Results 181 to 190 of about 2,917 (283)

Chilean science teachers' conceptualisations of disability when teaching students with autism

British Educational Research Journal, EarlyView.
Abstract This study examines how Chilean secondary science teachers conceptualise disability when teaching students with autism in integrated classroom settings. Grounded in critical disability studies, the research employs a qualitative story‐completion method, using a fictional classroom scenario to prompt teachers to construct narratives that reveal
Alexis Gonzalez‐Donoso, Fabian Arroyo‐Rojas   +1 more
wiley   +1 more source

Protocol for a theory-based, mixed methods evaluation of Cynnau|Ignite: an active learning programme to foster positive research culture through leadership development at Cardiff University. [PDF]

PLoS One
Hennah C, Rizwan M, Edwards N, Beckett H, Convery M, Dawson H, Morris J, Rigby M, Vilares J, Wahl-Jorgensen K, Williams R, Gameiro S.   +11 more
europepmc   +1 more source

More‐than‐gender? Moving beyond gendered expectations of divergent learners in early childhood education

British Educational Research Journal, EarlyView.
Abstract In this paper, we explore how neurodivergent ways of being in early education are often gendered. The intersectionalities of gender and neurodivergence often lead to fixed expectations that perpetuate binary interpretations, pathologisations, missed diagnoses and a lack of curated support.
Ruth Churchill Dower, Hannah Hogarth
wiley   +1 more source

Working With(out) a Net: Improvisational Theater and Enhanced Well-Being

Frontiers in Psychology, 2013
Gordon eBermant
doaj   +1 more source

‘I was treated as a deficit’: Immigrant teachers' career progression in Australia

British Educational Research Journal, EarlyView.
Abstract Immigrant teachers have long been recruited through skilled and employer‐sponsored migration schemes to address teacher shortages in Australia, yet their career trajectories remain constrained by systemic inequities that limit their integration and professional development opportunities.
Ching Ting Tany Kwee, Hoa Thi Mai Nguyen, Tony Loughland   +2 more
wiley   +1 more source

Emotion and anticipation in an enactive framework for cognition (response to Andy Clark).

Frontiers in Psychology, 2012
Etienne B Roesch, Slawomir J Nasuto, J Mark Bishop   +2 more
doaj   +1 more source

Flourishing through adventure learning: A (semi)cautionary tale

British Educational Research Journal, EarlyView.
Abstract Studies suggest that adventure learning can develop children's cognitive skills and promote social and emotional learning. However, evidence is needed as to whether the design of adventure learning—school‐based or external/residential—plays a role in that development/promotion, and whether learning gains are maintained.
Ben Willis, Sarah Reaney‐Wood
wiley   +1 more source

Safeguarding maternal mental health in the perinatal period. [PDF]

EClinicalMedicine
eClinicalMedicine.
europepmc   +1 more source

Towards an Embodied Science of Intersubjectivity: Widening the scope of social understanding research

Frontiers in Psychology, 2015
Ezequiel Alejandro Di Paolo, Hanne eDe Jaegher   +1 more
doaj   +1 more source

Exploring interactions of the dimensions of agency through the experiences of aspiring school leaders in Scotland, UK

British Educational Research Journal, EarlyView.
Abstract Agency has increasingly become a central concept in educational leadership research, yet its application to those preparing to enter school leadership roles remains underexplored. Drawing on the conceptual framework of the ecological approach to teacher agency, we explored how and in what ways aspiring school leaders in Scotland (n = 21 ...
Romina Madrid Miranda, Andrea Priestley, Elizabeth A. C. Rushton   +2 more
wiley   +1 more source