Dr Tim Clark's Outputs (15)

Going against the grain? Exploring EdD students’ engagement with arts-based research (2024)
Presentation / Conference Contribution

Despite growing interest in the potential value of arts-based research (ABR) for educational inquiry (Siegesmund & Cahnmann-Taylor, 2018), limited consideration exists regarding its accessibility, and relevance, to practice-based professional doctora... Read More about Going against the grain? Exploring EdD students’ engagement with arts-based research.

From researching professional to professional researcher: Learning the rules of the game (2024)
Book Chapter

Professional doctorates have been characterised as distinct from traditional PhD routes due to their intended focus on developing ‘researching professionals’ as opposed to ‘professional researchers’ (Butcher & Sieminski, 2006). This chapter provides... Read More about From researching professional to professional researcher: Learning the rules of the game.

Going against the grain: EdD students’ engagement with arts-based research in the United Kingdom (2024)
Journal Article

Despite growing interest in the potential value of arts-based research (ABR) for educational inquiry in the UK, limited consideration exists regarding its accessibility, and relevance, to practice-based professional doctoral researchers in this field... Read More about Going against the grain: EdD students’ engagement with arts-based research in the United Kingdom.

Critical Perspectives on Educational Policies and Professional Identities: Lessons from Doctoral Studies (2024)
Book

The collection features the cutting-edge work of 14 doctoral graduates from the University of the West of England (UWE), exploring the issue of education policy and its impact on professional identities, including changing professional and policy con... Read More about Critical Perspectives on Educational Policies and Professional Identities: Lessons from Doctoral Studies.

Embracing hybridity: the affordances of arts-based research for the professional doctorate in education (2024)
Journal Article

Despite the growth of the professional doctorate in education (EdD), its potential for capturing practice is restricted by academic tradition. In this hybrid paper, we argue that arts-based research (ABR) can help rectify this. We bookend the paper w... Read More about Embracing hybridity: the affordances of arts-based research for the professional doctorate in education.

From Interpretation to Interruption: Embracing disruptive analysis (2024)
Journal Article

Qualitative analysis is, inherently, a complex, messy and nuanced process. In the context of contested notions of validity, for novice researchers there is therefore an attraction in adopting established, systematic and formulaic approaches. Yet, in... Read More about From Interpretation to Interruption: Embracing disruptive analysis.

Early childhood graduates in the workplace: Experiences and perceptions (2024)
Presentation / Conference Contribution

Research has consistently shown that ECS graduates enhance the quality of services delivered by settings (Bonetti and Blanden, 2020). They are well-placed to improve outcomes for children and families in the areas of social and economic disadvantage... Read More about Early childhood graduates in the workplace: Experiences and perceptions.

More than a checkpoint: The pedagogic potential of a dialogic approach to doctoral progression assessment (2023)
Journal Article

In the UK, all doctoral programmes are expected to include some form of periodic progression assessment, with individual institutions having autonomy to design and implement their own structures. Yet, despite the potential significance of this assess... Read More about More than a checkpoint: The pedagogic potential of a dialogic approach to doctoral progression assessment.

More than a checkpoint: Exploring the pedagogical role of doctoral progression assessment (2023)
Presentation / Conference Contribution

There is an expectation that all doctoral programmes in the UK will include a form of progression assessment (QAA, 2020), with individual institutions having autonomy to determine specific processes and criteria. Yet, despite the potential significan... Read More about More than a checkpoint: Exploring the pedagogical role of doctoral progression assessment.

From researching professional to professional researcher: Navigating the transition into academic via a professional doctorate (2023)
Presentation / Conference Contribution

The recent proliferation of professional doctorate routes (PD) internationally (Jones, 2018) coupled with the potential these offer to create pathways from various professional contexts into research roles within academic (Lundgren-Resenterra & Kahn,... Read More about From researching professional to professional researcher: Navigating the transition into academic via a professional doctorate.

Critical perspectives on educational policies and professional identities: Lessons from doctoral studies (symposium) (2023)
Presentation / Conference Contribution

This symposium, which showcases an edited collection of work by recent UK doctoral graduates (Authors, forthcoming), begins with a short introduction setting the scene for the wider project. It demonstrates the unique contribution of ‘insider’, pract... Read More about Critical perspectives on educational policies and professional identities: Lessons from doctoral studies (symposium).

Research with children (2023)
Book Chapter

The Early Years Handbook for Students and Practitioners is a comprehensive and accessible course text for all degree level students undertaking programmes related to early years and childhood studies. Designed and written by the SEFDEY Professional A... Read More about Research with children.

Methodological becoming: Doctoral students’ perceptions of their methodological journeys (2021)
Journal Article

Purpose: The purpose of this paper is to investigate and illustrate the potential relationships between doctoral students’ life histories and educational experiences and their methodological understanding and assumptions. Design/methodology/approach:... Read More about Methodological becoming: Doctoral students’ perceptions of their methodological journeys.

Intergenerational project in Bristol (2019)
Journal Article

Exploring the social construction of philosophical assumptions: the methodological journeys of doctoral researchers in the social sciences (2017)
Thesis

Existing information regarding methodological journeys is predominantly restricted to autobiographical accounts, which may limit understanding, particularly in relation to the development, and significance, of methodological consciousness. This thesi... Read More about Exploring the social construction of philosophical assumptions: the methodological journeys of doctoral researchers in the social sciences.