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This research presentation examines whether 2.5 square meters of indoor space per child provides quality care and education for infants. The researchers aim to determine if infant spaces meet children's individual health, developmental, and center needs. Surveys and interviews will be used to collect data from children, parents, teachers, and associations on this topic. Ethical considerations for working with infants will have to be addressed. The researchers conclude that this study could provide reliable information to early childhood centers in New Zealand on quality space requirements for infants.
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The document summarizes a study that surveyed 130 newly admitted undergraduate teacher education students about their views on parent involvement in education. The survey aimed to understand students' memories of their own families' school involvement and how they conceptualize the roles of parents and teachers. It found that students viewed parent knowledge as long-term and individual while teacher knowledge was seen as professional and unbiased. Students anticipated doing more school-based parent involvement like conferences rather than community activities. The authors advocate giving greater attention to families in teacher education programs.
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The document provides an overview of the key elements that should be included in a research proposal. It discusses the purpose of a research proposal is to convince others that the proposed research project is worthwhile and that the investigator has the competence and work plan to complete it. The main elements that should be included in a research proposal are an introduction section outlining the background, problem statement, objectives, literature review, methodology, ethical considerations, time schedule and references.
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Dissertation proposal defense slideshow; phenomenology, qualitative
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Presentation of PhD Research Proposal (Format).ppt
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Research proposal emotional health and foster care adolescents
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This document discusses the formulation, testing, and importance of research hypotheses. It defines a hypothesis as a tentative assumption or predictive statement that can be tested scientifically. The key points covered include: how to properly formulate a hypothesis by ensuring it has conceptual clarity, is testable, and relates independent and dependent variables; the importance of hypotheses in providing direction for research and advancing knowledge; methods for testing hypotheses, including checking logical consistency and agreement with facts; and defining the process of rejecting or modifying a hypothesis based on testing results.
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2. HUL has special recruitment programs for MBAs that tailor roles to candidates' backgrounds and provide development opportunities.
3. Employee training focuses on leadership and includes mentoring, rural assignments, and case discussions, while performance reviews utilize 360 degree feedback and transparent career planning.
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Children as Researchers
The document discusses research conducted by children, noting the importance of allowing children to participate as active collaborators in the research process. It outlines how a Children's Research Group was developed to allow children aged 11-12 to conduct their own research on topics they selected, gaining skills in the research process while contributing new knowledge from a child's perspective. The document also addresses ethical considerations and barriers to conducting research with children.
IDSP19C#F - C - Denise Wu - The role of children’s rights in a Hong Kong fait...
IDSP19C#F - C - Denise Wu - The role of children’s rights in a Hong Kong fait...IDSP - IE Dissertation Support Project
The Hong Kong Special Administrative Region (Hong Kong) ratified the United Nations Convention on the Rights of the Child (CRC) in 1994. Participation rights under Article 12 of the CRC states that State Parties should ensure that children’s views are given due weight on matters affecting them (Article 12 CRC, 1989). Pupils’ voice is often attributed to this Article and has consequently become a growing area of concern in schools (Lundy, 2007). Despite the international call for increased pupil voice in schools, there is currently a dearth of literature in regard to children’s voice in primary schools in Hong Kong (Forde et al., 2018). The Concluding Observations by the Committee states that there is a lack of “effective and broad mechanisms…to promote and facilitate respect for the views of all children and children’s participation in all matters affecting them” in Hong Kong (CRC, 2013). As a Chinese Confucian society, Hong Kong places respect to teachers at the highest priority and children are expected to not challenge or question them (Ng, 1996, 2001). Therefore, this research aims to understand the extent of which children believe they have participation rights in a faith school in Hong Kong and whether school leaders and parents understand children’s rights. Departing from an interpretivist perspective, this research draws on 12 semi-structured one-on-one interviews to better understand the participants’ lived experiences and views of children’s voice at school. The initial findings suggest that tenants and values stemming from Confucianism play a significant role as to why children’s voice is often not encouraged within the school as academic success is prioritized. However, students demonstrate forms of agency by articulating their personal views and voice. Ultimately, this demonstrates conflict between the children’s prescribed behaviours stemming from Confucian culture and their own autonomous thinking.researchED London 2018 - Evidence-based practice and SEND
This document summarizes an evidence-based practice presentation about special educational needs and disabilities (SEND). It introduces the presenters and defines evidence-based practice as using the best available research evidence to guide decisions. The presentation discusses why evidence-based practice is important, potential criticisms of it, and how to formulate good research questions to find the necessary evidence to inform teaching practices for students with SEND.
June 2016 participatory_research_brasil-converted
The document describes a project that formed a Children's Research Advisory Group (CRAG) to involve children in advising on various aspects of a research study examining children's participation in school decisions. The CRAG helped develop interview questions, provide feedback on research design, and will assist with analyzing and interpreting results to produce higher quality research that better meets children's needs.
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Whether from our professional experiences, strong social justice orientations, or the stories we hear from children in care, care leavers, and foster carers, most of us just know that education has the potential to make a significant contribution towards improving the life-chances of children and young people in OOHC. From countries as diverse as Canada, Denmark, England, Finland, Hungary, Ireland, Israel, Scotland, Spain, Sweden, United States, Wales, and Australia, we now have a relatively strong body of research literature on the education of children and young people in OOHC, to support such beliefs. Across these studies, we now also have a better understanding of: the educational challenges that children and young people across these countries face; the competing underlying explanations; and some of the more promising individual policy and practice initiatives that appear to be making a difference to the lives of some. However, what we seem to know much less about is how to go about effecting successful system-wide change. Based upon the experiences of four jurisdictions overseas that appear to be having some success in relation to the education of children and young people in OOHC as case examples, the paper: identifies areas of possible success; examines respective contexts, approaches, and explanations for how such success is being realised; and explores possible lessons for other jurisdictions. While 'one size does not fit all', a range of strategic, policy, leadership, professional, and structural issues, are discussed. The four case examples are England, Scotland, Sweden, and Ontario Province in Canada.STC poster final draft
Through participatory action research, the project aims to design, implement, and evaluate feedback collection methods to measure the value of an Intense Support Program for disadvantaged children aged 2-5. Ethnographic research was conducted to understand the program environment and how to create a child-focused feedback tool in line with the program's values of child participation. The goal is to collaborate with Save the Children staff to adapt feedback procedures and provide recommendations for eliciting child-led feedback to improve child health and wellbeing.
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Here are the answers to the true/false statements about quantitative research:
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2. Are children more engaged when taught by a teacher of the same gender? (This question is clear, feasible to study, and could provide useful insights.)
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This document discusses involving children and young people in health and social care research. It provides context on policies supporting their involvement. Benefits include research being more relevant and findings more accessible, while challenges include logistics, ethics, and ensuring meaningful participation. Principles for effective involvement include planning at all stages, obtaining informed consent, providing training and support, and evaluating impact. Creative methods and involving youth in evaluation can help overcome challenges.
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This document discusses personal digital inquiry (PDI) as a way to foster curiosity and deep learning. PDI emphasizes developing personal relationships between teachers and students and giving students agency in the learning process. It involves using digital tools and texts for student-led inquiry projects. The document provides examples of PDI projects at different grade levels, from a garden inquiry in 1st grade to advocating for global issues in 12th grade. It also offers tools like a PDI planning guide to help teachers design personalized inquiry experiences for students.
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- 1. Presented by Rebecca, Sammy, Sarah, Sarah, Sheraya Research Presentation
- 2. Is 2.5metres squared of indoor space per child quality care and education for infants? Question:
- 3. The aim of our research to find out whether infant spaces provide for children’s individual needs • Health concepts • Developmental needs • Centre values Key Concepts:
- 4. • Surveys, A survey is a research method where a large number of participants arte involved in order to gain generalised information (Mukherji and Albon, 2010) • Questionnaires, are designed to find out knowledge, attitudes, values and experiences on a topic (Mukherji and Albon, 2010) • Interviews, consists of a range of questions on where the interviewer aims to gain an in-depth personalised answer from the interviewee (Mukherji and Albon, 2010) Chosen Methodology and Data Collection Methods
- 5. • What seems to be happening in the data? • What is not happening in the data? • What is repeated in the data? • What information seems to be missing from the data? • as our research is directed around infants and our chosen methodology is surveying which involves questionnaires and interviews this makes verbal communication unachievable Analysis and Children's’ voice:
- 6. • Children • Parents • Teachers • Governance and management • Childcare associations Stakeholders
- 7. • Self determination • Informed consent • Confidentiality • Anonimity • Benificence • Fair treatment • Truthfulness and Integrity • Justice and Te Tiriti O Waitangi • Debreifing and Disclosure • Retention of Data • Negative consequences and issues Ethical Issues:
- 8. Through doing research around infants quality space we are able to provide early childhood centres throughout New Zealand with reliable information around this. Throughout this research we need to be aware of the range of ethical issues surrounding research in early childhood education. Conclusion:
- 10. Castle, K. (2012). Early ChildhoodTeacher Reseach: From Questions to Results. NewYork: Routledge. Cohen, L., Manion,L., & Morrison,K. (2011). Research Methods In Education (7th ed.). NewYork: Routledge. Ministry of Education. (1996). Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa: Early Childhood currriculum. Wellington, NewZealand: Learning Media. Mukherji, P., & Albon, D. (2010). Reseach Methods in Early Childhood: An Introductory Guide. London, England: Sage. New Zealand Government. (2008). Education (Early childhood services) Regulations 2008. Wellington: New Zealand Government. Walliman, N. (2005). Your Research Project: A Step-By-Step Guide ForThe First-Time Researcher. London, England: Sage. Reference list: