School Exclusion: To Exclude Or Not To Exclude? A Critical Consideration of a Range of Perennial Issues (Published)
This paper reviews the notion of school exclusion. The use of narrative, biographical research has been employed to find out the feelings of children who has been excluded from school. Moreover, alternative perspectives were gained as I interviewed staff at the school about the exclusion process. Issues such as why an exclusion may be beneficial and why on the other hand it may not be of benefit will be considered. Logistical issues such as childcare and the holistic wellbeing of students and practitioners will be addressed.
Keywords: Childcare, Range of Perennial Issues, School Exclusion, Student, children
Improving Language Proficiency and General Knowledge: A Case for Free Voluntary Reading. (Published)
Free voluntary reading is just as its name states. It is free reading; free in the sense that students chooses what material they want to read, choose to read or not to read and to report in class on the reading they have done or not. It is purely reading with no strings attached. This is a strategy voiced by Stephen Krashen and quite a good number of language educators have decided it is worth a short. Research reports support the assertion that those who read more do better in a wide variety of tests. They become better users of language and have a wider horizon of life. They are also reported to have a greater general knowledge. It is in view of these that this paper recommends FVR as a probable solution to the lamentably poor standard of English in schools and the general poor academic outcomes.
Keywords: Academic Outcomes, English, Free Reading, Language, Literature, Student
Improving Language Proficiency and General Knowledge: A Case for Free Voluntary Reading (Published)
Free voluntary reading is just as its name states. It is free reading; free in the sense that students chooses what material they want to read, choose to read or not to read and to report in class on the reading they have done or not. It is purely reading with no strings attached. This is a strategy voiced by Stephen Krashen and quite a good number of language educators have decided it is worth a short. Research reports support the assertion that those who read more do better in a wide variety of tests. They become better users of language and have a wider horizon of life. They are also reported to have a greater general knowledge. It is in view of these that this paper recommends FVR as a probable solution to the lamentably poor standard of English in schools and the general poor academic outcomes.
Keywords: Academic Outcome, Education, Knowledge, Language, Reading, Student