes.…”

Section: For M a L A N D I N For M A L A Pproac H E S To Hom E -Sc Ho...mentioning

confidence: 99%

Home‐schooling in the Republic of Ireland

Banks,

Forlin,

Chambers

2023

British J Special Edu

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Internationally, there continues to be a rise in the popularity of home‐schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid‐19 Pandemic school closures, it appears to have impacted on the decision for some to home‐school permanently. Using a scoping review of the literature, this paper considers the research evidence around home‐schooling in the United Kingdom and Europe. It then focuses on home‐schooling in the Republic of Ireland to assess the change and development of home‐schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home‐schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student.

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Section: For M a L A N D I N For M A L A Pproac H E S To Hom E -Sc Ho...mentioning

confidence: 99%

Home‐schooling in the Republic of Ireland

Banks,

Forlin,

Chambers

2023

British J Special Edu

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“…Taking a sociocultural and situated perspective on teaching, we recognize that educators' pedagogies are influenced by the contexts in which they teach and their own histories as teachers and learners (De Lucca et al, 2021;Gutiérrez & Vossoughi, 2010;Lortie, 1975;Putnam & Borko, 2000). Studies of outreach, school, museum, and workplace education suggest particular pedagogies may correspond with attributes of formality and informality in a given setting (Ash et al, 2012;Bevan, 2016;Colley et al, 2003;Dillon, 2016;Gartland, 2021;National Research Council [NRC], 2009, 2015. We recognize that within and across in-school outreach contexts there may be formal and informal attributes and moments of teaching and learning (Bevan, 2016;Colley et al, 2003).…”

Section: School-based Outreach As a Pedagogical Contextmentioning

confidence: 99%

“…Studies of outreach, school, museum, and workplace education suggest particular pedagogies may correspond with attributes of formality and informality in a given setting (Ash et al, 2012;Bevan, 2016;Colley et al, 2003;Dillon, 2016;Gartland, 2021;National Research Council [NRC], 2009, 2015. We recognize that within and across in-school outreach contexts there may be formal and informal attributes and moments of teaching and learning (Bevan, 2016;Colley et al, 2003). Recent shifts in the conceptualization of learning environments suggest that we should think of outreach educators as drawing on both formal and informal pedagogies within learning experiences (Bevan, 2016;Bevan & Michalchik, 2013;Gartland, 2021;Gutiérrez & Vossoughi, 2010;Vossoughi et al, 2021).…”

Section: School-based Outreach As a Pedagogical Contextmentioning

confidence: 99%

Characterizing engineering outreach educators' talk moves: An exploratory framework

Miel

Swanson

Portsmore

et al. 2023

J of Engineering Edu

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Background: Despite the prevalence and potential of K-12 engineering outreach programs, the moment-to-moment dynamics of outreach educators' facilitation of engineering learning experiences are understudied. There is a need to identify outreach educators' teaching moves and to explore the implications of these moves. Purpose/Hypothesis: We offer a preliminary framework for characterizing engineering outreach educators' teaching moves in relation to principles of ambitious instruction. This study describes outreach educators' teaching moves and identifies learning opportunities afforded by these moves.Design/Method: Through discourse analysis of video recordings of a university-led engineering outreach program, we identified teaching moves of novice engineering outreach educators in interaction with elementary student design teams. We considered 18 outreach educators' teaching moves through a lens of ambitious instruction.Results: In small group interactions, outreach educators used ambitious, conservative, and inclusive teaching moves. These novice educators utilized talk moves that centered students' ideas and agency. Ambitious moves included two novel teaching moves: design check-ins and revoicing tangible manifestations of students' ideas. Ambitious moves offered students opportunities to engage in engineering design. Conservative moves provided opportunities for students to make technical and affective progress, and to experience engineering norms.Conclusions: Our work is formative in describing engineering outreach educators' teaching moves and points to outreach educators' capability in using ambitious moves. Ambitious engineering instruction may be a useful framework for designing engineering outreach to support students' participation and progress in engineering design. Additionally, conservative teaching moves, typically considered constraining, may support productive student affect and engagement in engineering design.

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“…The term informal learning is rather controversial because it seems to overlap with a number of related concepts, for instance non-formal learning, implicit learning, tacit knowledge or self-directed learning (Drotner 2008;Colley, Hodkinson, & Malcolm 2002;Czerkawski & Hernandez 2012).…”

Section: Informal Learningmentioning

confidence: 99%