Canada's small INGOs: growth aspirations, strategies, and constraints
In: The journal of development studies, Band 59, Heft 8, S. 1144-1162
ISSN: 1743-9140
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In: The journal of development studies, Band 59, Heft 8, S. 1144-1162
ISSN: 1743-9140
World Affairs Online
This paper reports on findings from a small pilot study undertaken with early years practitioners in Scotland. The Scottish Government is currently implementing its key election promise of almost doubling the entitlement to publicly funded early learning and childcare (ELC) for all three and four-year old and eligible two-year old children. A key message from the Scottish Government during this period has been that quality is at the heart of the expansion initiative (Scottish Government, 2017b). However, quality can be a contested and an ill understood concept (Moss, 2019). This pilot study, therefore, explored the perspectives of practitioners in Scotland regarding what quality in early years provision entails, particularly in this time of change and expansion. The paper will make three key arguments based on the findings from the study. First, that although quality is a much-used term in Scottish ELC settings, understandings of the term can be subjective, yet powerful and can leave practitioners with more questions than answers. Second, we argue that Fröbelian principles could ameliorate some of the issues regarding quality in Scotland, particularly in terms of combatting discrimination. Finally, we argue that those principles must be accompanied by a social justice lens in which prejudice and stereotypes are recognized, named, and unpacked and action for change taken.
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From Crossref journal articles via Jisc Publications Router ; Caralyn Blaisdell - ORCID 0000-0002-5491-7346 orcid:0000-0002-5491-7346 ; This article highlights an action research project that sparked transformation regarding how early years practitioners documented children's learning. The dominant discourse of standardisation and narrowing of early childhood education, encapsulated in the Organisation for Economic Co-operation and Development's International Early Learning Study, has resulted in the 'shaping' and 'testing' of young children around the globe. The OECD has become very interested in early childhood education and is a very instrumental player today (Moss, 2018). Consequently, the testing of young children has been instigated by governments to ensure children gain the accepted knowledge, skills and dispositions required to be successful learners. Situated within this context of testing and standardisation, this article will share knowledge gained from a small action research project that took place in one Scottish early years setting. The study was stimulated by the early years practitioners of the setting, who strongly opposed the 'reductionist' formal 'tick-box' assessments produced by their local authority. These types of didactic formal assessments suggest that pedagogy is underpinned by a desire to tame, predict, prepare, supervise and evaluate learning. This article is of critical importance as it examines the imposition of didactic assessment from the practitioners' perspective. The practitioners in the study contested that 'tick-box' assessments diminished children's identities down to a list of judgements about their academic abilities, or lack thereof. The introduction of the 'tick-box' assessments presented a dilemma for the practitioners, in terms of the different views of the government and practitioners of what knowledge is worth knowing and what individuals and groups are able to learn. Many of the practitioners from the early childcare and learning setting positioned themselves and ...
BASE
This article highlights an action research project that sparked transformation regarding how early years practitioners documented children's learning. The dominant discourse of standardisation and narrowing of early childhood education, encapsulated in the Organisation for Economic Co-operation and Development's International Early Learning Study, has resulted in the 'shaping' and 'testing' of young children around the globe. The OECD has become very interested in early childhood education and is a very instrumental player today (Moss, 2018). Consequently, the testing of young children has been instigated by governments to ensure children gain the accepted knowledge, skills and dispositions required to be successful learners. Situated within this context of testing and standardisation, this article will share knowledge gained from a small action research project that took place in one Scottish early years setting. The study was stimulated by the early years practitioners of the setting, who strongly opposed the 'reductionist' formal 'tick-box' assessments produced by their local authority. These types of didactic formal assessments suggest that pedagogy is underpinned by a desire to tame, predict, prepare, supervise and evaluate learning. This article is of critical importance as it examines the imposition of didactic assessment from the practitioners' perspective. The practitioners in the study contested that 'tick-box' assessments diminished children's identities down to a list of judgements about their academic abilities, or lack thereof. The introduction of the 'tick-box' assessments presented a dilemma for the practitioners, in terms of the different views of the government and practitioners of what knowledge is worth knowing and what individuals and groups are able to learn. Many of the practitioners from the early childcare and learning setting positioned themselves and their work as being consciously different from what was going on in the wider sector. The early childcare and learning setting employed ...
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In: Environmental and resource economics, Band 74, Heft 3, S. 1273-1298
ISSN: 1573-1502
In: World development perspectives, Band 9, S. 48-55
ISSN: 2452-2929
In: Adenuga , A , Davis , J , Hutchinson , W G , Donellan , T & Patton , M 2018 , ' Estimation and Determinants of Phosphorus Balance and Use Efficiency of Dairy Farms in Northern Ireland: A Within and Between Farm Random Effects Analysis ' , Agricultural Systems , vol. 164 , pp. 11-19 . https://doi.org/10.1016/j.agsy.2018.03.003
The dairy sector is the most important agricultural sub-sector in Northern Ireland both in terms of size and contribution to the economy. However, the abolition of the milk quota regime in 2015 and the government's initiative for industry growth has given rise to concerns about environmental pollution, especially in terms of phosphorus (P) balance. In light of these concerns, this study analyses the level and determinants of P balance and use efficiency on Northern Ireland's dairy farms. The study employs the OECD/ EUROSTAT nutrient balance methodology and the within-between farm random effects modelling technique on a balanced panel data set. The results show that P balance in dairy farms in the study area is relatively high. However, the more profitable dairy farms have relatively lower P balance. We also found that the amount of grass grazed, and fertilizer price have a negative and statistically significant relationship with P balance, while stocking density was found to have a positive relationship with P balance. On the other hand, the age of the farmer and the amount of grass grazed where found to have a positive and statistically significant relationship with P use efficiency. The study demonstrates that increasing the percentage of grass-based feeds reduces phosphorus surplus and also has a positive impact on the profitability of the dairy farms. The study recommends that farmers in the study area should increase the percentage of grass-based feeds alongside feeding concentrates with lower phosphorus contents. A moderate level of intensification should also be maintained.
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In: International Handbook of Peace and Reconciliation, S. 35-49
In: The Economic Journal, Band 102, Heft 414, S. 1269
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 53, Heft 3, S. 341
ISSN: 2167-6437
In: The international journal of social psychiatry, Band 29, Heft 2, S. 134-139
ISSN: 1741-2854
In: Social studies: a periodical for teachers and administrators, Band 73, Heft 5, S. 235-238
ISSN: 2152-405X
In: Routledge INEM advances in economic methodology
In: Prinz-Albert-Studien=, Bd. 22=
In: Environmental science and pollution research: ESPR, Band 25, Heft 31, S. 31190-31204
ISSN: 1614-7499