Relevant bibliographies by topics / Children's perspectives

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children's perspectives'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Children's perspectives"

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Esteve, R., and V. Marquina-Aponte. "Children's pain perspectives." Child: Care, Health and Development 38, no. 3 (August 22, 2011): 441–52. http://dx.doi.org/10.1111/j.1365-2214.2011.01297.x.

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Dow, John. "Disabled Children's Perspectives." Journal of Integrated Care 11, no. 1 (February 2003): 6–8. http://dx.doi.org/10.1108/14769018200300003.

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Leach, Deborah, and Gaalen L. Erickson. "Children's Perspectives on Diabetes." Journal of School Health 58, no. 4 (April 1988): 159–61. http://dx.doi.org/10.1111/j.1746-1561.1988.tb00551.x.

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Baxter, James S. "Perspectives on children's testimony." Child Abuse & Neglect 17, no. 4 (July 1993): 567–68. http://dx.doi.org/10.1016/0145-2134(93)90034-3.

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Gudjonsson, Gisli. "Perspectives on children's testimony." Behaviour Research and Therapy 28, no. 2 (1990): 179–80. http://dx.doi.org/10.1016/0005-7967(90)90045-k.

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Gannon, Susan R. "International Children's Literature: Critical Perspectives." Children's Literature Association Quarterly 24, no. 3 (1999): 151–53. http://dx.doi.org/10.1353/chq.0.1088.

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Hands, Beth, and Marie Martin. "Fundamental Movement Skills: Children's Perspectives." Australasian Journal of Early Childhood 28, no. 4 (December 2003): 47–52. http://dx.doi.org/10.1177/183693910302800409.

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MONTANDON, CLEOPATRA, and FRANÇOISE OSIEK. "Children's Perspectives on their Education." Childhood 5, no. 3 (August 1998): 247–63. http://dx.doi.org/10.1177/0907568298005003002.

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BOTTOMS, BETTE L., and GAIL S. GOODMAN. "International Perspectives on Children's Testimony." Criminal Justice and Behavior 23, no. 2 (June 1996): 260–68. http://dx.doi.org/10.1177/0093854896023002002.

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Mackay, Maxine. "Aboriginal Perspectives in Children's Services." Aboriginal Child at School 21, no. 2 (May 1993): 50–52. http://dx.doi.org/10.1017/s0310582200005666.

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Within the multi-cultural society of Australia, Aboriginal people have a special place because of the part they have played in the history of Australia, and because they are the indigenous people of this country.
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Dissertations / Theses on the topic "Children's perspectives"

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Nye, Rebecca. "Psychological perspectives on children's spirituality." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11177/.

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There have been very few attempts to understand the nature of children's spirituality which have undertaken a study of children themselves. More often this topic has been examined through the various perspectives provided by religious, moral, educational and generally adult agenda. This thesis offers a study of children's spirituality drawing on perspectives from developmental psychology. Its intention is to make a distinctive theoretical contribution towards an understanding of children's nature. The methodological approach is that of an empirical, qualitative investigation and analysis. The main data presented are interviews conducted with six and ten year old children in which the opportunity to discuss potentially spiritual experiences, feelings, and issues was encouraged. Chapter 1 explores the history of interest in spirituality reflected in education policy documents, as well as a selective review of the scholarly education literature this has increasingly inspired. Chapter 2 explores the nature of a psychological contribution. Although the spiritual has rarely found an established place in psychology's research agenda, I offer a compilation of relevant exceptions to this neglect. These are drawn both from explicit attempts by psychologists to investigate discrete aspects of children's religious lives, as well as from psychological models of development in which the nature of children's spirituality is more implicitly suggested. The development of a provisional conceptual framework specifically for children's spirituality (particularly the empirical study of it) is outlined in chapter 3. A variety of psychological scholarship is used to inform this framework, as is a discussion of the complexities affecting the definition of spirituality in a contemporary context. Since few empirical studies have been conducted in this area, the methodological approach devised for this study is described in detail. Considerable attention is given to the foundational issue of the researcher's perspective, as well as the procedural stages from piloting to data analysis. Chapters 5 and 6 offer my interpretative analyses. I describe how repeated qualitative analysis was essential to uncovering layers of meaning in the data, and how this gradually gave way to an interpretative account of children's spirituality expressed in broadly psychological terms. I propose that much of the nature of children's spirituality may be described in terms of a demonstration of a particular kind of consciousness, referred to here as 'relational consciousness'. This core category is further explored in terms of its contributory dimensions, drawing on a coding paradigm suggested by grounded theory methodologists. The final chapter considers additional psychological parallels which this new description of children's spirituality affords, and the more general implications of this work for children's education. It is suggested that the conduct of the study as a whole in terms of its literature research, method, data and analytical framework, demonstrates the potential of pursuing a psychologically informed approach in this area.
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Leach, Deborah Ann. "The meaning of diabetes : children's perspectives." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26552.

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This exploratory study was aimed at uncovering diabetic children's beliefs and ideas about diabetes mellitus. Children aged 8 to 12 years were observed at summer camp where they participated in various role playing activities designed to make their beliefs about diabetes explicit. Twelve children were later interviewed at home using a modification of Piaget's clinical method. Analysis of these data was focussed on how children explain diabetes from a phenomenological perspective, and how children interpret medical knowledge about diabetes. The study indicated that children have a good understanding of certain biomedical concepts and illustrated the importance of eliciting the child's explanatory model before introducing clinical explanations. Concepts and principles that were abstract or not discussed with children were poorly assimilated, indicating the need to question them periodically and help them to understand more complex ideas. The explication of children's personal perspectives confirmed previous research indicating the need to consider their feelings about being different and the constraints attached to having diabetes.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Woods, Lois. "Children's perspectives of primary school environments." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51143/.

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It has been recognised for many years that children learn from direct experiences with their surrounding environments (Weinstein and David, 1987). Considering children spend the majority of their early lives occupying school buildings, the quality of this built environment is important as it is thought to have an impact on their learning, social development and well-being. The architectural design of school environments, procured over the past 15 years has been constantly evolving with the need for new and improved school buildings coupled with significant changes in education over the past few decades. In the UK, during the 2000s, there was significant investment in the Building Schools for the Future (BSF) programme, with a desire to achieve high quality inspirational environments that enhance learning (DfES, 2003c), where design quality was considered an important factor to address issues of sustainability, flexibility and adaptability (DfES, 2002b). As such, there has been significant research undertaken into school design, which has found that certain elements of the environment may have an impact on learning and achievement. However, a change in government in 2010 led to the existing school building programmes at the time being axed and the Priority School Building Programme (PSBP) being introduced in 2011, with baseline design guidelines and the aim to make school construction more cost-effective (National Audit Office, 2017). During the economic downturn, it became apparent that some elements of school design were being omitted to reduce building costs. Considering the current situation, this poses the question: what impact does the latest wave of school buildings have on the users and their experiences in these new settings? Optimising the design of school buildings remains important, and in order to achieve this, we need to examine some of our existing and recently constructed school buildings. This thesis reviews the current situation by investigating the impact of ‘new’ primary school buildings on children’s experiences and their daily lives at school, conducting a post-occupancy investigation of four case study schools. The qualitative research targeted the end-users, the children themselves, by exploring their views on their schools. The research also highlights the potential of participatory techniques through use of creative methods, providing an understanding of primary school buildings through the children’s eyes, giving them a voice within the research. The findings identify that, from the children’s perspective, new primary schools are to an extent, providing sufficient spaces in which to learn. However, it remains that there are some environmental issues which are affecting children. The importance of the holistic school environment has been highlighted as well as desirable spaces and places for children at school, with an emphasis on outdoor spaces and the natural environment. By providing insights into their daily experiences, the findings suggest that such spaces ought to be considered higher priority in the design process. The research aims to set a precedent for architects and designers, providing an insight into four post-occupancy case studies, whilst looking forward to integrating participatory techniques in future school evaluation and design. By enriching existing knowledge in the area of school environments, it provides fresh information that will continue to aid the future design of schools by architects, which ultimately, has the potential to have a positive impact on development and well-being.
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Randall, Duncan. "'They just do my dressings' : children's perspectives on Community Children's Nursing." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3191/.

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The increase in the number of children living with complex, long term nursing needs has led to an expansion of services. The growth in community children’s nursing has been influenced by local politics and the needs of individual children, rather than by research investigating children’s perspectives (Whiting 2005). At the same time, policy and professional agendas have included a willingness to listen to children as service users (Department of Health 2001a, Coad and Shaw 2008). The aim of this study was to address the lack of an evidence base for community children’s nursing by exploring children’s experiences of receiving nursing care in community settings. A mosaic of qualitative methodologies, within the philosophical framework of Clark’s (2004) Mosaic approach, was used to investigate the experience of children, aged 5-12. The study engaged a core group of seven children in participatory activities spread over one year. A larger, non-core group of fourteen children was also observed receiving nursing care. The children’s perspectives were placed in context using data from observation of six nurses’ working days, and individual and group interviews with community children’s nurses. Four themes emerged. Firstly, the dominant theme for children was how they portrayed themselves as children, like other children. Secondly, findings show, for the first time, that children have negative as well as positive regard for nurses. Children’s regard for nurses seemed to be influenced by children’s understanding of their illness and their involvement in receiving care. Thirdly, children and nurses focused on highly visible clinical interventions, not on the work of nurses which helped children to access social or educational opportunities. Finally, some of the children wanted to receive care from a nurse of the same sex as themselves. These findings have significant implications for quality measurement, the management of relationships between children and nurses, and the organisation of children’s nursing.
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Negreiros, Juliana. "Children's perspectives of safety in their neighbourhood." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28472.

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The main purpose of this study was to explore, understand, and describe children’s perspectives of safety in their neighbourhood. Participants included 15 children aged 7 to 9 years, who lived in a neighbourhood in the Lower Mainland of British Columbia characterized by high crime rate and characteristics associated with high vulnerability. The methodology used was symbolic interactionism. Data collection included individual and collective drawing activities and semi-structured group interviews conducted across three group sessions. Field notes and memos were used to document the data analysis process, in addition to peer debriefing sessions. A constant comparison method guided the coding, categorization, and analysis of all data, which were reviewed by a peer audit. Through the social interaction in groups, children co-constructed the meanings of safety, enriching the discussions and expanding the findings. Two interrelated core categories emerged: protective conditions that serve to help the children prevent or avoid risky events. Protective conditions were associated with places and people the children perceived as protective and with protective actions taken and protective accessories used to prevent harm. Risky events included neighbourhood disorder, crime, contact with strangers, and accidents. The fear of exposure to such events could result in harm and, consequently, damage children’s sense of well-being. The dynamic relationship between the obverse meanings of safety -safe and unsafe- contributed to children’s understanding of this concept. It is suggested that the social context where the children live and the social interaction among participants shaped their perspectives of safety. While examples of extreme dangerous situations, descriptions of safety rules taught by adults, and media violence illustrated children’s “negative” perspectives of safety, a few participants indicated that supportive relationships promoted sense of security. Implications of these findings for parents, psychologists, and other professionals working with children suggest efforts to (a) understand and recognize the benefits and risks of teaching children strategies to protect themselves, (b) promote positive and stable relationships within the child’s proximal environments (family, school, and neighbourhood), and (c) reduce situations in the neighbourhood associated with disorder as children perceive themselves as unable to maintain their sense of well-being.
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Radanovic, Shelley Kara. "Children's perspectives on creativity and its role in their lives." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/199784/1/Shelley_Radanovic_Thesis.pdf.

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Children's perspectives on creativity are lacking in existing literature. This study explores children's perspectives on creativity and the role it plays in their lives. Using new sociology of childhood as the theoretical framework and Lundy's Model of Participation to guide the methodology, focus groups with children from Prep to Year Six were conducted. The children described what creativity is, how it is used by individuals and society, and how they use creativity to better understand themselves, their learning and their world. This thesis offers perspectives on how to encourage children's creativity, with implications for children's general learning and wellbeing.
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Marples, Rebecca Elizabeth. "Children's voices in private law proceedings : judicial perspectives." Thesis, University of Sheffield, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632805.

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Davis, Pauline Suzanne. "Understanding children's perspectives of reading: implications for practice." Thesis, University of Manchester, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488452.

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There is concern about underachievement in reading in Britain. The aim of this inquiry is to find insights into school life that can be used to develop thinking about practice relating to children who experience reading difficulties in mainstream primary schools. This inquiry investigates seven and eight year old children's perceptions of reading in case studies of three primary schools. The intake of two schools was predominantly, white British and working class; the intake of the third school was also white British but the children's parents were in clerical, semi-professional or professional employment. The research employs five methods for data collection: classroom observation, reading tests, structured/semi -structured interviews, story telling interviews and 'incidental data collection'. The power difference between adults and children, along with children's usually more limited linguistic repertoire, means that adhering to effective interviewing practice is especially important when interviewing children. The development of an interview procedure for use with primary school children based on children telling a story is reported. It is argued that the story-telling interview can be used beneficially with children who are poor readers. Children's perspectives of reading were found to be wide ranging. Factors that influenced their views were gender, the learning environment at home, self-image, the quality of the reading materials and the trust afforded children in their reading at school. Boys were found to be disadvantaged in reading development by constructions of masculinity that view reading as a feminine activity. Furthermore, a boy's self-identification as a non-reader or as a person who rarely reads voluntarily sometimes occurs at a younger age than has generally been reported. This is linked with social economic status and sociocultural influences. The concept of children's collective agency was introduced in relation to the shaping of school processes and practice. It is suggested that in certain circumstances, connected with social background, the characteristics of the group of children in a classroom can shape classroom practices and whole school practices.
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Williams, A. Lynn. "Prologue: Perspectives in the Assessment of Children's Speech." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/2005.

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The pragmatic challenge posed by the forum of completing an assessment within a 60 to 90 minute time limit challenges us to think about the theoretical perspectives that underlie our evaluation procedures. Hopefully, it will lead us to question some of our procedures in light of new theories and clinical advances and to develop stronger rationales for and greater understanding of "tried and true" procedures.
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Williams, A. Lynn. "Epilogue: Perspectives in the Assessment of Children's Speech." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/2004.

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Books on the topic "Children's perspectives"

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J, Ceci Stephen, Ross David F. 1959-, and Toglia Michael P, eds. Perspectives on children's testimony. New York: Springer-Verlag, 1989.

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Nancy, Farnan, ed. Children's writing: Perspectives from research. Newark, Del: International Reading Association, 1998.

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1948-, Olwig Karen Fog, and Gulløv Eva, eds. Children's places: Cross-cultural perspectives. New York: Routledge, 2003.

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Audrey, Mullender, ed. Children's perspectives on domestic violence. London: SAGE, 2002.

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A, Lehman Barbara, ed. Global perspectives in children's literature. Boston, MA: Allyn and Bacon, 2001.

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P, Steffe Leslie, Wood Terry Lee 1942-, and International Congress on Mathematical Education (6th : 1988 : Budapest, Hungary), eds. Transforming children's mathematics education: International perspectives. Hillsdale, N.J: L. Erlbaum, 1990.

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Children's voices: Children's perspectives in ethics, theology and religious education. Leuven: Peeters, 2010.

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author, Sarkar Sukanta, ed. Vulnerable children: Human rights perspectives. Delhi: Kalpaz Publications, 2015.

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Children's rights from below: Cross-cultural perspectives. New York: Palgrave Macmillan, 2012.

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Goga, Nina, Lykke Guanio-Uluru, Bjørg Oddrun Hallås, and Aslaug Nyrnes, eds. Ecocritical Perspectives on Children's Texts and Cultures. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90497-9.

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Book chapters on the topic "Children's perspectives"

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Steffe, Leslie P. "Perspectives on Children’s Fraction Knowledge." In Children's Fractional Knowledge, 13–25. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0591-8_2.

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Cecchin, Daniela. "Pedagogical Perspectives on Play." In Children's Play and Development, 55–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6579-5_4.

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Greenwood, Margo, and Perry Shawana. "15. Aboriginal Perspectives on Child Care." In Our Children's Future, edited by Gordon Cleveland and Michael Krashinsky, 234. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442678163-025.

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Barter, Christine, Emma Renold, David Berridge, and Pat Cawson. "Staff Perspectives on Violence." In Peer Violence in Children's Residential Care, 79–103. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230005617_4.

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Grech, Shaun. "Disability, Childhood and Poverty: Critical Perspectives on Guatemala." In Disabled Children's Childhood Studies, 89–104. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137008220_8.

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Barter, Christine, Emma Renold, David Berridge, and Pat Cawson. "Young People’s Perspectives on Violence." In Peer Violence in Children's Residential Care, 59–78. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230005617_3.

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Gilligan, Robbie. "Children in Care: Global Perspectives on the Challenges of Securing Their Well-Being and Rights." In Enhancing Children's Rights, 127–39. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_9.

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Martin, Carol Lynn, and Rachel E. Cook. "Cognitive perspectives on children’s toy choices." In Gender typing of children's toys: How early play experiences impact development., 141–64. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000077-008.

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Albarracin-Jordan, Juan, and Thérèse Bouchard. "Child Laborers in the Bolivian Mining Sector: Exploring Children’s Experiences and Perspectives." In Children's Rights and International Development, 87–107. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119253_5.

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Raval, Vaishali V., and Jennifer H. Green. "Children's Developing Emotional Competence in a Global Context." In Character Strength Development: Perspectives from Positive Psychology, 160–78. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9789353287641.n9.

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Conference papers on the topic "Children's perspectives"

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Einarsdottir, Johanna. "Belonging in Preschool: Listening to Children's Perspectives." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433758.

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Badillo-Urquiola, Karla, Afsaneh Razi, Jan Edwards, and Pamela Wisniewski. "Children's Perspectives on Human Sex Trafficking Prevention Education." In GROUP '20: The 2020 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3323994.3369889.

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Sheridan, Michael. "Transitioning to Kindergarten During the COVID-19 Pandemic: Children's Perspectives." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892774.

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DiPaola, Daniella, Anastasia K. Ostrowski, Rylie Spiegel, Kate Darling, and Cynthia Breazeal. "Children's Perspectives of Advertising with Social Robots: A Policy Investigation." In 2022 17th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2022. http://dx.doi.org/10.1109/hri53351.2022.9889572.

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Серегин, Андрей, and Andrey Seregin. "The judicial pluralism of family law: national and international legal perspectives." In International legal aspects of family law and protection of children's rights. Москва: INFRA-M Academic Publishing LLC., 2018. http://dx.doi.org/10.12737/2972-354-371.

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Olgun-Baytas, Muge. ""Children Are Part of a Community": Teachers' and Children's Perspectives on Being a Good Citizen." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576529.

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McNally, Brenna, Leyla Norooz, Alazandra Shorter, and Evan Golub. "Toward Understanding Children's Perspectives on Using 3D Printing Technologies in their Everyday Lives." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3079735.

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Fredriksson, Sofie, Janina Fels, and Kerstin Persson Waye. "Current perspectives on children's auditory perception and consequences of noise exposure effects." In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4799978.

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Andrushchenko, Nataliia, Evgenij Kryukov, Rifkat Muhamedrahimov, Aleksander Iova, Irina Arintsina, Varvara Anikina, Oksana Poteshkina, Maryia Solodunova, Irina Mamajchuk, and Daryia Chernego. "Traits and perspectives of comprehensive diagnostics of mental health of young children with intraventricular hemorrhages and posthemorrhagic hydrocephalus in anamnesis." In Innovations in the Diagnosis and Treatment of Children's Developmental Disorders. University of Latvia, 2018. http://dx.doi.org/10.22364/idtcdd.2018.02.

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Kim, HyeYoung. "Case Study on Disclosing Children's Disabilities: Perspectives From First-Generation Immigrant Korean Mothers." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1899830.

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Reports on the topic "Children's perspectives"

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Zibani, Nadia. Hazards and gender in children's work: An Egyptian perspective. Population Council, 2009. http://dx.doi.org/10.31899/pgy15.1000.

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Maruyama, Mika. The Effects of Animals on Children's Development of Perspective-Taking Abilities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.159.

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Gillett-Swan, Jenna, and Jonathan Sargeant. Voice Inclusive Practice: Engaging Children’s Perspectives in Wellbeing Pedagogy: Final Report. Queensland University of Technology, 2016. http://dx.doi.org/10.5204/rep.eprints.203734.

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Leinbach, Mary. Affective perspective-taking and sympathy in young children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3060.

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Bruce, Judith, Cynthia Lloyd, Ann Leonard, Patrice Engle, and Niev Duffy. Families in Focus: New Perspectives on Mothers, Fathers, and Children. Population Council, 1995. http://dx.doi.org/10.31899/pgy13.1007.

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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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McLean, Karen, Celine Chu, Julianna Mallia, and Susan Edwards. Developing a national Playgroup statement : Stakeholder consultation strategy. Australian Catholic University, 2021. http://dx.doi.org/10.24268/acu.8ww69.

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[Extract] In 2019 Playgroup Australia established a National Advisory Group, including representatives from government, not-for-profit, community and research sectors, to support the development of a National Playgroup Statement. The forthcoming statement is intended to provide a unifying voice for playgroup provision in practice, research and policy nationwide. Two core strategies were recommended by the National Advisory Group to support the development of the Playgroup Statement. These were: a) a literature review canvassing the existing evidence base of outcomes and benefits of playgroup participation for children and families; and b) a stakeholder consultation strategy to capture children’s and families’ experiences and perspectives of playgroup participation, and the impact of playgroup participation on their lives. This report details the findings from the stakeholder consultation strategy.
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Yorke, Louise, Belay Hagos Hailu, Pauline Rose, and Tirussew Teferra. The Pathway to Inclusive Education in Ethiopia: Perspectives of System- and School-Level Stakeholders. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/115.

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In Ethiopia, commitment to promoting inclusive education for children with disabilities has remained high on the government’s agenda, yet challenges remain in achieving this goal. Since 2018, the government’s large-scale education reform programme – the General Education Quality Improvement Programme for Equity (GEQIP-E) – has had a specific focus on promoting inclusive education for children with disabilities through the provision of additional school grants, and the promotion of Inclusive Education Resource Centres. In this paper, we draw on data from the Research for Improving Systems of Education (RISE) Ethiopia, to explore the perspectives of system- and school-level stakeholders involved in supporting education for children with disabilities as part of the GEQIP-E programme. We explore the progress and challenges in this area, and highlight some of the factors that limit the implementation of strategies intended to support inclusive education at the system and school level. We show how children with disabilities continue to face significant challenges in accessing and benefiting from education. Based on our analysis, we put forward a number of recommendations including the need for better data and evidence on education for children with disabilities – including their wellbeing and experiences within the school context – and the need for more resources to address and support inclusive education.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Gibbons, Marie, and Declan Quinn. A report on parental experiences in TUSLA Child Protection Conferences in Galway and Roscommon. Tusla: Child and Family Agency, June 2016. http://dx.doi.org/10.52516/rs0003.

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