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Outputs (69)

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.

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.

Making environmental and health equal, diverse, and inclusive: Reflections from a Centre of Environment and Human Health (REACH) (2022)
Report
Richards, M., Gheemour, R., Verhaeghe, T., Allouche, S., Warmington, S., Reza, M., …Maguire, K. (2022). Making environmental and health equal, diverse, and inclusive: Reflections from a Centre of Environment and Human Health (REACH). UKRI: ERC

The REACH Project has allowed the Centre to take initial stock of current and future research and training as well as the Centre culture through a lens of decolonisation and anti-racism. The Reflections from a Centre of Environment and Human Heal... Read More about Making environmental and health equal, diverse, and inclusive: Reflections from a Centre of Environment and Human Health (REACH).

Adapting one-to-one reading support for children during Covid-19 school closures BERA SGF report August 2021 (2021)
Report
Carter, J. (2021). Adapting one-to-one reading support for children during Covid-19 school closures BERA SGF report August 2021. British Educational Research Association

Learning to read is considered a key priority in primary schools, but when Covid-19 forced school closures from March to July 2020 new approaches to teaching reading needed to be developed. This study considers three sets of data gathered from schoo... Read More about Adapting one-to-one reading support for children during Covid-19 school closures BERA SGF report August 2021.

The voice of experienced Elective Home Educating (EHE) parents: The risk of missing home-educated children in the education policy response to school closure and lessons for adapting home learning (2020)
Report
Richards, M., Mountfort-Zimdars, A., & Merrett, J. (2020). The voice of experienced Elective Home Educating (EHE) parents: The risk of missing home-educated children in the education policy response to school closure and lessons for adapting home learning. The Centre for Social Mobility at the University of Exeter

Written evidence submitted by the Centre for Social Mobility, University of Exeter regarding: The effect of cancelling formal exams, including the fairness of qualifications awarded and pupils’ progression to the next stage of education or employment... Read More about The voice of experienced Elective Home Educating (EHE) parents: The risk of missing home-educated children in the education policy response to school closure and lessons for adapting home learning.

Open the door for reading (2019)
Report
Carter, J. (2019). Open the door for reading. European Union

The Erasmus Plus Project, 'Open the Door for Reading' involved four European cities. Together, approaches and strategies for supporting families with early reading were explored and shared. This manual is the outcome of this project.

Quality history education in the 21st century: Principles and guidelines (2018)
Report
Smart, D. (2018). Quality history education in the 21st century: Principles and guidelines. Strasbourg, France: Council of Europe

History education has an important role to play in confronting the current political, cultural and social challenges facing Europe; in particular, those posed by the increasingly diverse nature of societies, the integration of migrants and refugees i... Read More about Quality history education in the 21st century: Principles and guidelines.

Educating for diversity and democracy: Teaching history in contemporary Europe (2018)
Report
Smart, D. (2018). Educating for diversity and democracy: Teaching history in contemporary Europe. Strasbourg, France: Council of Europe

This policy and practice report and paper was co-authored by a a small team working for the History Education unit of the Council of Europe and was based on a series of seminars for History educators across Europe. The research process was based on... Read More about Educating for diversity and democracy: Teaching history in contemporary Europe.