Lessons learnt from a campus climate survey at a post-1992 UK university
(2023)
Journal Article
Outputs (28)
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.
Teacher recruitment and retention in England (2023)
Report
In general, over the past decade the overall number of teachers in state-funded schools has not kept pace with increasing pupil numbers. This means the pupil to teacher ratio (number of pupils per teacher) has increased from 17.1 in November 2010 to... Read More about Teacher recruitment and retention in England.
Protecting transformative optimism in the art classroom: Exploring aspirant art teachers’ shifting ideals (2023)
Thesis
This extended, normative case study was initiated in response to my professional concerns regarding the capacity of student art and design teachers to defend and extend their personal ideals for future classroom practice. Placement in schools, a majo... Read More about Protecting transformative optimism in the art classroom: Exploring aspirant art teachers’ shifting ideals.
Learning to care about the environment through picturebooks (2023)
Book Chapter
This chapter identifies picture books as a useful tool to engage children in climate change and sustainable education, and encourages teachers to recognise hopeful pedagogies in their practice in order to navigate emotional responses to the climate e... Read More about Learning to care about the environment through picturebooks.
‘Maths to 18’ in England (2023)
Report
On 4 January 2023, Prime Minister Rishi Sunak set out his priorities for 2023 and announced all children and young people will study maths in some form to 18.
On 17 April 2023, the Prime Minister made a speech on improving maths attainment, in whi... Read More about ‘Maths to 18’ in England.
Initial art and design teacher education: Transgression and flux (2023)
Presentation / Conference Contribution
Initial teacher education (ITE) is frequently considered a liminal space of flux where learners' knowledge, identity, and values are challenged and changed. Characteristics of this flux include navigation of new connections between personal and profe... Read More about Initial art and design teacher education: Transgression and flux.
Supporting new teachers: Insights from the education system in England (2023)
Presentation / Conference Contribution
How to prepare student teachers and support them in their first few years in school is a fundamental consideration for education systems around the world. In this webinar we discuss how this is approached in England. Will Grant, Programme Lead for th... Read More about Supporting new teachers: Insights from the education system in England.
Belonging, community and capability: Listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales (2023)
Journal Article
This paper addresses the problem of how to achieve process quality in early childhood education (ECE) in a manner that attends to young children’s views. Process quality, the interactional experiences of the child in ECE, is highlighted by the OECD a... Read More about Belonging, community and capability: Listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales.
Transition away from school: A framework to support professional understandings (2023)
Journal Article
The numbers of children with 'special educational needs' deregistering from UK schools to begin home-education has been increasing. This article is based on findings from a survey of 93 families of such children in England, Scotland and Wales conduct... Read More about Transition away from school: A framework to support professional understandings.