Parents’/carers’ experiences of their children’s dyslexia were explored in a mainstream secondary school in England. Interviews were undertaken with the parents/carers of young people at Hilltop View School, a secondary school in south‐west England. Bourdieusian concepts of field, habitus and practice were powerful in underpinning analysis using Jenkins’s (2008) ‘levels of interaction’ when exploring these experiences. It was found that parents/carers drew on bio‐social conceptualisations when making sense of dyslexia, and this helped them to reframe their children’s dyslexia positively. However, they encountered difficulties when engaging in the development of support for their children; the role inhabited by parents versus that of professionals impeded their ability to access the field of education effectively at Hilltop View School.
This article explores teachers’ experiences of dyslexia and classroom interventions via lesson observations and semi‐structured interviews. These experiences were analysed through a Bourdieusien lens, based on Jenkins's ‘levels of interaction’, to delineate power relationships inherent in classroom interactions, teachers’ interactions with professionals and institutions, and mechanisms present in teachers’ conceptualisation of ‘self’. Through their conceptualisation of ‘self’ as ‘teachers of dyslexic young people’, it was found that teachers’ classroom interactions acted to reduce social distance between themselves and students. Internally and interactionally, teachers enacted agency and constructed their own social space, through their framing of young people with dyslexia and use of inclusive language with students. Institutionally, teachers were found to be subject to other professions and Government policy, lacking autonomy and capacity to distribute resources, despite their ‘symbolic capital’ as teachers. The ‘level of interaction’ determined teachers’ capacity to act autonomously and freely navigate their own social space.
a Abstract:Today's power systems have become so complex that it is not easy for the system dispatcher to realistically predict the results of outages. The situation is compounded whenever the power grid is not in its "normal" configuration due to that will help them train their dispatcher to:"planning studies" almost useless since they were based on a specific configuration of the power system, generators and the grid equipment.As a result of the reasons mentioned above, utilities need tools maintenance switching or equipment failure. The authors feel that the DTS is an excellent tool that can be used to teach the dispatcher how to react under these conditions. * Perform their normal tasks better. This can be accomplished through:Hands-on repetitive practice + Re-enforcement of operational procedures Know how their system would react if some emergency occurs on the power system. Some of the objectives here are: + In this paper, the authors present an on-line implementation of the DTS which allows the user to 0 initialize the DTS to an EMS disturbance using data that was captured at the time of the disturbance; and place the DTS in a playback mode and go back to specific times in the scenario. 0 How to detect if an emergency has occurredHow t o get the power system out of the emergency situation How to prevent an emergency from occurringThe former feature allows the analyst to investigate EMS disturbances and then train the various dispatchers to be able to recognize such disturbances and to recover from them when ---they occur. The latter feature allows the instructor (with the trainee) to review and re-experience desired portions of the scenario.The authors feel that the DTS is an excellent training tool to help the dispatcher achieve these objectives.It is the authors' feeling that these two features will help the EMS operational staff understand their power system better and help their dispatchers in dealing with operational problems associated with the proper running of the system.
We designed and pilot tested “You and CO2”, a program designed to encourage students to reflect on their personal impact on the environment, while also appreciating their place within society to bring about positive societal change. Over three interlinked workshops, students analysed the carbon footprints of some everyday activities, which they then explored in more detail through interacting with a bespoke piece of interactive digital narrative (IDN), No World 4 Tomorrow. Previous papers have discussed the feasibility of the program and student engagement with the concepts. This paper presents analysis of the playthrough data as each participant in the program played the IDN to completion, examining trends in story selection choices for how they reflect students’ understandings and attitudes towards climate change and their own ability to make a difference in matters large and small pertaining to climate change.
This paper presents a new engagement model for climate change education (CCE) as a result of analysing interactive digital narratives (IDNs) created during the You and CO2 Climate Change Education Programme. Young people aged 13–15 from two schools in Wales participated in three workshops, which culminated in students producing IDNs about climate change using Twine storytelling software. An inductive, grounded-theory approach informed by Bourdieusien principles of habitus and value was used to explore students’ responses to the Programme. Stage 1 coding identified ‘Core Themes’ and located student responses along tri-axial continua showing engagement, agency, and power. Stage 2 coding combined ‘Core Themes’ to build upon Cantell et al.’s 2019 Bicycle Model of Climate Change Education to create a new ‘holistic Agentic Climate-Change Engagement’ model (h-ACE), where learners’ journeys towards full engagement with and understanding of CCE and action could be traced. Barriers to students’ engagement with and understanding of CCE were identified through Bourdieusien analysis of responses. Results show that engagement was related to children’s views on their capacity to effect change on individual, local and governmental levels. The h-ACE provides a model for adjusting CCE curricula to accommodate young people’s varying cultures and views.
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