Learning conversations: teacher researchers evaluating dialogic strategies in early years settings

Boyd, Pete

doi:10.1080/09669760.2014.968532

Cited by 11 publications

(4 citation statements)

References 21 publications

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“…Studies in this cluster addressed issues such as joint attention between toddlers and educators (Degotardi, 2017) alongside teacher responses to children's comments and questions (Boyd, 2014; Pursi & Lipponen, 2018; Waters & Bateman, 2015). Methods of analysis were fine‐grained such as using conversation analysis to examine video and transcript data (e.g., Boyd, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Research about IT with very young children involved investigating both verbal and non‐verbal interactive processes using objects such as semiotic tools (Pramling & Pramling‐Samuelsson, 2010). Studies in this cluster addressed issues such as joint attention between toddlers and educators (Degotardi, 2017) alongside teacher responses to children's comments and questions (Boyd, 2014; Pursi & Lipponen, 2018; Waters & Bateman, 2015). Methods of analysis were fine‐grained such as using conversation analysis to examine video and transcript data (e.g., Boyd, 2014).…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Intentional teaching in early childhood education: A scoping review

Grieshaber

Krieg

McArdle

et al. 2021

Review of Education

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Despite large‐scale studies demonstrating the benefits of teacher interaction to support young children's learning, intentional teaching (IT) in early childhood education (ECE) remains a contested concept. Given the different perspectives associated with IT, the purpose of this study was to undertake a scoping review of the literature focused on IT in ECE. A systematic approach was adopted to map the evidence to identify key concepts, theories, sources and knowledge gaps. Such a review has the potential to assist researchers, practitioners and policy makers to make informed decisions about the different approaches to IT. The 101 items reviewed were selected according to the following criteria: investigated IT in some way; focused on learners aged birth to 8 years; made a conceptual contribution to understanding IT in ECE; full text availability, and published in English between 2010 and 2019, inclusive. The search incorporated a range of items including peer‐reviewed journal articles, research reports, professional journals, an unpublished thesis and books. Results foregrounded the difficulties involved in reconciling IT and child‐led learning through play, and that these difficulties were most fiercely experienced in the 3–5 age group. An overarching conclusion was that theoretical differences influenced how learning was understood, and determined which learning outcomes were articulated and measured. This review suggests that decisions about IT in ECE are dependent on how the purposes of ECE are defined in and through policy. Rationale for this study: There appear to have been no systematic reviews of the concept of intentional teaching (IT) in early childhood education (ECE). This scoping literature review sought clarity about the nature and role of intentional teaching. It investigated issues about what, how and when IT is applicable for young children’s learning.Why the new findings matter: Intentional teaching in ECE is a contested concept despite large‐scale studies demonstrating the need for a balance between child‐led and teacher directed learning. This scoping review maps the evidence to identify key concepts, theories, sources and knowledge gaps.Implications for educational researchers and policy makers: This scoping review assists researchers, practitioners and policy makers to make informed decisions about the various approaches to IT. Decisions about IT were related to the purposes of ECE that were identified in policy, making policy influential. Theoretical perspectives framed how learning is understood and the role of educators in that learning. The disjuncture between IT and child‐led learning prevailed especially for children aged 3–5 years.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Intentional teaching in early childhood education: A scoping review

Grieshaber

Krieg

McArdle

et al. 2021

Review of Education

View full text Add to dashboard Cite

show abstract

“…Work with local authorities or other groups of schools has grown and diversified, see for example : Boyd, 2014;Cajkler et al, 2014;Kershner et al, 2013, as well as tranches of work from Hopkins (2014). Schools taking part in teacher training now need to demonstrate support for research.…”

Section: Improving Existing Provisionmentioning

confidence: 99%

Universities, supporting schools and practitioner research

Constable

2018

Research in Education

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Practitioner research, as one example of research supported by universities, has developed in unexpected ways, some of them unhelpful and has not always generated the benefits predicted. This paper argues that practitioner research has become shaped more by the needs of universities than by the schools and teachers it was hoped it would serve. The paper goes on to explore the idea that the promise of practitioner research has been so beguiling that it has commandeered more than a wise share of attention in universities and that this has been at the expense of exploring some other avenues of engagement with schools. The paper notes that the evolution of practitioner inquiry has taken place at a time when regimes of accountability driven by central government have been visible globally and when universities and schools each had significant pressures to fulfil policy imperatives. The pressure towards performance has in England drawn the attention of universities and schools away from, rather than towards, each other: schools to revised curricula and performance, universities to research and funding. Practitioner research became developed as a skeleton for higher degrees and in that arena universities came to have a role in promoting and at the same time inhibiting and possibly damaging its development. Hopes that practitioner research would come to contribute to mainstream research were not fulfilled and both educational and more especially practitioner research remain problematic in the wider university research agenda. One response is to renew efforts to improve existing approaches and examples of this are now widespread. However, the paper observes that, at present universities’ support for schools seems to reflect only a small part of their much wider expertise and argues that education departments in universities might think much more radically about the range of expertise that they can offer schools, a more imaginative exploration. The paper continues by noting that the challenge for university departments of education of working together equally with schools and teachers is easy to aspire to, but not to fulfil, and this impacts on working with the authentic concerns of schools and on sharing expertise. Further opportunities are available: beyond education departments: for example, other university departments have expertise that education departments might link with which has hitherto remained unexplored. Additional areas which remain under-researched are the processes of incorporating educational change and in making judgments about educational initiatives. Readers are reminded that the accidental barriers produced by the categories of research, teaching and administration are accountancy categories and may demand creative and determined responses. The paper concludes that there is too much to lose by not exploring these or other wider possibilities and much to gain by doing so including opportunities in research.

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“…Co-creation processes also promote ownership, shared responsibility and stimulate engagement (Boyd, 2014;Fairhurst & Uhl-Bien, 2012;Isaacson & Bamburg, 1992;Jokić et al, 2012). These co-creation processes align the Welsh SLO model with its policy context, where co-construction processes are integral to delivering the National Mission,…”

Section: Section Summarymentioning

confidence: 99%

An exploration of “Schools as Learning Organisations” as a catalyst for school and system change

Elder¹

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This research originated from a mixed methods approach to document the experiences, insights, and perceptions of system leaders involved in a national multi-school system-wide professional learning project, entitled, ‘Leading Collaborative Learning’. This research addresses a central research problem identified by exploratory research questions and further refined in response to a review of the related and relevant literatures. In responding to this research problem, this thesis proposes a distinctive implementation model that incorporates its own impact indicators. There are two main summative findings in this research:System conditions: Five distinctive system conditions are identified as being necessary to sustain the momentum and pace of system-wide school improvement efforts, particularly when the system is faced with the unpredictable, turbulent, and unknown events of the modern world. Implementation model: Two distinctive forms of expertise are identified from the data that bridge the implementation ‘gap’ between policy and practice. The implications for these findings are of interest to policy makers, researchers, and practitioners. Suggestions are made as to how these areas should respond to the findings both now and in the future. This thesis argues that for the Welsh SLO model to be a catalyst for school and system change, it needs to be realised at scale. For this to happen, a deliberate and intentional implementation model must be designed, developed, enacted and, importantly, incorporate its own success indicators. This thesis concludes with a proposed implementation model for the Welsh SLO model that emerged from this research.

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Learning conversations: teacher researchers evaluating dialogic strategies in early years settings

Cited by 11 publications

References 21 publications

Intentional teaching in early childhood education: A scoping review

Intentional teaching in early childhood education: A scoping review

Universities, supporting schools and practitioner research

An exploration of “Schools as Learning Organisations” as a catalyst for school and system change

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