Cylchgrawn Addysg Cymru / Wales Journal of Education最新文献

A Delphi Study to identify strategies to mitigate the adverse impact of COVID-19 on children under the age of five in Wales 德尔菲研究：确定减轻 COVID-19 对威尔士五岁以下儿童不利影响的战略

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2023-12-15 DOI: 10.16922/wje.25.2.2

Cathryn Knight, Jacky Tyrie, T. Crick, Margarida Borras Batalla

{"title":"A Delphi Study to identify strategies to mitigate the adverse impact of COVID-19 on children under the age of five in Wales","authors":"Cathryn Knight, Jacky Tyrie, T. Crick, Margarida Borras Batalla","doi":"10.16922/wje.25.2.2","DOIUrl":"https://doi.org/10.16922/wje.25.2.2","url":null,"abstract":"The COVID-19 global pandemic has caused widespread impact on education across all settings and contexts, including early childhood education and care (ECEC). In Wales, it is estimated that roughly three-quarters of children under the age of five (c.155,000 children) were impacted by the closure of ECEC settings. While literature is still emerging on the long-term impact of the pandemic on children under five, little research has explored the potential strategies to mitigate these adverse impacts. This research project used the Delphi method to investigate what experts and ECEC practitioners believe are the most effective strategies to mitigate the adverse impact of the pandemic on children under five, using Wales as a national-level case study. Between May and September 2021, three consecutive surveys were distributed to study participants, who were identified as ECEC experts (n=39). Furthermore, alongside the traditional Delphi study a one-off anonymous online survey was also sent to the wider ECEC practitioner community in Wales (n=378). The dominant theme within the strategies suggested by the study participants was the importance of high-quality play experiences. The importance of universal provision and quality support for practitioners and families was also highlighted. These themes were dominant in both expert and practitioner groups, despite consensus not being found between them. This paper presents and critically explores these identified themes, providing the foundation for replication and portability of this work and its outcomes to ECEC settings in other nations and jurisdictions.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"11 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘Beyond Being Nice’: A model for supporting adult ESOL learners who have experienced trauma 超越友善"：为经历过心理创伤的成人 ESOL 学习者提供支持的模式

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2023-12-15 DOI: 10.16922/wje.25.2.5

Larysa Agbaso, Gabriel John Roberts

引用次数: 0

Editorial — Envisioning the Post-COVID “New Normal” for Education in Wales 社论 - 展望威尔士教育的后 COVID "新常态

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2023-12-15 DOI: 10.16922/wje.25.2.1

Enlli Thomas, T. Crick, Gary Beauchamp

引用次数: 0

Dewis Iaith Dramor Fodern fel pwnc TGAU – a oes dewis? Y blychau opsiwn a ffactorau eraill Dewis Iaith Dramor Fodern fel pwnc TGAU - a oes dewis?如何进行操作？

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2023-12-15 DOI: 10.16922/wje.25.2.4

Delyth Jones

{"title":"Dewis Iaith Dramor Fodern fel pwnc TGAU – a oes dewis? Y blychau opsiwn a ffactorau eraill","authors":"Delyth Jones","doi":"10.16922/wje.25.2.4","DOIUrl":"https://doi.org/10.16922/wje.25.2.4","url":null,"abstract":"Bwriad yrymchwil sy’n sail i’r erthygl hon yw adnabod y ffactorau sy’n dylanwadu ar ddisgyblionwrth ddewis, neu wrth beidio â dewis, astudio iaith dramor fodern fel pwncTGAU. Yn 2015, cyhoeddwyd y ddogfen Dyfodol byd-eang gan Lywodraeth Cymru i wellaac i hyrwyddo Ieithoedd Tramor Modern (ITM). Fodd bynnag, mae’r ystadegau’ndangos fod y niferoedd sy’n cymryd ITM fel pwnc TGAU yn parhau i ostwng, (CyngorPrydeinig, 2021). Cydnabu’r Gwerthusiad o Dyfodol Byd-Eang (LlywodraethCymru, 2022a) na wireddwyd holl nodau’r cynllun strategol yn llawn gan nawelwyd cynnydd yn nifer y disgyblion sy’n astudio ITM ar lefel arholiad. Bydd yrerthygl yma’n canolbwyntio ar un agwedd benodol o’r data a gasglwyd yn yprosiect, sef y ffactorau oedd yn rhwystro disgyblion rhag dewis ITM fel pwncTGAU. Casglwyd data gan 860 o ddisgyblionmewn 10 ysgol uwchradd a gwelwyd bod rhwystrau ar lefel yr Ysgol, megisamserlenni, blychau opsiwn a’r ffaith nad oedd y pwnc yn rhedeg yn ffactorauallweddol, (Jones, 2021, Clayton, 2022). Roedd y canfyddiad bod y pwnc yn anodd hefyd ynffactor oedd yn rhwystro disgyblion rhag dewis ITM fel pwnc TGAU a dylid cofiomai trydedd iaith, o leiaf, oedd yr iaith dramor i’r disgyblion yn yrastudiaeth hon, (Fukui a Yashmina, 2021). Dadleuir, fel y gwnaeth adroddiad y CyngorPrydeinig (2021:6), bod angen ‘ymyrraeth frys’ i wrthdroi’r gostyngiad yn yniferoedd sy’n dewis astudio ITM fel pwnc TGAU. Cynigir rhai argymhellion sut i gynyddu niferoedd a chyfeirir atystyriaethau megis dewis pynciau opsiwn ym Mlwyddyn 8, setio dosbarthiadau ITMa’r angen am gynllunio mwy bwriadus er mwyn i ddisgyblion weld llwyddiant wrthddysgu iaith dramor (Ofsted, 2021).","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Primary school parent governors in a deprived south Wales community: how do their experiences contribute to our understanding of school governance? 威尔士南部贫困社区的小学家长理事：他们的经验如何促进我们对学校管理的理解？

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2023-12-15 DOI: 10.16922/wje.25.2.3

Allan Glyndwr Meredith

{"title":"Primary school parent governors in a deprived south Wales community: how do their experiences contribute to our understanding of school governance?","authors":"Allan Glyndwr Meredith","doi":"10.16922/wje.25.2.3","DOIUrl":"https://doi.org/10.16922/wje.25.2.3","url":null,"abstract":"This research explored the experiences of 10 parent governors whose schools were located in a disadvantaged south Wales valley community. The study took place during a programme of reform, where established practices were considered unable to meet the demands of contemporary governance. It exposes the absence of the parent voice in school leadership and accountability, the nature of this acquiescence and its implications from a practical and theoretical perspective of school governance as a collaborative undertaking. The research used a mixed methods approach. Data collection employed a semi structured interview complemented by one open and one closed questionnaire. Athematic approach identified common patterns to address the research question, ‘What were the parent governors’ experiences of school governance'. Prior to taking office, the participants believed they would be at the heart of decision making and accountability. In office no participant played an active leadership role. Reasons for this centred on the imbalance in status, knowledge and confidence inherent in the headteacher/professional - governor/amateur relationship. The research makes a theoretical and professional contribution which helps explain governor passivity. Presently many parent governors are stakeholders in name but not in practice. To address this requires a radical and structured approach so that Welsh school governance is inclusive, egalitarian and collegial.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Archwilio Lluniad Disgyrsiol Hunaniaeth Genedlaethol trwy Greu’r Cwricwlwm i Gymru Newydd

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2023-07-13 DOI: 10.16922/wje.25.1.3

Alys Lowri Roberts

{"title":"Archwilio Lluniad Disgyrsiol Hunaniaeth Genedlaethol trwy Greu’r Cwricwlwm i Gymru Newydd","authors":"Alys Lowri Roberts","doi":"10.16922/wje.25.1.3","DOIUrl":"https://doi.org/10.16922/wje.25.1.3","url":null,"abstract":"Mae Cymru ynghanol ei chyfnod o ddiwygio addysgol mwyaf erioed, a hynny ar ffurf cwricwlwm newydd. Mae’r diwygio hwnnw wedi arwain at amlygiad themâu niferus o hunaniaeth a chenedl, a’r defnydd ohonynt. Mae’r erthygl hon yn defnyddio dadansoddiad disgwrs Foucauldaidd i arch wilio lluniad disgyrsiol hunaniaeth genedlaethol wrth greu’r cwricwlwm newydd. Trwy leoli ac archwilio sut y caiff hunaniaeth dysgwyr ei godd rychu, mae’r papur yn trafod y potensial ar gyfer hunaniaeth a pherthyn o fewn y cwricwlwm newydd. Mae’n nodi hunaniaeth fel rhywbeth amry wiol, newidiol, gofodol a strategol, ac yn archwilio canlyniadau posibl y lluniadau disgyrsiol hyn. Mae’r canfyddiadau’n datgelu bod disgyrsiau o’r fath yn rhyngweithio â’i gilydd, ac yn gysylltiedig â’i gilydd, ond bod potensial iddynt wrthdaro a gwrthddweud ei gilydd hefyd. Mae’r prosiect yn nodi llawer o gymhlethdodau ac arlliwiau o ran themâu hunaniaeth a pherthyn o fewn y cwricwlwm newydd. Mae’r gwaith yn canfod potensial i berthyn yn ogystal â rhwystrau fel dieithrio ac allgáu. Yn olaf, mae’n gofyn am rywfaint o bwyll ynglŷn â’r syniad bod modd i bob dysgwr oresgyn y rhwystrau hyn wrth weithredu’r cwricwlwm newydd.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126845851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tuag at y continwwm iaith: Diffiniadau a goblygiadau ar gyfer cyflwyno'r Gymraeg yn y cwricwlwm newydd i Gymru

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2023-07-13 DOI: 10.16922/wje.25.1.4

A. E. Lovell

引用次数: 0

Golygyddol: Cysyniadu Addysg yng Nghymru trwy Ddiwygio, Hunaniaeth, Iaith a Hanes Golygyddol: Cysyniadu Addysg yng Nghymru trwy Ddiwygio, Hunaniaeth, Iaith a Hanes

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2023-07-13 DOI: 10.16922/wje.25.1.1

Tom Crick, Enlli Thomas, Gary Beauchamp

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Sut mae cyflawni’r trydydd gofod? Heriau a chryfderau gwaith partneriaeth i ddarparu Rhaglen TAR hyblyg yng Nghymru

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2023-07-13 DOI: 10.16922/wje.25.1.2

Alison Glover, Sarah Stewart, Anglea Thomas, Rachel Thomas

{"title":"Sut mae cyflawni’r trydydd gofod? Heriau a chryfderau gwaith partneriaeth i ddarparu Rhaglen TAR hyblyg yng Nghymru","authors":"Alison Glover, Sarah Stewart, Anglea Thomas, Rachel Thomas","doi":"10.16922/wje.25.1.2","DOIUrl":"https://doi.org/10.16922/wje.25.1.2","url":null,"abstract":"Mae pwerau dros addysg a hyfforddiant wedi cael eu datganoli i Gymru. Bu llawer o ffocws ar ansawdd addysg a ffactorau cysylltiedig yng Nghymru yn ystod y blynyddoedd diwethaf. Mae system addysg y genedl yn symud o un ‘reolaethol’ i fod yn fwy seiliedig ar ymddiriedaeth a phroffesiynoldeb. Cydnabyddir fwyfwy fod yr ymdrechion sydd ar waith i sicrhau bod y diwygiadau addysg hyn yn gydlynol ac yn cael eu cyfathrebu’n effeithiol yn mynd rhagddynt yn llwyddiannus. Mae diwygiadau i Addysg Gychwynnol Athrawon (AGA) yng Nghymru yn darparu enghreifftiau o’r cynnydd llwyddiannus hwn. Mae arweinyddiaeth a rheolaeth rhaglenni AGA bellach yn cael eu harwain gan bartneriaethau o brifysgol yn cydweithio ag ysgolion partner arweiniol. Mae dull gweithredu dysgu o bell hyblyg newydd rhaglen TAR dwy flynedd Partneriaeth y Brifysgol Agored yng Nghymru yn dangos llwyddiant o’r fath, gyda’r myfyrwyr yn astudio TAR rhan-amser neu gyflogedig. Defnyddir damcaniaeth trydydd gofod i ystyried sut mae gwaith partneriaeth cydweithredol gwirioneddol effeithiol a theg yn cael ei gyflawni. Mynegodd ugain o randdeiliaid farn am heriau a chryfderau partneriaeth newydd y Brifysgol Agored yn ystod y cam datblygu a’r cyfnod gweithredu cynnar. Mae’r heriau cynnar yn canolbwyntio ar brosesau, megis materion cyfathrebu a nifer dogfennau’r rhaglen. Cydnabuwyd bod y pandemig Covid-19 byd-eang wedi bod yn ffactor cyfrannol i rai o’r pryderon a fynegwyd. Mae cryfderau gweledigaeth gyffredin glir, cydlunio deunyddiau rhaglenni a llywodraethu cydweithredol yn dangos y cynnydd cadarnhaol y mae’r rhaglen TAR newydd yn ei wneud tuag at fodoli yn y ‘trydydd gofod’. Mae’r astudiaeth hon yn cynnig dysgu pwysig i’r bartneriaeth dan sylw ac i eraill ei hystyried wrth i waith partneriaeth rhwng ysgolion a phrifysgolion ennill momentwm o fewn AGA.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"209 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125162674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pawb i edrych arna’ i! Parhad a newid mewn ffotograffau o ddosbarthiadau ysgol: Portreadau newidiol o addysg a phlentyndod trwy amser

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2023-07-13 DOI: 10.16922/wje.25.1.5

Merris Griffiths

{"title":"Pawb i edrych arna’ i! Parhad a newid mewn ffotograffau o ddosbarthiadau ysgol: Portreadau newidiol o addysg a phlentyndod trwy amser","authors":"Merris Griffiths","doi":"10.16922/wje.25.1.5","DOIUrl":"https://doi.org/10.16922/wje.25.1.5","url":null,"abstract":"Gan ddefnyddio montage o ffotograffau o ddosbarthiadau ysgol (1885- 2015) mewn tref fechan yng Nghymru, mae’r erthygl hon yn olrhain parhad a newid mewn perthynas â sut mae lluniadau cymdeithasol o ‘addysg’ a ‘phlentyndod’ yn cael eu cynrychioli yn weledol dros amser. Gan bwyso ar waith Goffman, archwilir codau a chonfensiynau cyfansoddiadol, gan ganolbwyntio’n benodol ar y ffordd y mae pobl, hunaniaethau a chyd-destun yn cael eu portreadu er mwyn dangos sut mae cysyniadau o gydbwysedd defodol (y ‘norm’) a diffyg cydbwysedd defodol (gwyrdroi’r ‘norm’) yn llunio prosesau penodol o greu ystyr. Mae dadansoddi’n dangos bod codau a chonfensiynau cyfansoddiadol safonol wedi’u sefydlu’n gynnar yn nhraddodiad ffotograffau dosbarthiadau ysgol a’u bod yn ailadroddus, gan gydweddu’n gryf â mecanwaith disgyblaethol addysg yn aml. Mae rhywedd ac oedran yn dod i’r amlwg fel moddau trefnu pwerus. Mae patrymau mewn cynrychiolaeth weledol yn datgelu sut mae lluniadau o ‘addysg’ a ‘phlentyndod’ yn cael eu ffurfio gan newidiadau a datblygiadau mewn meddylfryd cymdeithasol-wleidyddol, a hefyd yn datgelu sut mae datblygiadau mewn technolegau ffotograffig yn ehangu’r dewis o dechnegau adrodd straeon gweledol.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129243715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0