The power of pupil perspectives in evidence‐based practice: the case of gender and underachievement

Wood, Elizabeth

doi:10.1080/0267152032000176864

Cited by 33 publications

(22 citation statements)

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“…Based on this study, it appears that teachers recognise certain differences in the needs of boys and girls, but do not organise teaching and learning situations in accordance with these differences. For example, although teachers disclose that boys like to be active and cannot settle to their work, they provide practices that require long periods of sitting, listening and concentrating (Wood, 2003). This may be due to several factors, for instance divergence of epistemologies and practices and lack of active-based learning environments, such as PLEs.…”

Section: Teachers' Epistemologies Of Gendermentioning

confidence: 90%

Teachers’ perceptions of boys’ and girls’ shared activities in the school context: towards a theory of collaborative play

Hyvönen

2008

Teachers and Teaching

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The Finnish educational system and curricula lay emphasis on play, collaboration and equality. Modern educational practices allow the learning environment to be enlarged from indoor classrooms to outdoor playful learning environments (PLEs). PLEs have been constructed in schoolyards in Finland with the goal of increasing learning through play in curriculum-based education and augmenting collaborative play (ColPlay) between boys and girls. In order to better understand and describe such developments, the author set out to ascertain how teachers perceive mixed-gender play activities in preprimary and basic education. Fourteen teachers were interviewed and the obtained data were analysed using the grounded theory as an analytical approach. The research suggests five premises for ColPlay: (1) the most suitable forms of ColPlay are outdoor games and role-play, (2) gender roles adjust in contemporary play culture, (3) teachers' pedagogical thinking on ColPlay includes various practices to promote collaborative relationships between girls and boys, (4) teachers have confidence in ColPlay and (5) learning to collaborate with both genders requires practice and reflection. The study offers useful insights for teachers, teacher educators and designers of game content and learning environments.

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Section: Teachers' Epistemologies Of Gendermentioning

confidence: 90%

Teachers’ perceptions of boys’ and girls’ shared activities in the school context: towards a theory of collaborative play

Hyvönen

2008

Teachers and Teaching

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“…As we noted above, their role in partnership with researchers was to translate, adapt, test out and generate research knowledge in order to make sense of it in their day-today work contexts. However, we need to be cautious about assuming that this level of collaboration signifies symmetry in the power relationship between teachers and researchers (Gibson, 2003;Watkins, 1994;Wood, 2003). In many ways, the researchers appear to have acted as coaches and thus retained the upper hand.…”

Section: The Relationship Between Researchers and Practitionersmentioning

confidence: 97%

The many forms of research‐informed practice: a framework for mapping diversity

Nutley

Jung

Walter

2008

Cambridge Journal of Education

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Much of the discussion of research-informed practice in education has centred on two perspectives: the rational-linear and interactive perspectives on research use. This paper examines two initiatives aimed at delivering research-informed practice in schools that appear to represent these two perspectives, Peer-Assisted Learning Strategies and the School-Based Research Consortia Initiative. This examination reveals that both initiatives contain rational-linear and interactive elements. It also highlights other features of the initiatives not captured by the rational-linear and interactive perspectives. The paper argues that in order to capture the cross-cutting and multifaceted nature of initiatives on the ground, it is helpful to overlay the rational-linear and interactive perspectives with three models of research use developed in social care field: the research-based practitioner model, the embedded research model and the organisational excellence model. The resulting matrix provides a framework for considering whether, when and how these different approaches to increasing research use might be combined.

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“…The value of students' perceptions of both the use and interest of the subjects studied at school is pivotal to effective within-school curriculum development (Clark, McQuail, and Moss 2003;DfES 2003;Kirby et al 2003;DfES 2004;House of Commons Education and Skills Committee 2006). Additionally, students' views on how the school curriculum structure and content might be improved by teachers and the school, and also by the students' own actions, merit consideration when curriculum development is on the school's agenda (Wood 2003;Paton 2007;Freedman 2008).…”

Section: Illuminating and Improving Nationalmentioning

confidence: 98%

Illuminating and improving National Curriculum development: students' perceptions and suggestions. A pilot study in a state secondary school

Wakefield

Pumfrey

2009

Educational Review

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The power of pupil perspectives in evidence‐based practice: the case of gender and underachievement

Cited by 33 publications

References 0 publications

Teachers’ perceptions of boys’ and girls’ shared activities in the school context: towards a theory of collaborative play

Teachers’ perceptions of boys’ and girls’ shared activities in the school context: towards a theory of collaborative play

The many forms of research‐informed practice: a framework for mapping diversity

Illuminating and improving National Curriculum development: students' perceptions and suggestions. A pilot study in a state secondary school

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