Improving educational aspirations and outcomes through community action research

Bleach, Josephine

doi:10.1080/09650792.2013.789726

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…Based on this premise, we understand that the role of the faculty is closely linked to the dynamics of the school and its environment. This understanding precludes considering this teacher to be an added element or a specialist foreign to the reality of the centre and the community in which the school is located, as indicated by recent research (Alborno & Gaad, 2014;Bleach, 2013).…”

Section: Educational Support In Inclusive Contextsmentioning

confidence: 99%

The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all

Gómez-Zepeda

Petreñas

Sabando

et al. 2017

Teaching and Teacher Education

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This article addresses the transformation of the role of the Support and Attention to Diversity Teacher (SADT), traditionally called special education faculty. The results are from a qualitative study in three inclusive preschool and elementary schools in Catalonia, Spain. The results demonstrate a transformation in the role of the SADT that mobilizes teachers, specialists and diverse agents in the community to join the work of educational support. The transformation of the SADT role fosters an improvement in the attention and learning of children in the classroom, and existing resources are optimized in collaboration with the entire educative community.

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Section: Educational Support In Inclusive Contextsmentioning

confidence: 99%

The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all

Gómez-Zepeda

Petreñas

Sabando

et al. 2017

Teaching and Teacher Education

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“…Working with real people within real social systems, you cannot expect people to constantly act as you wish and things always to go as planned (Bleach 2013a). As with all of ELI's programmes (Bleach 2013a), we found that collectively reflecting on and discussing the reasons for the gaps between our action plans and their implementation helped us to improve the quality of our next action plan and its chances of being implemented. It also helped us to consider whether we were doing the right things with the right people in the right way and for the right end.…”

Section: Impact On Parentsmentioning

confidence: 94%

“…The Dublin Docklands Early Numeracy Programme -key local values Since 2005, ELI had been working successfully in the Dublin Docklands to address educational disadvantage (Bleach 2013a). Operating as a partnership, we were committed to involving the whole community in actively supporting and planning for the best possible education for children both at home and at school (Bleach 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Treating people with dignity, respect and courtesy is central to our practice. All of ELI's programmes are developed using a community action research approach (Bleach 2013a(Bleach , 2013bSenge and Scharmer 2001). This has evolved over the years from a simplistic 'plan, do, review' model (Lewin 1946) to a more complex annual cycle of communication, planning, implementation and evaluation through which we, as a community of learners, investigate and evaluate our own practice and programmes (McNiff and Whitehead 2006).…”

Section: Introductionmentioning

confidence: 99%

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Improving numeracy outcomes for children through community action research

Bleach

2015

Educational Action Research

Self Cite

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Virtue, according to Aristotle, is doing the right things at the right time with the right people for the right end and in the right way. This concept is central to the work of the Early Learning Initiative, an Irish community-based educational initiative. This paper describes how a community of parents, early childhood care and education practitioners and a third-level institution used action research to develop a three-year numeracy programme for children aged zero to six years. The Early Numeracy Project was one of 11 national projects that aimed to influence early years practice, provision and policy in Ireland. Remaining true to our local values and virtuous practice while implementing a national project was challenging, particularly when robust evidence of the impact of the programme on the children and parents in our community was required at national level. Approximately 860 children (zero to six years old) and their families took part in the Early Numeracy Programme each year, with national and local evaluations indicating that the outcomes for children in the programme had improved. The programme is an example of how a local community can use action research and virtuous practices to implement a national programme and improve outcomes for children.

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“…An initial survey of need (Dartington Social Research Unit, 2006) found that while local parents had high educational aspirations for their children, they did not understand their pivotal role and were not confident that they had the skills to support their children's learning. With support for parents as the primary educators of their children a priority, involving local people as co-constructors of programmes and in the decision-making processes is perceived as key to educational change and student achievement (Bleach, 2013). These programmes were initially delivered in-person through schools and services or integrated within home visiting and parent engagement programmes.…”

Section: Introductionmentioning

confidence: 99%

A Stem Family E-Learning Framework to Increase Family Engagement in Disadvantaged Communities

2022

Proceedings of the 16th International Conference on E-Learning (EL 2022)

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STEM family e-learning involves increasing the engagement in STEM home learning activities. STEM home learning activities range from exploring subjects such as science technology, engineering, and maths through a fun play based K-6 STEM curriculum. The family are trained to act as teachers, mentors, and coaches to the K-6 members. Families from educational disadvantaged areas are typically early school leavers and having the STEM capacity to support their children is a challenge. This research proposes a STEM Family e-Learning framework to increase family engagement in supporting the K-6 members engaged in STEM learning activities. The proposed framework combines training for volunteers and STEM learning activities provided to families. Training for volunteers focuses on how to work with families in disadvantaged communities. STEM learning activities involve providing the family with STEM programmes such as Virtual Robotic Coding Clubs, Card Challenges, e-Learning Programme, STEM Play and Learn, STEM Workshops, Showcases and Events. Parent and child evaluation data indicate that the activities stimulated interest in STEM for both children and their parents and increased confidence in STEM subjects. This research can potentially enhance the mainstreaming and extension of STEM e-learning to disadvantaged communities.

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Improving educational aspirations and outcomes through community action research

Cited by 6 publications

References 8 publications

The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all

The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all

Improving numeracy outcomes for children through community action research

A Stem Family E-Learning Framework to Increase Family Engagement in Disadvantaged Communities

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