Collaborative learning with technology: Some effects on educational disaffection

Stewart Martin

Research output: Contribution to journalArticleResearchpeer-review

14 Downloads (Pure)

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.
Original languageEnglish
Pages (from-to)14 - 21
JournalInternational Journal on School Disaffection
Volume4
Issue number2
Publication statusPublished - 2007

Fingerprint

parents
learning
teacher
children's program
interview
evaluation
participant observation
tutor
educational program
school
elementary school
primary school
principal
curriculum
classroom
participation
questionnaire
evidence

Bibliographical note

Author can archive publisher's version/PDF.

Cite this

@article{ff5488731c6d457d9b6176b0788219a5,
title = "Collaborative learning with technology: Some effects on educational disaffection",
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.",
author = "Stewart Martin",
note = "Author can archive publisher's version/PDF.",
year = "2007",
language = "English",
volume = "4",
pages = "14 -- 21",
journal = "International Journal on School Disaffection",
issn = "1478-8497",
publisher = "Trentham Books Ltd.",
number = "2",

}

Collaborative learning with technology: Some effects on educational disaffection. / Martin, Stewart.

In: International Journal on School Disaffection, Vol. 4, No. 2, 2007, p. 14 - 21.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Collaborative learning with technology: Some effects on educational disaffection

AU - Martin, Stewart

N1 - Author can archive publisher's version/PDF.

PY - 2007

Y1 - 2007

N2 - 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.

AB - 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.

M3 - Article

VL - 4

SP - 14

EP - 21

JO - International Journal on School Disaffection

JF - International Journal on School Disaffection

SN - 1478-8497

IS - 2

ER -