Development of Social Relationships, Interactions and Behaviours in Early Education Settings

Recent research and policy regarding the advantages of early years provision has focused largely on the enhancement and development of cognitive skills for preschoolers. This study, based in the United Kingdom, focuses on a range of cognitive and social skills and identifies beneficial characteristics of a government pilot scheme for 2-year-olds in areas of social disadvantage. Data were collected from nursery managers and parents across six early years settings using a combination of qualitative and quantitative methods centred around in-depth observational techniques focused on children. Results indicate that in addition to the development of cognitive skills, children showed increased confidence and modes of communication and interaction and that these were associated with the varied activities and routines established within the early years settings. Some variations in terms of frequency and quality of interactions, activities and practice were identified in settings; however, interpersonal support for learning and development was consistent across settings.

Categorising Asynchronous Discussion Threads: Improving the Quality of Student Learning

My paper will focus on the generative potential of categorising asynchronous discussion threads as one strategy for improving the quality of students’ learning in a blended learning module. The approach to categorisation is based on social network analysis using intuitively simple descriptors of message posting patterns e.g. passive facilitator, dominant facilitator, unresponsive star and formulaic discussion. The intention is to produce descriptively vivid illustrative examples of the categories and to begin to suggest affordances of the different participation patterns. Looking forward to the beginning of the next module, it is anticipated that discussion during the module of approaches to participating in asynchronous discussion will contribute to effective engagement patterns and deeper learning.

Conceptualizing and Researching the Professionalization of Religious Education Teachers: Historical and International Perspectives

Current discussions on Religious Education (RE), both in Germany and England, focus on the quality of teaching and the professionality of teachers, but neglect the historical and institutional process of professionalization upon which conceptions of teaching quality and teacher professionality hinge. This article seeks to provide definitional clarity by differentiating between individual and collective professionalization; exploring teacher professionalization in general and in the special case of RE; and operationalizing the concept of RE teacher professionalization for the purposes of planned historical and international comparative research. A three-fold conceptualization of professionalization is proposed, consisting of the following inter-related levels: (1) initial and continuing professional development; (2) professional self-organization and professional politics; and (3) professional knowledge. The breadth, complexity and significance of the historical and institutional processes associated with the professionalization of RE teachers at each of these levels is described and discussed. It is argued that further historical and international comparative research on these lines would contribute a broader and deeper understanding of the presuppositions of RE teacher professionality beyond current debates.

A Systematic Review of Entrepreneurship Education Literature in Nigeria: Where is the Focus of Research?

Purpose- Entrepreneurship education (EEd) plays a crucial role in the development of entrepreneurs and the enhancement of entrepreneurial activities in every economy. This paper examined what Higher education Institutions (HEIs) do in learning and teaching of entrepreneurship in general and how entrepreneurship development takes place in Nigerian HEIs. The outcome from this study will enable a deeper understanding on what HEIs do EEd, with more exposure as to what the areas and focus of research is in the Nigerian context. Design/methodology/approach- The study adopted a systematic literature review approach- drawing from a computerized search of five selected data bases, using predetermined key words by the researchers. Findings: The main finding of this paper is that, related concepts like skills, intention, drive and attitude have been use in expounding discussions on the outcome of EEd, but very little has been written on entrepreneurial mind-set (EMS), of which other studies have suggested that it’s a crucial point in the journey of an entrepreneurs (Reed & Stoltz, 2011; Quality Assurance Agency for Higher Education (QAA), 2012; Neneh, 2012). Furthermore, learning and teaching of entrepreneurship in Nigerian HEIs seems to be more on creating awareness (about entrepreneurship) than actual preparation for entrepreneurship (For entrepreneurship). Research limitations/implications- The paper is limited since it is based on a review of literature from a selected databases- covering a specific time span. This potentially excludes other studies outside this time span. A more comprehensive overview of these contributions would benefit from employing tools such as Google Scholar, for an overview of the sub–domains online. Originality/value – There are limited studies that focus on the issue of entrepreneurial mind-set in entrepreneurship education in Africa, specifically Nigeria. This paper and its focus in particular, have laid down pioneering ground work for research on entrepreneurial mind-set development in Nigerian entrepreneurship education.