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Outputs (796)

An autoethnographical study of leadership in a new Church of England free school (2024)
Thesis
Culling, L. An autoethnographical study of leadership in a new Church of England free school. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/10888148

Effective leadership in education is paramount given the amount of public expenditure dedicated to it (Daniels et al., 2019) and because of the increasing accountability placed upon headteachers (Hitt and Tucker, 2016; Leithwood, 2010; Muijs, 2011).... Read More about An autoethnographical study of leadership in a new Church of England free school.

If racism vanished for a day: Towards a kinder, anti-racist society (2024)
Journal Article
Gorell Barnes, L., & Jones, V. (2024). If racism vanished for a day: Towards a kinder, anti-racist society. Primary Geography, 113, 14-15

In this article the RESPECT team (Racialised Experiences Project: Education, Children and Trust) give an overview of their research about the impact of racism on the mental health and well being of primary school children, and share some examples of... Read More about If racism vanished for a day: Towards a kinder, anti-racist society.

From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research (2023)
Book Chapter
Andrews, J., Fay, R., Min Huang, Z., & White, R. (2023). From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research. In Theory and Method in Higher Education Research (137-151). London: Emerald

In this quotation, Heugh critiques literature produced in the Global North which makes claims to promoting social justice while making invisible the sources of knowledge and languages to communicate about those ideas by people in the Global South. Th... Read More about From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research.

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.

Exploring the experiences of sexual violence/abuse survivors attending a recovery group: A qualitative study of recovery and evaluation implications (2023)
Journal Article
Meyrick, J., & Anning, A. (in press). Exploring the experiences of sexual violence/abuse survivors attending a recovery group: A qualitative study of recovery and evaluation implications. Violence Against Women, https://doi.org/10.1177/10778012231202999

Sexual violence/abuse (SV/A) is increasingly recognized requiring improved, evidence-based treatments. Delivery of group-based support in survivor services is common but often lacks evaluation. This qualitative study explored how survivors experience... Read More about Exploring the experiences of sexual violence/abuse survivors attending a recovery group: A qualitative study of recovery and evaluation implications.

Pedagogical constructions of young children’s participative rights across initial teacher education and professional learning in Wales (2023)
Presentation / Conference
Clement, J., Chicken, S., Tyrie, J., Alison, M., Jane, W., Jane, W., …Georgia, F. (2023, August). Pedagogical constructions of young children’s participative rights across initial teacher education and professional learning in Wales. Presented at EECERA, Lisbon

This research aims to understand to what extent programmes within Initial Teacher Education (ITE) and wider Professional Learning (PL), support the Welsh Government vision for pedagogic practice that embeds young children's participative rights withi... Read More about Pedagogical constructions of young children’s participative rights across initial teacher education and professional learning in Wales.

Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision (2023)
Book Chapter
Bovill, H., Chicken, S., Bovill, E., Buckland, J., & McCartan, K. (2023). Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision. In M. Mellins, R. Wheatley, & C. Flowers (Eds.), Young People, Stalking Awareness and Domestic Abuse (253-275). Palgrave Macmillan (part of Springer Nature). https://doi.org/10.1007/978-3-031-32379-9_12

Many young people do not have a strong understanding of stalking-like behaviour; this chapter considers the challenges this presents with specific reference to autistic young people, focusing upon: prevalence, recognition, awareness and consequences... Read More about Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision.

Decolonising the curriculum in English secondary schools: Teacher-led initiatives in Bristol (2023)
Book Chapter
Glowach, T., Hicks-Beresford, T., & Mitchell, R. (2023). Decolonising the curriculum in English secondary schools: Teacher-led initiatives in Bristol. In J. Paulson, L. Tikly, Y. Hutchinson, & A. A. Cortez Ochoa (Eds.), Decolonising Education for Sustainable Futures. Bristol University Press

School teachers in England are in a problematic position with respect to the ‘decolonising the curriculum’ agenda. On the one hand, they have some scope to determine what they teach in terms of content and methods, and are not prohibited from engagin... Read More about Decolonising the curriculum in English secondary schools: Teacher-led initiatives in Bristol.

Can you hear me? Problematising the enactment of UNCRC Article 12 in Welsh early years classrooms, exploring the challenges of ‘children’s voice’ (2023)
Journal Article
Chicken, S., & Tyrie, J. (2023). Can you hear me? Problematising the enactment of UNCRC Article 12 in Welsh early years classrooms, exploring the challenges of ‘children’s voice’. International Journal of Children's Rights, 31(2), 301-325. https://doi.org/10.1163/15718182-31010001

This paper explores teacher enactment of the UNCRC Article 12, a child’s right to participate and give their view within the context of Welsh early years settings (children aged 3-7). A rights-based perspective is adopted in which children are positi... Read More about Can you hear me? Problematising the enactment of UNCRC Article 12 in Welsh early years classrooms, exploring the challenges of ‘children’s voice’.

The tree(s) of hope and ambition: An arts-based social science informed, participatory research method to explore children's future hopes, ambitions and support in relation to COVID-19 (2023)
Journal Article
Williams, S., McEwen, L. J., Gorell Barnes, L., Deave, T., Webber, A., Jones, V., …Hobbs, L. (2023). The tree(s) of hope and ambition: An arts-based social science informed, participatory research method to explore children's future hopes, ambitions and support in relation to COVID-19. Children & Society, 37(5), 1356-1375. https://doi.org/10.1111/chso.12767

This paper offers a new child-centred methodology that explores children's visions of their futures, encourages self-reflection and depth and shares children's voices with peers and researchers, as unbrokered as possible. This final stage of a longit... Read More about The tree(s) of hope and ambition: An arts-based social science informed, participatory research method to explore children's future hopes, ambitions and support in relation to COVID-19.