Collaborative learning with technology: Some effects on educational disaffection

Hdl Handle:
http://hdl.handle.net/10149/97115
Title:
Collaborative learning with technology: Some effects on educational disaffection
Authors:
Martin, S. (Stewart)
Affiliation:
Durham University
Citation:
Martin, S. (2007) 'Collaborative learning with technology: Some effects on educational disaffection', International Journal on School Disaffection, 4 (2), pp.14-21.
Publisher:
Trentham Books Ltd.
Journal:
International Journal on School Disaffection
Issue Date:
2007
URI:
http://hdl.handle.net/10149/97115
Abstract:
How welcome parents and carers feel at their children's school seems likely to have a significant influence on the degree to which they and their children engage with its educational programme. The ethos of the school and the nature of the classroom environment as determined by teachers are therefore significant and continuing features of its pedagogy and its taught and "hidden" curriculum. This paper draws on evidence gained from an evaluation of the work of 10 junior (middle) and primary (elementary) schools involved in the Parents And Children Together (PACT) project in County Durham, in the northeast of England, since 1998. At its centre is an analysis of test scores in reading and the gains made by children as a result of their participation in the PACT programme. Informal interviews and participant observation notes have also been drawn upon from interviews with school headteachers (principals), basic skills tutors, class teachers, parents and children. Documentary analysis is also reported from teacher lesson plans, evaluation sheets and questionnaires completed by parents and children.
Type:
Article
Language:
en
Keywords:
participant observation; clasroom environment; teacher attitudes; educational technology; cooperative learning; computers in education; reading achievement; low income groups; at risk students; parent education; family programs
ISSN:
1478-8497
Rights:
Author can archive publisher's version/PDF. [Email from Copyright holders, The National Prevention of Dropout Centre, 21/06/2010]
Citation Count:
0 [Web of Science and Scopus, 22/04/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorMartin, S. (Stewart)en
dc.date.accessioned2010-04-22T09:08:13Z-
dc.date.available2010-04-22T09:08:13Z-
dc.date.issued2007-
dc.identifier.citationInternational Journal on School Disaffection; 4 (2): 14-21en
dc.identifier.issn1478-8497-
dc.identifier.urihttp://hdl.handle.net/10149/97115-
dc.description.abstractHow welcome parents and carers feel at their children's school seems likely to have a significant influence on the degree to which they and their children engage with its educational programme. The ethos of the school and the nature of the classroom environment as determined by teachers are therefore significant and continuing features of its pedagogy and its taught and "hidden" curriculum. This paper draws on evidence gained from an evaluation of the work of 10 junior (middle) and primary (elementary) schools involved in the Parents And Children Together (PACT) project in County Durham, in the northeast of England, since 1998. At its centre is an analysis of test scores in reading and the gains made by children as a result of their participation in the PACT programme. Informal interviews and participant observation notes have also been drawn upon from interviews with school headteachers (principals), basic skills tutors, class teachers, parents and children. Documentary analysis is also reported from teacher lesson plans, evaluation sheets and questionnaires completed by parents and children.en
dc.language.isoenen
dc.publisherTrentham Books Ltd.en
dc.rightsAuthor can archive publisher's version/PDF. [Email from Copyright holders, The National Prevention of Dropout Centre, 21/06/2010]en
dc.subjectparticipant observationen
dc.subjectclasroom environmenten
dc.subjectteacher attitudesen
dc.subjecteducational technologyen
dc.subjectcooperative learningen
dc.subjectcomputers in educationen
dc.subjectreading achievementen
dc.subjectlow income groupsen
dc.subjectat risk studentsen
dc.subjectparent educationen
dc.subjectfamily programsen
dc.titleCollaborative learning with technology: Some effects on educational disaffectionen
dc.typeArticleen
dc.contributor.departmentDurham Universityen
dc.identifier.journalInternational Journal on School Disaffectionen
ref.citationcount0 [Web of Science and Scopus, 22/04/2010]en
or.citation.harvardMartin, S. (2007) 'Collaborative learning with technology: Some effects on educational disaffection', International Journal on School Disaffection, 4 (2), pp.14-21.-
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