Kathleen Orlandi
Biographic Data
| ID | 5240933 |
|---|---|
| NAME | Kathleen Orlandi |
| GIVEN NAMES | Kathleen |
| FAMILY NAME | Orlandi |
| SIGNATURE | ORLANDI K |
| AFFILIATIONS | Liverpool Hope University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 0 |
Addressing the attrition between the conflicting influences experienced by teachers on the interface between Foundation Stage and Key Stage One
This article examines the use of naturalistic observations to explore children’s experiences in the early years at school, from their perspectives. It looks at the difficulties encountered in determining the significance of observed behaviours in relation to (a) experiences and (b) impact of those experiences. Often the children were not satisfied with their experiences. Teachers of Foundation Stage and Key Stage One were faced with a dilemma. Th…
Bad education
Bad Education should be therapeutic for those who have been involved in education for a considerable length of time. It challenges the way policies are driven by successive governments, based on li
Researching the Role of Dialogue, Writing and Critical Reflection in Unlearning for Students with Professional Backgrounds
This paper explores the concept of unlearning learning through three projects conducted by university colleagues. It questions whether it is necessary to unlearn in order to truly accommodate and synthesise new ideas into a reflective praxis. It suggests that perhaps we do not really unlearn but loosen some of the threads of our knowledge and experience so that they are not bound so steadfastly. The untangling of some of our thoughts does not sim…
No prominent works on this page.
Researching the Role of Dialogue, Writing and Critical Reflection in Unlearning for Students with Professional Backgrounds
This paper explores the concept of unlearning learning through three projects conducted by university colleagues. It questions whether it is necessary to unlearn in order to truly accommodate and synthesise new ideas into a reflective praxis. It suggests that perhaps we do not really unlearn but loosen some of the threads of our knowledge and experience so that they are not bound so steadfastly. The untangling of some of our thoughts does not sim…
Bad education
Bad Education should be therapeutic for those who have been involved in education for a considerable length of time. It challenges the way policies are driven by successive governments, based on li
Addressing the attrition between the conflicting influences experienced by teachers on the interface between Foundation Stage and Key Stage One
This article examines the use of naturalistic observations to explore children’s experiences in the early years at school, from their perspectives. It looks at the difficulties encountered in determining the significance of observed behaviours in relation to (a) experiences and (b) impact of those experiences. Often the children were not satisfied with their experiences. Teachers of Foundation Stage and Key Stage One were faced with a dilemma. Th…
Pedagogy (3 works) · Psychology (3 works) · Epistemology (2 works) · Sociology (2 works) · Art (1 work) · Attrition (1 work) · Children's Rights and Participation (1 work) · Computer Science (1 work) · Critical reflection (1 work) · Dilemma (1 work)