Amplifying the voices of neurodivergent students in relation to higher education assessment at UWE Bristol (2023)
Report
Chicken, S., Fogg Rogers, L., Hobbs, L., Hunt-Fraisse, T., & Lewis, D. (2023). Amplifying the voices of neurodivergent students in relation to higher education assessment at UWE Bristol. UWE Bristol

This paper reports on a study funded by the UWE Pedagogical Project fund in 2021-2022, which aimed to amplify the voices of neurodivergent (referred to as ‘ND’) students in relation to lived experiences of Higher Education (HE) assessment practices w... Read More about Amplifying the voices of neurodivergent students in relation to higher education assessment at UWE Bristol.

COVID–19, Education and learning: Amplifying young children’s voices (2023)
Report
Tyrie, J., Chicken, S., Knight, C., Manney, D., Tur Porres, G., Waites, T., …Westall, A. (2023). COVID–19, Education and learning: Amplifying young children’s voices. https://hwb.gov.wales: Welsh Government

The Coronavirus pandemic has caused the largest global disruption to world–wide education systems in history (Engzell et al., 2021; Pokhrel and Chhetri, 2021). It is estimated that around 1.6 billion children in more than 200 countries have experienc... Read More about COVID–19, Education and learning: Amplifying young children’s voices.

Young people and climate change: Hear our voice (2021)
Report
Jones, V. (2021). Young people and climate change: Hear our voice. Global Goals Centre

The consequences of climate change are becoming part of people’s everyday worlds as they live with increased risks of drought, flood and wildfires. Such conditions bring with them associated difficulties in food production, disease control and conser... Read More about Young people and climate change: Hear our voice.

European healthy pupils and skilled educators via integrated school food systems: Final report (2021)
Report
Jones, M., Ruge, D., Rasmus Puck, M., & Jones, V. (2021). European healthy pupils and skilled educators via integrated school food systems: Final report. European Commission. Erasmus Plus

Open the door for reading (2019)
Report
Carter, J. (2019). Open the door for reading. European Union

The Erasmus Plus Project, 'Open the Door for Reading' involved four European cities. Together, approaches and strategies for supporting families with early reading were explored and shared. This manual is the outcome of this project.

Paired peers: Moving on up? Project Report (2017)
Report
Bradley, H., Waller, R., Bathmaker, A. M., Ingram, N., Hoare, A., Bentley, L., …Abrahams, J. (2017). Paired peers: Moving on up? Project Report

Paired Peers Phase 2 (August 2014 - July 2017)followed up Paired Peers: Class and the Student Experience, also funded by Leverhulme Trust, which ran from September 2010 to August 2013. This project followed a cohort of students from Bristol’s two uni... Read More about Paired peers: Moving on up? Project Report.

ENGINEER: Evaluation and analysis of the project impact (2013)
Report
Harnett, P., Edmonds, J., Knight, B., & Last, K. (2013). ENGINEER: Evaluation and analysis of the project impact

An evaluation report analysing the impact of the EU funded ENGINEER project, intended to design and implement materials to promote engineering in primary schools across Europe through science and technology. The report examines impact on teaching and... Read More about ENGINEER: Evaluation and analysis of the project impact.

The Paired Peers project report (2013)
Report
Bradley, H., Waller, R., Abrahams, J., Beedell, P., Bathmaker, A., Ingram, N., …Mellor, J. (2013). The Paired Peers project report

Paired Peers is three-year qualitative longitudinal project following a cohort of students drawn from two universities in the same English city, the University of Bristol (UoB) and the University of the West of England (UWE), through three years of t... Read More about The Paired Peers project report.

The impact of the pursuit of ASDAN’s Certificate of Personal Effectiveness (CoPE) on GCSE attainment (2012)
Report
Harrison, N., James, D., & Last, K. (2012). The impact of the pursuit of ASDAN’s Certificate of Personal Effectiveness (CoPE) on GCSE attainment

Learning and teaching children´s literature in Europe (2012)
Report
Carter, J. (2012). Learning and teaching children´s literature in Europe. European Union

This project is a two-year investigation into the learning and teaching of children’s literature in Europe, undertaken by the University of the West of England (UK), the University of Akureyri (Iceland), Gazi University (Turkey) and the University... Read More about Learning and teaching children´s literature in Europe.

Virtual reality tour: Experiences of autistic children
Report
Newbutt, N. Virtual reality tour: Experiences of autistic children

We worked with 11 autistic children in a school setting. The age ranged from 10-14 with a mean age of 12.4. Of the 12 children invited to take part, eleven (11) completed the process. The process comprised five parts: 1. Answering questions relate... Read More about Virtual reality tour: Experiences of autistic children.

What kind of student am I?: Transition talk and investment in learning
Report
Brooks, K., & Kelly, K. What kind of student am I?: Transition talk and investment in learning

The transition from ‘fresher’ to graduate has been widely conceptualised as a ‘learning journey’. This paper is an attempt to apply a broadly discursive approach to the study of the transition from school or college to the first year of university t... Read More about What kind of student am I?: Transition talk and investment in learning.

Report of research exploring first-year undergraduates’ awareness, confidence to intervene, and intervention behaviours with regard to sexual and domestic abuse on campus and evaluation of an optional 2 hour bystander programme
Report
Bovill, H. (2019). Report of research exploring first-year undergraduates’ awareness, confidence to intervene, and intervention behaviours with regard to sexual and domestic abuse on campus and evaluation of an optional 2 hour bystander programme. UWE

From 2010 national research clarified that sexual and domestic abuse was an issue for university students (e.g. National Union of Students 2011 ‘Hidden Marks’ and 2012 ‘That’s what she said’). Me too, Time’s Up and Everyday sexism project demonstrate... Read More about Report of research exploring first-year undergraduates’ awareness, confidence to intervene, and intervention behaviours with regard to sexual and domestic abuse on campus and evaluation of an optional 2 hour bystander programme.

Through a different Lens: Exploring Reggio Emilia in a Welsh context
Report
Chicken, S., & Maynard, T. (2007). Through a different Lens: Exploring Reggio Emilia in a Welsh context. Swansea University: Swansea, Neath and Port Talbot LEAs

Report prepared for Swansea, Neath and Port Talbot LEAs on the findings of a study exploring pedagogical practices in Welsh EY settings

Final report RSHE recommendations to schools 2023
Report
Bovill, H., H, B., J, W., L, B., & H, M. (2023). Final report RSHE recommendations to schools 2023. Vice Chancellor Challenge Fund

The Women and Equalities Committee inquiry (2016), found sexual harassment and sexual violence in schools to be widespread, facilitated by access to online pornography. UK research found most children have seen pornography by 16, with 75% reporting t... Read More about Final report RSHE recommendations to schools 2023.