Education Thinking, ISSN 2778-777X – Volume 2, Issue 1 – 2022
Ke Ren & Conor Mc Guckin
This literature review prefaced a research project that explored dads’ role and involvement in the lives and education of their children with special educational needs and/or disabilities (SEN/D) within the context of early intervention (EI) (see Ren & Mc Guckin, 2022). We present a comprehensive, critical, and analytical review of the literature regarding the area of dad involvement in EI provided for children with SEN/D and their families. To conduct this review, key terminology was used to search in well-known, widely recognised, and distinguished research databases (e.g., Education Full Text, PsycINFO, Web of Science).
Compared to what can be seen in such other public policy sectors as health or economy, researchers’ involvement in policymaking is less frequent in education. Given that policymaking is a collaborative process, this article explores how the collaboration rules, as well as differences in professional personalities and cultures among players, may trigger education researchers’ comparatively lesser involvement in the making of education policy. The article focuses on the collaboration between researchers and experts.
Annabelle Black Delfin
As early childhood education is often approached through learning domains, this narrative review of literature traces some of the background theoretical work of the social/emotional learning domain, specifically looking at theoretical contributions in the area of the self, identity, and gender. Early childhood education is grounded in the developmental perspective. As such, two aspects of children’s early development within the social/emotional domain (the biological and the sociological), are examined. The research question prompting this review asked how adults’ understanding of gender discursively influences young children’s development of gender and identity.
Megan Marie Jones
A valuable resource for school administrators, school leaders, teachers, paraprofessionals, academic professionals, and others who are interested in the incorporation of new Professional Learning Communities (PLC) or the improvement of existing PLCs in their institution.
Tracee Nix, Donna Pendergast, Mia O’Brien
The literature reveals that positive teacher-student relationships encourage students’ work habits, engagement, and wellbeing; and create an environment that encourages students to experience a sense of belonging at school. When adolescent students feel a sense of belonging at school, they are more likely to attend school, engage in their learning, and feel like they are included and wanted. This is important because at the core of education is the student. Working with students in a holistic manner has positive implications for their wellbeing and academic performance.