Bibliografías temáticas / Children's voices in research

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Literatura académica sobre el tema "Children's voices in research"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 8 de febrero de 2022

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Artículos de revistas sobre el tema "Children's voices in research"

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MacNaughton, Glenda. "Eclipsing Voice in Research with Young Children." Australasian Journal of Early Childhood 28, no. 1 (March 2003): 36–43. http://dx.doi.org/10.1177/183693910302800108.

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This article examines two vignettes taken from a research project designed to give voice to children's understandings of equity and social diversity in order to raise questions about how this project potentially reinforced inequities in children's lives. A rhizoanalysis of the vignettes is used to raise questions about how young children perform diverse discourses of ‘race’. This paper specifically focuses on the extent to which some of the voices produced in the research colluded in the production of racist and sexist practices. It uses this focus to raise questions generated through the rhiz
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Curtin, C. "Eliciting Children's Voices in Qualitative Research." American Journal of Occupational Therapy 55, no. 3 (May 1, 2001): 295–302. http://dx.doi.org/10.5014/ajot.55.3.295.

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Chitakunye, Pepukayi. "Recovering children's voices in consumer research." Qualitative Market Research: An International Journal 15, no. 2 (March 30, 2012): 206–24. http://dx.doi.org/10.1108/13522751211215903.

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Jesuvadian, Mercy Karuniah, and Susan Wright. "Doll tales: foregrounding children's voices in research." Early Child Development and Care 181, no. 3 (April 2011): 277–85. http://dx.doi.org/10.1080/03004430903293172.

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Dockett, Sue, and Bob Perry. "Children's Views and Children's Voices in Starting School." Australasian Journal of Early Childhood 28, no. 1 (March 2003): 12–17. http://dx.doi.org/10.1177/183693910302800104.

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The Starting School Research Project promotes the involvement of children in the research agenda. This paper explores some of the philosophical and methodological issues involved in this stance. The main focus of this paper is the voices of children reporting issues of significance to them as they start compulsory schooling, through drawings, descriptions, photographs and demonstrations.
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STERN, JULIAN. "Children's Voice or Children's Voices? How Educational Research Can be at the Heart of Schooling." FORUM 57, no. 1 (2015): 75. http://dx.doi.org/10.15730/forum.2015.57.1.75.

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Chawar, Ewa, Justyna Deszcz-Tryhubczak, Katarzyna Kowalska, Olga Maniakowska, Mateusz Marecki, Milena Palczyńska, Eryk Pszczołowski, and Dorota Sikora. "Children's Voices in the Polish Canon Wars: Participatory Research in Action." International Research in Children's Literature 11, no. 2 (December 2018): 111–31. http://dx.doi.org/10.3366/ircl.2018.0269.

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Despite its rightful concern with childhood as an essentialist cultural construct, the field of children's literature studies has tended to accept the endemicity of asymmetrical power relations between children and adults. It is only recently, under the influence of children's rights discourses, that children's literature scholars have developed concepts reflecting their recognition of more egalitarian relationships between children and adults. This essay is a result of the collaboration between child and adult researchers and represents a scholarly practice based on an intergenerational democ
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Swadener, Beth Blue, and Valerie Polakow. "Children's Rights and Voices in Research: Cross-National Perspectives." Early Education & Development 21, no. 2 (March 26, 2010): 285–86. http://dx.doi.org/10.1080/10409281003732684.

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Avci, Neslihan. "How is a research that children want? Hearing the children’s voices during the research process!" New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 60–69. http://dx.doi.org/10.18844/prosoc.v4i6.2914.

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It is important to get the views of children during participation in the research process. The Committee on the Rights of the Child mentions the aspects to be conveyed to children who participate in research processes. A ‘symmetrical approach’ must be adopted for getting children’s own consent, and informing them about the research and participatory methods. This study aims to utilise children‘s voices for research processes, and their participation and the participatory methods they prefer are the main goals. Children’s views on their research processes, their needs and their interests are in
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Cousins, Wendy, and Sharon Milner. "Small Voices: Children's Rights and Representation in Social Work Research." Social Work Education 26, no. 5 (July 2, 2007): 447–57. http://dx.doi.org/10.1080/02615470601118589.

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Tesis sobre el tema "Children's voices in research"

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Schultz, Samantha Jane, and University of Lethbridge Faculty of Education. "The voices of children : understanding children's reading worlds." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/139.

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Sutter, Kimberlee Ann, and Kimberlee Ann Sutter. "Siblings of Children with Down Syndrome: Voices Hear." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622942.

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The purpose of this study was to explore the meanings of the relationship of school-age siblings of brothers or sisters with Down syndrome in order to gain a greater understanding of the lived experience from the view point of the school-age sibling. Sibling spend more time together than any other family subsystem and siblings actively shape one another’s lives and prepare each other for future experiences. With children with Down syndrome living into their 60’s, the question regarding the sibling relationship is becoming an important focus due to the possible demands on the sibling to care
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Mora, Bernadette Alexandra, and Bernadette Alexandra Mora. "A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623068.

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School readiness is a prominent issue in early childhood education as adults strive to prepare young children for school. The desirability of school readiness lies within the notion that if children enter kindergarten prepared, then they will be successful throughout their schooling. However, school readiness is a complex concept. It is perceived differently by parents, teachers, policy makers, and researchers. Nationally, children are the only stakeholders whose voices are ignored in the discussions of school readiness. Based on three frameworks, that children are active agents in their exper
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Åkerström, Jeanette. ""Participation is everything" : young people's voices on participation in school life." Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-35795.

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This thesis shows that participation is an important and comprehensive concept for young people. The aim of the thesis is to explore young people’s perspectives on and experiences of participation in school. Young people are in this research project understood as competent participants and as valuable contributors in research. Young people (aged 13–19 years) are involved as both research partners and research respondents. The design is explorative and mixed methods are used. Study 1 describes an interactive research circle with young people as research partners. Participation and asymmetric re
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Attard, Sue. "Listening to voices of children and learning with them : action research in a primary school." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/4231.

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This dissertation presents an action research project carried out in a primary school to address the issue of ‘pupil voice’. Consulting with stakeholders has risen in prominence in the political context of schools. A number of government directives to encourage schools to engage have been put forward, including the expectation of the establishment of a School Council. The formation of the School Council is the first cycle of action presented in this dissertation, which then continues to develop through three further action cycles: listening to the voices of teachers, ‘children as philosophers’
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Harper, Harry Robert. "Hearing the voices of Mexican immigrant parents : participatory action research building a space to explore and report on how parents experience their children's schools in California /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.

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Paraskevas, Costas Barry. "The voices of year 6 children : their views on physical education and the implications for policy practice and research." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019967/.

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Taking a constructivist-interpretivist stance, this mixed methods case study gives a voice to 236 children from East London between 2007 and 2010 through the use of questionnaires and interviews. The aim was to explore what the children thought about Physical Education, with a view to illuminating and informing current policy, practice and research in relation to the aims which under-pin the national curriculum. The children's voices, conspicuously absent from discussions about their physical education, over the last twenty years, give a view of the curriculum from the recipient's perspective.
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Silvia, Cont. "New Voices in the Woods : A Study of Children’s Experience of the Forest as an Outdoor Educational Space." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149007.

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There is a growing body of literature that recognizes the importance of outdoor learning spaces in educational practice with children. However, previous studies of the outdoor learning spaces have omitted to address the young children’s perspectives on the outdoor environments that they experience as a part of the Forest School’s educational approach. Research on the subject has been mostly restricted to an adult perspective. Furthermore, the previously published studies are limited to Scandinavian countries and available in Scandinavian languages and, therefore, not easily accessible to an in
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Henry, Lynette M. "Just Love| A Collaborative Evaluation of a Faith-Based School-Family-Community Partnership Through the Voices of the Children." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633108.

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<p> Faith-based school-family-community partnerships have been a federal mandate over the past decade, yet little has been written about the outcomes of these faith-based partnerships. A need exists to understand if the potential in these faith-based partnerships is indeed realized in positive outcomes for students and schools. The purpose of this study was to evaluate a faith-based school-family-community partnership, Just Love. Just Love is a faith-based school-family-community partnership between a large suburban church and a Title 1, urban elementary school, Charisma Elementary School (Cha
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White, Peta. "Acoustic and aerodynamic measurements of children's voices." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388787.

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Libros sobre el tema "Children's voices in research"

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Phạm, Thị Lan. The ethics of research reciprocity: Making children's voices heard in poverty reduction policy-making in Vietnam. London: Young Lives, 2005.

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Mongan, Paddy. Voices unheard: An education research report on traveller children living in Belfast. Belfast: Belfast Travellers Education and Development Group, 2002.

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McCarty, Joan. New voices: Immigrant students in U.S. public schools : an NCAS research and policy report. Boston, Mass: National Coalition of Advocates for Students, 1988.

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Maybin, Janet. Children's Voices. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230511958.

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Guin, Ursula K. Le. Voices. Orlando: Harcourt, 2006.

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Voices. New York: Scholastic Inc., 2006.

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Corwin, Rebecca B. Talking mathematics: Supporting children's voices. Portsmouth, NH: Heinemann, 1996.

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Ashmore, Wendy. Voices in American archaeology. Washington, D.C: Society for American Archaeology, 2010.

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Bjørnestad, Elisabeth, and Janicke Heldal Stray. New Voices in Norwegian Educational Research. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-464-2.

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Bazzul, Jesse, and Christina Siry, eds. Critical Voices in Science Education Research. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99990-6.

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Capítulos de libros sobre el tema "Children's voices in research"

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Shiraani, Fathimath, Neil Carr, and Gill Rutherford. "Disabled children as legitimate research participants: a topic omitted from tourism research?" In Social tourism: global challenges and approaches, 96–108. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241211.0096.

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Abstract This chapter discusses the need to respect and listen to the views of disabled children in general, and in relation to tourism specifically. It starts by defining the concept of voice and summarizes the broader debates and arguments regarding children's voice. The chapter then continues to cover how some children's voices, referred to as 'conventional voices', are privileged over others (such as disabled children). The subsequent section reflects on two strands of tourism research related to disability and children and highlights disabled children's invisibility and omission of their perspectives in tourism research. The chapter then provides a brief discussion of the challenges of researching with disabled children and outlines some ethical and practical considerations. Overall, this chapter serves as a springboard for further inquiry concerning disabled children's inclusion in tourism research.
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Shiraani, Fathimath, Neil Carr, and Gill Rutherford. "Disabled children as legitimate research participants: a topic omitted from tourism research?" In Social tourism: global challenges and approaches, 96–108. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241211.0009.

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Abstract This chapter discusses the need to respect and listen to the views of disabled children in general, and in relation to tourism specifically. It starts by defining the concept of voice and summarizes the broader debates and arguments regarding children's voice. The chapter then continues to cover how some children's voices, referred to as 'conventional voices', are privileged over others (such as disabled children). The subsequent section reflects on two strands of tourism research related to disability and children and highlights disabled children's invisibility and omission of their perspectives in tourism research. The chapter then provides a brief discussion of the challenges of researching with disabled children and outlines some ethical and practical considerations. Overall, this chapter serves as a springboard for further inquiry concerning disabled children's inclusion in tourism research.
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Richards, Sarah, Jessica Clark, and Allison Boggis. "Privileging Voices." In Ethical Research with Children, 121–45. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-35131-9_7.

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Katz, Lilian G. "Engaging Children’s Minds: Innovative Research and Practice." In Global Voices in Education, 115–20. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-682-9_8.

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Johansson, Eva. "Introduction: Giving Words to Children’s Voices in Research." In Educational Research with Our Youngest, 1–13. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2394-8_1.

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Jover, Gonzalo, and Bianca Thoilliez. "Biographical Research in Childhood Studies: Exploring Children’s Voices from a Pedagogical Perspective." In Children and the Good Life, 119–29. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9219-9_9.

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Wallerstedt, Cecilia, Niklas Pramling, and Ingrid Pramling Samuelsson. "Embodied Voices and Voicing Embodied Knowing: Accessing and Developing Young Children’s Aesthetic Movement Skills." In Educational Research with Our Youngest, 87–106. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2394-8_5.

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Maybin, Janet. "Schooled Voices." In Children's Voices, 140–59. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230511958_8.

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McInnerney, Marlyn. "Insider Research: Articulating the Voices of Women Schooling Their Children in Remote Queensland, Australia." In Palgrave Studies in Education Research Methods, 251–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48845-1_15.

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Maybin, Janet. "Conclusion." In Children's Voices, 184–89. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230511958_10.

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Actas de conferencias sobre el tema "Children's voices in research"

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Noskina, Lyubov Dmitriyevna. "Choral singing at Children's Art School: develop your pretty voice!" In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111586.

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Vázquez Recio, Rosa, Patricia Ortega Aguilar, Daniel Traverso Macías, Mónica López-Gil, Guadalupe Calvo-García, and Sabina Sánchez Alex. "AN APPROACH TO SCHOOL LIFE FROM THE VOICES OF CHILDREN IN EARLY CHILDHOOD EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2886.

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Roy, Gargi, and Zhou Wen Chong. "Towards child-friendly mega-delta cities in Asia. A critical literature review." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/uuga9354.

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The ‘reinstatement’ of children within the planning discourse reflects a scholarly and professional recognition of the interdependencies between urban space and critical health issues of specific social groups (Gleeson &amp; Sipe, 2006). This research paper interrogates the international policy concept of child-friendly cities, defined as “any system of local governance committed to fulfilling child rights as articulated in the Convention on the Rights of the Child. It is a city or community where the voices, needs, priorities and rights of children are an integral part of public policies, pro
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Shapir, Barbara, Teresa Lewin, and Samar Aldinah. "LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.

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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experim
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Assmann, Peter, Santiago Barreda, and Terrance Nearey. "Perception of speaker sex in children's voices." In 162nd Meeting Acoustical Society of America. Acoustical Society of America, 2013. http://dx.doi.org/10.1121/1.4793571.

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Assmann, Peter, Santiago Barreda, and Terrance Nearey. "Perception of speaker age in children's voices." In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4800918.

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Rubio, Juan, Kori Inkpen, Anna Ly, Jessica Kaminsky, and Chris Plutte. "Enhancing children's voices with media and technology." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485888.

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Butler, A., K. Vincent, and M. Bluebond-Langner. "019 A program of research to increase research access and participation for children and young people with life-limiting conditions and life-threatening illnesses: ‘barriers to research access: voices, experiences, and solutions- the BRAVES project’." In Great Ormond Street Hospital Conference 2018: Continuous Care. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/goshabs.19.

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Lyakso, Elena, and Olga Frolova. "Neurological state manifestation in infants’ and children’s voice features." In 7th Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2016/07/0022/000281.

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Osipenkova, Anastasiya Igorevna. "Bodily integrity children's rights." In III International applied research conference for pupils, chair Yelena Anatolyevna Arosyeva. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-81086.

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Informes sobre el tema "Children's voices in research"

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Thorsen, Dorte, and Roy Maconachie. Children’s Work in West African Cocoa Production: Drivers, Contestations and Critical Reflections. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/acha.2021.005.

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Cocoa farming in West Africa has a long history of relying on family labour, including children’s labour. Increasingly, global concern is voiced about the hazardous nature of children’s work, without considering how it contributes to their social development. Using recent research, this paper maps out the tasks undertaken by boys and girls of different ages in Ghana and how their involvement in work considered hazardous has changed. We show that actions to decrease potential harm are increasingly difficult and identify new areas of inquiry.
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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 p
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Thomas, Edmund D., Ted M. Yellen, and Samuel J. Polese. Voices From The Past-Command History Post WWII to November 1999. An Historical Account of the Naval Personnel Research & Development Center (NPRDC) of San Diego, California. Fort Belvoir, VA: Defense Technical Information Center, October 1999. http://dx.doi.org/10.21236/ada369930.

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Hunter, Matthew, Laura Miller, Rachel Smart, Devin Soper, Sarah Stanley, and Camille Thomas. FSU Libraries Office of Digital Research & Scholarship Annual Report: 2020-2021. Florida State University Libraries, July 2021. http://dx.doi.org/10.33009/fsu_drsannualreport20-21.

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The Office of Digital Research and Scholarship partners with members of the scholarly community at FSU and beyond to engage with and act on innovative ideas in teaching, research, and creative activity. We privilege marginalized voices and unique contributions to scholarly discourse. We support interdisciplinary inquiry in our shared pursuit of research excellence. We work with scholars to explore and implement new modes of scholarship that emphasize broad impact and access.Our dream is to create an environment where our diverse scholarly community is rewarded for engaging in innovative modes
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Levine, Felice, Na'ilah Suad Nasir, Cecilia Rios-Aguilar, Ryan Gildersleeve, Katherine Rosich, Megan Bang, Nathan Bell, and Matthew Holsapple. Voices from the field: The impact of COVID-19 on early career scholars and doctoral students. American Educational Research Association, January 2021. http://dx.doi.org/10.3102/aera20211.

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This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the study was to listen to and learn from the experiences of education researchers. The study included separate groups of scholars of color, women of color, and doctoral students of color, given that the COVID-19 crisis was highly racialized and having a disp
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to
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Hertz, Jana C., Derick W. Brinkerhoff, Robin Bush, and Petrarca Karetji. Knowledge Systems: Evidence to Policy Concepts in Practice. RTI Press, June 2020. http://dx.doi.org/10.3768/rtipress.2020.pb.0024.2006.

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This policy brief reviews the evolution of knowledge-to-policy studies and the emergence of systems perspectives. We explore the less well understood issue of how to grow and reinforce knowledge systems in settings where they are weak and underdeveloped. We offer a knowledge systems model that encapsulates current thinking and present an example of an effort to strengthen a knowledge system, drawn from a project managed by RTI in Indonesia. We conclude with some recommendations for strengthening knowledge systems including promoting debate among a diversity of voices within the knowledge syste
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Mahling, Alexa, Michelle LeBlanc, and Paul A. Peters. Report: Rural Resilience and Community Connections in Health: Outcomes of a Community Workshop. Spatial Determinants of Health Lab, Carleton University, December 2020. http://dx.doi.org/10.22215/sdhlab/2020.1.

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Canadians living in rural communities are diverse, with individual communities defined by unique strengths and challenges that impact their health needs. Understanding rural health needs is a complex undertaking, with many challenges pertaining to engagement, research, and policy development. In order to address these challenges, it is imperative to understand the unique characteristics of rural communities as well as to ensure that the voices of rural and remote communities are prioritized in the development and implementation of rural health research programs and policy. Effective community
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