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ARTICLES
ARTICLES
A journal article is a scholarly piece of writing that presents original research, analysis, or commentary on a specific topic within an academic or professional field. Journal articles are published in academic journals, which are periodicals that focus on advancing knowledge within a particular discipline, such as psychology, education, medicine, or engineering.
Key characteristics of a journal article include:
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Peer Review: Most journal articles go through a peer review process, where experts in the field evaluate the article’s quality, accuracy, and relevance before it's published. This process helps ensure that only high-quality, credible research is published.
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Structure: Journal articles typically follow a standard structure, which may include:
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Abstract: A brief summary of the article's main points, purpose, methods, and findings.
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Introduction: Outlines the research question or objective, background information, and the article's significance.
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Methodology: Describes the research methods used, such as experiments, surveys, or data analysis.
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Results: Presents the findings of the research, often with tables, charts, or graphs.
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Discussion: Interprets the findings, connects them to existing literature, and suggests implications or future research directions.
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Conclusion: Summarises the main insights and significance of the study.
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References: Lists the sources and research that the article drew upon.
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Purpose: Journal articles contribute to the field by sharing new research findings, analysing trends, reviewing past research, or proposing theories. They serve as a primary source for researchers, students, and professionals looking to stay informed on the latest developments.
Journal articles are different from popular magazine articles in that they are written by experts for a specialised audience, use technical language, and are intended to advance knowledge or spark further research rather than entertain or inform a general audience.
E kore e mutu tō mātou whakawhetai ki a koutou katoa i tuku i ā koutou mahi.
Cluster 34
The term "trauma-informed practice" has gained significant traction across health, education, and various other sectors. However, its practical implications for those on the front line raise important questions: What does this concept mean for educators, and how can a systemic shift toward trauma-informed educational practices be achieved?
This article examines educators' perceptions of the key factors that facilitate the implementation of sustainable, culturally responsive trauma-informed approaches in schools across Aotearoa. By sharing the experiences of individuals engaged in this transformative journey, it is hoped this might inspire others to explore this kaupapa further. As Bruce Perry (2022) stated, "Systems change when people change. And people change through stories."
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Fiona Harkness, Dr. Joanne Walker, Dr. Frauke Meyer
This article examines how Resource Teachers: Learning and Behaviour (RTLB) use language to influence inclusive practices for students. The study explores RTLB's initial language use with teachers and assesses whether professional learning and development (PLD) can improve the use of inclusive, strengths-based language.
The researchers collected data through recorded meetings, reflections, and questionnaires, noting that RTLB initially showed limited use of inclusive language. After targeted PLD, RTLB's awareness and use of strengths-based language increased, highlighting the impact of reflective practice and professional development in shifting long-standing assumptions and enhancing supportive language. The study underscores the importance of language in fostering positive teacher-student relationships and supporting inclusive educational environments.
