Relationships on the margins of alternative provision (2023)
Presentation / Conference
Johnston, C. (2023, September). Relationships on the margins of alternative provision. Presented at Relationality in Alternative Provision, Leeds Beckett University

A style of work in education that prioritises the maintenance of helpful staff-student relations would hardly seem contentious. Such work might even be considered as crucial within settings that specifically set out to cater for students in the after... Read More about Relationships on the margins of alternative provision.

Family transitions, ‘special’ education and home education (2023)
Presentation / Conference
Gillie, S. (2023, September). Family transitions, ‘special’ education and home education. Paper presented at BERA 2023 Conference, Conference Aston/Aston University

Recent years have seen families of certain schoolchildren encouraged to deregister and begin home education. Ofsted (2019) considers the practice to serve a school’s purposes rather than children’s best interests. The Children’s Commissioner (2019) s... Read More about Family transitions, ‘special’ education and home education.

The Other Side of the Bridge: Disability, Class and Social Exclusion (2023)
Presentation / Conference
Johnston, C. (2023, September). The Other Side of the Bridge: Disability, Class and Social Exclusion. Presented at Understanding disability, gender, class and educational attainment, NEON, London

Absence of value - Masculinity, disability and class in alternative provision (2023)
Presentation / Conference
Johnston, C. (2023, September). Absence of value - Masculinity, disability and class in alternative provision. Presented at Driving Impact - Supporting the Educational Outcomes and Progression of Working-Class Boys Conference, Manchester Met University

In this paper, I explore aspects of alternative provision (AP), education settings created to provide short-term support for school-aged young people in England excluded from or unable to be placed in ‘regular’ schools. AP is an element of the Engli... Read More about Absence of value - Masculinity, disability and class in alternative provision.

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.

Nurturing Professional Judgement (2023)
Book
Knight, B. (2023). I. Menter (Ed.), Nurturing Professional Judgement. St Albuns: Critical Publishing

Guides teacher educators and early carer teacher mentors how to nurture professional judgement in the complex, dynamic and unpredictable environments of classrooms. In-the-moment dilemmas and situation awareness are central to teachers' work, but... Read More about Nurturing Professional Judgement.

Drawing on community knowledge to engage diverse communities with their children's learning (2023)
Presentation / Conference
Carter, J. (2023, May). Drawing on community knowledge to engage diverse communities with their children's learning. Presented at Strengthening Citizenship Education in Times of Conflict, Madrid

Minoritsed groups are not always comfortable engaging with schools through the traditional approaches used (Moll et al., 1992). Without the engagement and inclusion of all groups, mistrust and conflict is given the space to grow. We also know that be... Read More about Drawing on community knowledge to engage diverse communities with their children's learning.

The adoption of a pre-teach approach for HE ITE  (2023)
Presentation / Conference
Lewis, F., Witt, M., & Wilkinson, A. (2023, May). The adoption of a pre-teach approach for HE ITE . Presented at TEAN Conference 2023, Manchester

This work focusses on pre-service teacher learning of curriculum subject knowledge content. The National Centre for Excellence in the Teaching of Mathematics (NCETM) has trialled a pre-teaching approach to address mathematical subject knowledge an... Read More about The adoption of a pre-teach approach for HE ITE .

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.

System change: The student teacher as agile curriculum designer (2023)
Journal Article
Grant, W., & Kidwell, A. (2023). System change: The student teacher as agile curriculum designer. AD Magazine, 37, 12-13

Since at least art educator Arthur Efland’s (1976) influential description of a standard ‘school art style’, art and design curricula has been criticised as perennially disconnected from contemporary artistic practice, the creative industries, and th... Read More about System change: The student teacher as agile curriculum designer.

Vocabulary development (2023)
Book Chapter
Carter, J. (2023). Vocabulary development. In D. Waugh, W. Jolliffe, & K. Allott (Eds.), Primary English for Trainee Teachers (47 to 66). (4). London: SAGE Publications (UK and US)

The chapter focuses on the importance of vocabulary knowledge in both the teaching and learning of reading and writing. It provides the theory that underpins practice, curriculum links, case studies and practical ideas for teaching. The book is a g... Read More about Vocabulary development.

Shaping the field of lifelong education through three critical debates in the International Journal of Lifelong Education (2023)
Journal Article
Holford, J., Milana, M., Webb, S., Waller, R., Hodge, S., & Knight, E. (2023). Shaping the field of lifelong education through three critical debates in the International Journal of Lifelong Education. International Journal of Lifelong Education, 41(1), 549-571. https://doi.org/10.1080/02601370.2022.2160020

The editors approached the 40th anniversary of the International Journal of Lifelong Education as an opportunity to consider the field by exploring how a corpus of 1462 articles (the first 40 volumes of the journal) questioned and shaped the field. A... Read More about Shaping the field of lifelong education through three critical debates in the International Journal of Lifelong Education.

Somali 'influencers' in and beyond a school community using funds of knowledge to influence family and children's reading engagement (2022)
Journal Article
Carter, J., Mohammad, H., & Aidid, F. (2022). Somali 'influencers' in and beyond a school community using funds of knowledge to influence family and children's reading engagement. Educational Futures, 13(2),

Identifying approaches to enable traditionally ‘hard to reach’ children and families engage with book choice, book sharing and reading, has been an area for research and development for some years. Ensuring families have access to books is an essenti... Read More about Somali 'influencers' in and beyond a school community using funds of knowledge to influence family and children's reading engagement.

Using community ‘influencers’ to spread the message about book browsing, borrowing and chatting: “I don’t know why we didn’t do this before!” (2022)
Journal Article
Carter, J. (2022). Using community ‘influencers’ to spread the message about book browsing, borrowing and chatting: “I don’t know why we didn’t do this before!”. UKLA English 4-11, 6 - 9

This article reports on a collaborative project between a school, the University of the West of England and Community Researchers seeking to reach into the community to encourage family engagement with the school library through the use of school and... Read More about Using community ‘influencers’ to spread the message about book browsing, borrowing and chatting: “I don’t know why we didn’t do this before!”.

Exploring the Enactment of UNCRC Article 12 in Welsh Early Years Classrooms in relation to curriculum decisions (2022)
Presentation / Conference
Chicken, S., & Tyrie, J. (2022, August). Exploring the Enactment of UNCRC Article 12 in Welsh Early Years Classrooms in relation to curriculum decisions. Paper presented at 2022, 31st EECERA (European Early Childhood Education Research Association) Conference, Glasgow, Scotland, Glasgow

Amplifying Young Children’s Voices: Educational Experiences of 3- to 7-year-olds in Wales During the COVID-19 Pandemic (2022)
Presentation / Conference
Parnell, J., Tur Porres, G., Tyrie, J., Chicken, S., Waters- Davies, J., & Knight, C. (2022, August). Amplifying Young Children’s Voices: Educational Experiences of 3- to 7-year-olds in Wales During the COVID-19 Pandemic. Presented at 2022, 31st EECERA (European Early Childhood Education Research Association) Conference, Glasgow, Scotland, Glasgow

This Welsh Government-funded study aimed to capture the voices of young children during the COVID-19 pandemic regarding their educational experiences. Longitudinal research suggests young children’s early educational experiences shape their developme... Read More about Amplifying Young Children’s Voices: Educational Experiences of 3- to 7-year-olds in Wales During the COVID-19 Pandemic.

Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic (2022)
Presentation / Conference
Chicken, S., Tyrie, J., Parnell, J., Tur Porre, G., Knight, C., & Waters-Davis, J. (2022, July). Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic. Paper presented at WISERD Annual Conference 2022, School of Management, Bay Campus, Swansea University

This Welsh Government-funded study aimed to capture the voices of young children during the COVID-19 pandemic regarding their educational experiences. Longitudinal research suggests young children’s early educational experiences shape their developme... Read More about Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic.

Selling our Youth: Graduate Stories of Class, Gender and Work in Challenging Times (2022)
Book
Waller, R., Bradley, H., & Bentley, L. (2022). Selling our Youth: Graduate Stories of Class, Gender and Work in Challenging Times. Bingley: Emerald

Selling Our Youth explores how the class origins of recent graduates continue to shape their labour market careers and thus reproduce class privilege and class disadvantage. It shows how class and gender combine to influence these young adults’ oppor... Read More about Selling our Youth: Graduate Stories of Class, Gender and Work in Challenging Times.

Mastery and Depth in Primary Mathematics Enriching Children's Mathematical Thinking (2022)
Book
Lewis, F., Wilkinson, A., & Witt, M. (2022). Mastery and Depth in Primary Mathematics Enriching Children's Mathematical Thinking. London: Routledge

The UK National Curriculum is clear about the importance of reasoning and problem-solving in mathematics. Mastery and Depth in Primary Mathematics aims to support trainee and established teachers to embed mathematical thinking into their lessons. The... Read More about Mastery and Depth in Primary Mathematics Enriching Children's Mathematical Thinking.

Making science work in the new curriculum for Wales (2022)
Journal Article
Jones, V. (2022). Making science work in the new curriculum for Wales. Primary Science, 27

Verity Jones outlines how the Darwin Experience has helped to provide scientific experiences that support the new Curriculum for Wales