Conducting School-Based Research during COVID: Evaluating the Silver Stories Programme

Autor/inn/en	Koutsouris, George; Nash, Tricia; Norwich, Brahm
Titel	Conducting School-Based Research during COVID: Evaluating the Silver Stories Programme
Quelle	In: Cambridge Journal of Education, 53 (2023) 3, S.413-429 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koutsouris, George) ORCID (Norwich, Brahm)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2161477
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Program Evaluation; Intergenerational Programs; Reading Aloud to Others; Literacy; Emotional Disturbances; Children; Older Adults; Well Being; Interpersonal Relationship; Role of Education; Educational Change; Outcomes of Education; Distance Education; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Programme evaluation; Programmevaluation; Alphabetisierung; Schreib- und Lesefähigkeit; Gefühlsstörung; Child; Kind; Kinder; Älterer Erwachsener; Well-being; Wellness; Wohlbefinden; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsauftrag; Bildungsreform; Lernleistung; Schulerfolg; Distance study; Distance learning; Fernunterricht
Abstract	This paper presents findings from a small-scale pilot evaluation of the Silver Stories programme. Silver Stories involves school-age children reading to older people in the community and is a way of addressing literacy and emotional difficulties, as well as enhancing wellbeing. The authors collected and analysed questionnaire and interview data after a school term of programme implementation, across five schools in England and Wales, during the period of the third lockdown. The main finding was that participants experienced the programme as an opportunity for relationship-building between generations, highlighting the relational nature of reading as a 'literacy event' and wellbeing as a product of social interaction rather than an individual attribute. The pilot also indicated that school priorities might have shifted due to COVID-19 from academic attainment to a focus on social and emotional support. Although this was likely a temporary phase, it is also an opportunity to build back better. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01