A "Curriculum of Hope": Designing and Evaluating a Remote Mentoring Program for Pupils in a Pandemic

Autor/in	Pountney, Richard
Titel	A "Curriculum of Hope": Designing and Evaluating a Remote Mentoring Program for Pupils in a Pandemic
Quelle	In: ECNU Review of Education, 6 (2023) 1, S.33-56 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pountney, Richard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
Schlagwörter	Distance Education; Mentors; COVID-19; Pandemics; Secondary School Students; Foreign Countries; Metacognition; Learning Strategies; School Closing; Curriculum Development; Learner Engagement; Program Effectiveness; Student Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Sekundarschüler; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; School closings; Schule; Schließung; Schließung (von Schulen); Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten
Abstract	Purpose: This paper reports the evaluation of an ongoing intervention, the GROW Programme, aimed at meeting the needs of 15-18-year-old pupils who were unable to attend school in England for periods during 2020-2021. The aim of the paper is to theorize the underlying basis of practice in such a lockdown context to inform future responses. Design/Approach/Methods: Thematic analysis of a mixed-method evaluation, using surveys and interviews of teachers and mentors, and pupil focus groups, of the remote mentoring of pupils and their learning during lockdown, is further analyzed by means of Bernstein's knowledge codes and concept of open schools, to identify the form of knowledge inherent in online mentoring. Findings: The analysis offers a framework for open schooling valuable to schools in uncertain times and identifies the shift to metacognition and self-regulated learning as holding particular benefits for learning under disruption. Originality/Value: The paper takes a novel view of the disruption brought about by the partial closure of schools and offers a methodology for evaluating its effects by means of a unique intervention. It makes visible the characteristics and the potential benefits of alternative approaches in order that schools can make informed choices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01