Community of Practice in a seminar setting: An action research approach to graduate employability and skills in higher education (2023)
Thesis
Bird, S. Community of Practice in a seminar setting: An action research approach to graduate employability and skills in higher education. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/10395446

United Kingdom higher education institutions play a valuable role in preparing students for graduate roles through the development of employability skills and preparedness for employment. This study explores the impact of a transitional Community of... Read More about Community of Practice in a seminar setting: An action research approach to graduate employability and skills in higher education.

What 'gives life' to critical pedagogy in the lifelong learning sector? (2020)
Thesis
McElearney, P. What 'gives life' to critical pedagogy in the lifelong learning sector?. (Thesis). University of Worcester. Retrieved from https://uwe-repository.worktribe.com/output/10623718

Critical pedagogy is an educational philosophy and approach to teaching and learning which challenges social and political hierarchies, and questions of power. Teachers and students co-create knowledge in order to develop an awareness of oppressive s... Read More about What 'gives life' to critical pedagogy in the lifelong learning sector?.

Realising young children's rights: Researching conversations with rights respecting early childhood leaders (2020)
Thesis
Butcher, H. E. Realising young children's rights: Researching conversations with rights respecting early childhood leaders. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/1491158

Children in the UK have been rights bearing citizens since ratification of the United Nations Convention on the Rights of the Child (UNCRC, 1991). Between 1996-2017 the Department of Education, published 5 iterations of a curriculum for children youn... Read More about Realising young children's rights: Researching conversations with rights respecting early childhood leaders.

Motivating students to achieve in a vocational services sector programme within further education (2016)
Thesis
George, D. J. Motivating students to achieve in a vocational services sector programme within further education. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/906409

This thesis explores learning motivation in a vocational further education setting, and investigates whether and why learners may not be achieving as highly as expected. The purpose of this study was to explore a learner’s transition into further edu... Read More about Motivating students to achieve in a vocational services sector programme within further education.

Emotion in UK primary schools: Silenced voices in a performance driven culture? (2016)
Thesis
Saunders, J. (in press). Emotion in UK primary schools: Silenced voices in a performance driven culture?. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/838681

The change in the education system over the last 30 years has altered what it means to be a teacher. Current literature suggests the present focus is on performance and targets (Ball, 2003) and the central remit is to produce desired outcomes in an i... Read More about Emotion in UK primary schools: Silenced voices in a performance driven culture?.

Students’ and their parents’ experiences of inclusion in mainstream schools. What does inclusion mean for parents with children that have special educational needs and what does it mean for the children themselves in today’s mainstream schooling system? (2016)
Thesis
What does inclusion mean for parents with children that have special educational needs and what does it mean for the children themselves in today’s mainstream schooling system?. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/914966

This thesis examines experiences and critical incidents that parents and their children with special educational needs encountered in mainstream school settings. Research was carried out within the methodological framework of autoethnography, re... Read More about Students’ and their parents’ experiences of inclusion in mainstream schools. What does inclusion mean for parents with children that have special educational needs and what does it mean for the children themselves in today’s mainstream schooling system?.