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"This history of Texas land grants reveals details of one of the largest state land distributions in American history. Induced by titles and estates, Spanish adventurers established themselves in the frontier, followed by traders and artisans. Mexico launched a land grant program through contractors who recruited emigrants to settle on their holdings and costs and dues"--

This paper identifies a number of children's voices within qualitative academic writing. It suggests that researchers can discover a variety of children's voices by employing reflexive techniques to ensure that their interpretations are not influenced by their personal prejudice, or the ethics, tools, roles and theories of their professional paradigm. It concludes that those who work with children may be able to reinforce the theme of the UN Convention on Rights of the Child by employing this reflexive approach to enable them to attribute equal status to the views of all the children whom they encounter.

Attraction toward a group was investigated as a function of attitude similarity and perceived geographic distance. Students (n = 60), divided into four groups, received similar or dissimilar attitude statements attributed to a near or distant group. The effects of attitude similarity
were strongly significant (p<.0001). Attraction scores were high toward a similar attitude group and low toward a dissimilar attitude group. A similar group was also evaluated more positively on measures of intelligence, knowledge of current events and adjustment. Distance had no significant
effect on attraction and limit ed effect on evaluations.

Introduction.This research paper aims to assess factors reported by parents associated with the successful transition of children with complex additional support requirements that have undergone a transition between school environments from 8 European Union member states. Methods.Quantitative data were collected from 306 parents within education systems from 8 EU member states (Bulgaria, Cyprus, Greece, Ireland, the Netherlands, Romania, Spain and the UK). The data were derived from an online questionnaire and consisted of 41 questions. Information was collected on: parental involvement in their child's transition, child involvement in transition, child autonomy, school ethos, professionals' involvement in transition and integrated working, such as, joint assessment, cooperation and coordination between agencies. Survey questions that were designed on a Likert-scale were included in the Principal Components Analysis (PCA), additional survey questions, along with the results from the PCA, were used to build a logistic regression model.Results.Four principal components were identified accounting for 48.86% of the variability in the data. Principal component 1 (PC1), 'child inclusive ethos,' contains 16.17% of the variation. Principal component 2 (PC2), which represents child autonomy and involvement, is responsible for 8.52% of the total variation. Principal component 3 (PC3) contains questions relating to parental involvement and contributed to 12.26% of the overall variation. Principal component 4 (PC4), which involves transition planning and coordination, contributed to 11.91% of the overall variation. Finally, the principal components were included in a logistic regression to evaluate the relationship between inclusion and a successful transition, as well as whether other factors that may have influenced transition. All four principal components were significantly associated with a successful transition, with PC1 being having the most effect (OR: 4.04, CI: 2.43 – 7.18, p

In this paper, we report on Phase One of a small action research project that examined how Learning Stories were put into practice at one Scottish nursery. Specifically, the paper looks at young children's participation rights and how they were enacted within the authorship of the stories. The project used an action research approach in which qualitative data about participants' current experiences with the stories was used to spark reflection, experimentation and change in documentation practices. Drawing on Phase One data from young children, parents and practitioners at the nursery, our findings illustrate the complex enactment of children's participation rights, including children's right to information, freedom of expression and their right to express their views and have those views taken into account. The paper concludes that more work needs to be done in the field of Learning stories to (a) acknowledge the complex political and material considerations at play in the creation of pedagogical documentation and (b) to accommodate children's own authorship, through flexible, non (or less) written methods.

Caralyn Blaisdell - orcid:0000-0002-5491-7346 orcid:0000-0002-5491-7346 ; In this paper, we report on Phase One of a small action research project that examined how Learning Stories were put into practice at one Scottish nursery. Specifically, the paper looks at young children's participation rights and how they were enacted within the authorship of the stories. The project used an action research approach in which qualitative data about participants' current experiences with the stories was used to spark reflection, experimentation and change in documentation practices. Drawing on Phase One data from young children, parents and practitioners at the nursery, our findings illustrate the complex enactment of children's participation rights, including children's right to information, freedom of expression and their right to express their views and have those views taken into account. The paper concludes that more work needs to be done in the field of Learning stories to (a) acknowledge the complex political and material considerations at play in the creation of pedagogical documentation and (b) to accommodate children's own authorship, through flexible, non (or less) written methods. ; The research was funded by The Froebel Trust: Registered Charity No. 1145128 Company Limited by Guarantee Registered in London No. 7862112. ; https://doi.org/10.1080/1350293X.2021.2007970 ; aheadofprint ; aheadofprint

From Crossref journal articles via Jisc Publications Router ; History: epub 2021-12-01, issued 2021-12-01, ppub 2022-07-04 ; Article version: VoR ; Publication status: Published ; Funder: Froebel Trust; FundRef: 10.13039/100014634; Grant(s): Grant RCH-35-2017The research was funded by The Froebel Trust: Registered Charity No. 1145128 Company Limited by Guarantee Registered in London No. 7862112The research was funded by The Froebel Trust: Registered Charity No. 1145128 Company Limited by Guarantee Registered in London No. 7862112The research was funded by The Froebel Trust: Registered Charity No. 1145128 Company Limited by Guarantee Registered in London No. 7862112

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.

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 ...

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 ...