All 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.

Young people and climate change: Hear our voice (2021)
Report
Jones, V. (2021). Young people and climate change: Hear our voice. Global Goals Centre

The consequences of climate change are becoming part of people’s everyday worlds as they live with increased risks of drought, flood and wildfires. Such conditions bring with them associated difficulties in food production, disease control and conser... Read More about Young people and climate change: Hear our voice.

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.

Moving on up: Pathways of care leavers and care-experienced students into and through higher education (2017)
Report
Harrison, N. (2017). Moving on up: Pathways of care leavers and care-experienced students into and through higher education

n/a

Paired peers: Moving on up? Project Report (2017)
Report
Bradley, H., Waller, R., Bathmaker, A. M., Ingram, N., Hoare, A., Bentley, L., …Abrahams, J. (2017). Paired peers: Moving on up? Project Report

Paired Peers Phase 2 (August 2014 - July 2017)followed up Paired Peers: Class and the Student Experience, also funded by Leverhulme Trust, which ran from September 2010 to August 2013. This project followed a cohort of students from Bristol’s two uni... Read More about Paired peers: Moving on up? Project Report.

Building a culture of participation: Interviews with the former directors of the national Aimhigher programme (2015)
Report
Waller, R., Harrison, N., & Last, K. (2015). Building a culture of participation: Interviews with the former directors of the national Aimhigher programme

The evaluation of widening participation activities in higher education: A survey of institutional leaders in England (2015)
Report
Harrison, N., Waller, R., & Last, K. (2015). The evaluation of widening participation activities in higher education: A survey of institutional leaders in England

This paper reports the results of an online survey of senior managers with responsibility for widening participation (WP) in English universities. 57 institutions participated, giving a response rate of 38 percent. The questionnaire primarily focused... Read More about The evaluation of widening participation activities in higher education: A survey of institutional leaders in England.

Making effective use of the Early Year's Pupil Deprivation Grant: A resource for leaders and practitioners (2015)
Report
Egan, P. D., Chicken, S., & Waters, D. J. (2015). Making effective use of the Early Year's Pupil Deprivation Grant: A resource for leaders and practitioners. Cardiff: The Wales Centre for Equity in Education, Trinity St David Univiesity of Wales

What really works for the early years? : Guidance for the Early Years Pupil Deprivation Grant (2015)
Report
Chicken, S. (2015). What really works for the early years? : Guidance for the Early Years Pupil Deprivation Grant. Cardiff: Welsh Government

This report explores ways of utilising the Pupil Premium Grant for settings with young children and should be useful for schools, teachers and LAs.

What really works for the early years? Guidance for the Early Years Pupil Deprivation Grant Welsh Government: Cardiff (2015)
Report
Chicken, S. (2015). What really works for the early years? Guidance for the Early Years Pupil Deprivation Grant Welsh Government: Cardiff. Cardiff: Welsh Government

Between the margins (2014)
Report
Richards, M. (2014). Between the margins. The Churchill Fellowship

Non-conventional education exists in all communities. Community education, also known as Community learning & development refers to an individuals or organization's programs to promote learning and social development work with individuals and group... Read More about Between the margins.

ENGINEER: Evaluation and analysis of the project impact (2013)
Report
Harnett, P., Edmonds, J., Knight, B., & Last, K. (2013). ENGINEER: Evaluation and analysis of the project impact

An evaluation report analysing the impact of the EU funded ENGINEER project, intended to design and implement materials to promote engineering in primary schools across Europe through science and technology. The report examines impact on teaching and... Read More about ENGINEER: Evaluation and analysis of the project impact.

Primary school principals EU/UB Banana Belt Primary education project. Report on final visit: Evaluation exercise (2013)
Report
Ryan, J., & Dwyfor Davies, J. (2013). Primary school principals EU/UB Banana Belt Primary education project. Report on final visit: Evaluation exercise

The basic rationale for this programme evaluation is to provide information to inform future action and decision making i.e. it is as much about making future improvements as it is about checking impact and progress to date. By understanding which... Read More about Primary school principals EU/UB Banana Belt Primary education project. Report on final visit: Evaluation exercise.

The Paired Peers project report (2013)
Report
Bradley, H., Waller, R., Abrahams, J., Beedell, P., Bathmaker, A., Ingram, N., …Mellor, J. (2013). The Paired Peers project report

Paired Peers is three-year qualitative longitudinal project following a cohort of students drawn from two universities in the same English city, the University of Bristol (UoB) and the University of the West of England (UWE), through three years of t... Read More about The Paired Peers project report.