Quality Circle Time in the Secondary School

Mosley, J.; Tew, Marilyn

doi:10.4324/9781315867007

Cited by 5 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The teachers would normally ask the children about their activities while introducing the ones they were going to do that day. Circle time should provide space for children to voice their opinion (Kelly 1999;Mosley 2007) Then, the children would be divided into several groups for activities, such as role playing, playing blocks and pre-reading and writing. Each activity was conducted in a different corner.…”

Section: Methodsmentioning

confidence: 99%

‘I don’t want to play with the Barbie boy’: Understanding Gender-Based Bullying in a Kindergarten in Indonesia

Adriany

2019

Int Journal of Bullying Prevention

View full text Add to dashboard Cite

The purpose of this paper is to explore the nature of gender-based bullying in a kindergarten. Such places are often depicted as innocent spaces, and hence, teachers often overlook the fact that bullying could also take place. This paper is based on an ethnographic study, conducted in a kindergarten in Indonesia. Twenty-eight children and four teachers participated in this study. Drawing from feminist poststructuralist approaches, this paper illuminates the kindergarten as a site where heteronormativity is promoted. Using the experiences of young boys who do not conform to the dominant and traditional gender values in the school, the findings demonstrate how gender-based bullying takes place. The findings also reflect how increasing homophobia in Indonesia is channelled in kindergarten. The paper shows how larger socio-political discourses in Indonesia influence the school. Finally, it is suggested that teachers in early childhood education (ECE) should have a gendered lens in understanding children's play to tackle gender-based bullying in the school context.

show abstract

Section: Methodsmentioning

confidence: 99%

‘I don’t want to play with the Barbie boy’: Understanding Gender-Based Bullying in a Kindergarten in Indonesia

Adriany

2019

Int Journal of Bullying Prevention

View full text Add to dashboard Cite

show abstract

“…Small-group interviews were conducted using circle time to which primary children in Key Stage 2 were accustomed (Mosley, 1996;Miller and Moran, 2007), a research tool previously employed by Clarke and Abbott (2016). Although not used in the postprimary phase, it was still familiar to Key Stage 3 pupils (Table 1).…”

Section: Pupil Interviewsmentioning

confidence: 99%

Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils

Clarke¹,

Abbott²

2019

int j develop educ gobal learn

View full text Add to dashboard Cite

Developing pupils' knowledge and understanding of world poverty and how to reduce it requires building teachers' capacity. With this objective in mind, the UK Global Learning Programme (GLP 2013–18) sought to determine the extent to which a social justice mentality was evident among pupils in Northern Ireland schools in tandem with, or instead of, the prevailing charity mentality. Using a qualitative approach, the research examined their conceptions of, and attitudes towards, social justice and equity, and how they had helped make the world fairer. They understood the causes of inequality and saw the contrast between great wealth and absolute poverty. Their growing motivation to help related mainly to charitable actions, but there was evidence of critical thinking about longer-term implications and a social justice stance.

show abstract

“…It will use a technique called circle time, which has been commended as a valuable tool in both data collection and as an intervention strategy because it can help to develop pupils' social skills, improves self-esteem, and can address the needs of pupils with behavioural difficulties (Canney and Byrne, 2006;Lown, 2002). To mitigate potential datasharing differences associated with each method, the circle time technique is better at enabling children to share data (Mosely & Tew, 2013).…”

Section: Stage 3-stakeholder and Practice Visionmentioning

confidence: 99%

To what extent does the existing Welsh devolution settlement enable youth offending teams to develop bespoke and innovative approaches to youth justice in Wales?

Janés¹

View full text Add to dashboard Cite

The focus of youth justice-related discussions most commonly studies singular elements and the voices of those who are consistently looked at by policymakers and Governments both locally and nationally. As a result, often, the voices of those who live youth justice at the coal face of research are overlooked. This research intended to understand the role and influence of youth-offending team managers in Wales, which has been measured in the context of a complex devolution settlement in Wales pertaining to youth justice.The research was qualitative in nature, aiming to illuminate new understandings of justice in pre-devolution Wales, exploring the experiences and voices of policymakers, policy managers, practitioners, and young people. The research has a 3-tier effect, which effectively means that three different components come together to complete the data set. Those who implement policy, those who manage and study policy implementation, and those who deal with the policy at the coal face. Through the research, it was found that YOTs in Wales may enjoy a unique but also complex relationship both constitutionally and through partner agencies. It was found that YOT managers in Wales have significant levels of autonomy and influence in the decisionmaking process.Reflecting on the findings found through this research, the following key messages were distilled. The structure of YOTs suggests that there is localised discretion in Wales, as shown within the data, it is visible if the youth justice board gives them localised power, youth offending team managers are the principal authority; there is a persuasive authority that may not be visible but is powerful. Moreover, a youth justice space has been created by the constitutional setting. Youth offending teams and YOT managers have a significant impact, and their roles and influences in terms of service delivery are vast.As indicated above, this research was intimately concerned with YOTs post-devolution and the relationships between key stakeholders and how they understand justice for children, research is still evolving, and there is the prospect of further constitutional devolution for Wales it is hoped that this original research will add a unique contribution to the body of knowledge that exists and inform policy and practice across Wales.

show abstract

Quality Circle Time in the Secondary School

Cited by 5 publications

References 0 publications

‘I don’t want to play with the Barbie boy’: Understanding Gender-Based Bullying in a Kindergarten in Indonesia

‘I don’t want to play with the Barbie boy’: Understanding Gender-Based Bullying in a Kindergarten in Indonesia

Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils

To what extent does the existing Welsh devolution settlement enable youth offending teams to develop bespoke and innovative approaches to youth justice in Wales?

Contact Info

Product

Resources

About