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Somali 'influencers' in and beyond a school community using funds of knowledge to influence family and children's reading engagement (2022)
Journal Article
Carter, J., Mohammad, H., & Aidid, F. (2022). Somali 'influencers' in and beyond a school community using funds of knowledge to influence family and children's reading engagement. Educational Futures, 13(2),

Identifying approaches to enable traditionally ‘hard to reach’ children and families engage with book choice, book sharing and reading, has been an area for research and development for some years. Ensuring families have access to books is an essenti... Read More about Somali 'influencers' in and beyond a school community using funds of knowledge to influence family and children's reading engagement.

Climate change and sustainability education in India and the place for arts-based practice: Reflections from East Kolkata Wetlands (2022)
Journal Article
Jones, V., Gupta, N., & Mitre, S. (2023). Climate change and sustainability education in India and the place for arts-based practice: Reflections from East Kolkata Wetlands. London Review of Education, 20(1), https://doi.org/10.14324/lre.20.1.48

In 2019 India was ranked seventh most affected nation by climate change, yet 65 per cent of the Indian population had not heard of climate change. India’s revised National Education Policy mentions climate change and environmental issues as part of i... Read More about Climate change and sustainability education in India and the place for arts-based practice: Reflections from East Kolkata Wetlands.

“It’s important to think of Pepper as a teaching aid or resource external to the classroom”: A social robot in a school for autistic children (2022)
Journal Article
Lemaignan, S., Newbutt, N., Rice, L., & Daly, J. (in press). “It’s important to think of Pepper as a teaching aid or resource external to the classroom”: A social robot in a school for autistic children. International Journal of Social Robotics, https://doi.org/10.1007/s12369-022-00928-4

For a period of 3 weeks in June 2021, we embedded a social robot (Softbank Pepper) in a Special Educational Needs (SEN) school for autistic children. The robot’s behaviours and integration into the school were co-designed with the children and teache... Read More about “It’s important to think of Pepper as a teaching aid or resource external to the classroom”: A social robot in a school for autistic children.

Why children need to read about plants at a time of climate change (2022)
Journal Article
Jones, V., & Macleod, C. (in press). Why children need to read about plants at a time of climate change. Children's Literature in Education, https://doi.org/10.1007/s10583-022-09511-x

We begin developing our relationship with and for Nature during childhood, and over the last 20 years research has advanced our understanding of human relationships with Nature. However, a focus on human-animal relationships dominates environmental u... Read More about Why children need to read about plants at a time of climate change.

Too much information: Exploring technology-mediated abuse in higher education online learning and teaching spaces resulting from COVID-19 and emergency remote education (2022)
Journal Article
Bovill, H. (2023). Too much information: Exploring technology-mediated abuse in higher education online learning and teaching spaces resulting from COVID-19 and emergency remote education. Higher Education, 86, 467–483. https://doi.org/10.1007/s10734-022-00947-0

During COVID-19, universities across the globe experienced a rapid requirement to move to online learning and teaching provision. This rapid move has been explored as emergency remote education (ERE). This paper reviews and presents some emerging lit... Read More about Too much information: Exploring technology-mediated abuse in higher education online learning and teaching spaces resulting from COVID-19 and emergency remote education.

Making spaces for collaborative action and learning: Reflections on teacher-led decolonising initiatives from a professional learning network in England (2022)
Journal Article
Glowach, T., Mitchell, R., Bennett, T., Donaldson, L., Jefferson, J., Panford, L., …Hemmings, E. (2023). Making spaces for collaborative action and learning: Reflections on teacher-led decolonising initiatives from a professional learning network in England. Curriculum Journal, 34(1), 100-117. https://doi.org/10.1002/curj.186

This article draws on the experiences of teachers and teacher educators within the “Bristol Decolonising Network”, an informal professional learning network based in South West England, to share examples of teacher-led decolonising/antiracist initiat... Read More about Making spaces for collaborative action and learning: Reflections on teacher-led decolonising initiatives from a professional learning network in England.

Environmental education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a theory of change approach (2022)
Journal Article
Jones, V. (2023). Environmental education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a theory of change approach. Environmental Education Research, 29(3), 392-409. https://doi.org/10.1080/13504622.2022.2137470

This paper evaluates an Environmental Education programme where the barriers and opportunities for professional development, access to specialist resources, provision through technology and partnership are considered within the context of Wales and t... Read More about Environmental education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a theory of change approach.

Using community ‘influencers’ to spread the message about book browsing, borrowing and chatting: “I don’t know why we didn’t do this before!” (2022)
Journal Article
Carter, J. (2022). Using community ‘influencers’ to spread the message about book browsing, borrowing and chatting: “I don’t know why we didn’t do this before!”. UKLA English 4-11, 6 - 9

This article reports on a collaborative project between a school, the University of the West of England and Community Researchers seeking to reach into the community to encourage family engagement with the school library through the use of school and... Read More about Using community ‘influencers’ to spread the message about book browsing, borrowing and chatting: “I don’t know why we didn’t do this before!”.

Theorising adults, theorising learning (2022)
Journal Article
Hodge, S., Knight, L., Milana, M., Waller, R., & Webb, S. (2022). Theorising adults, theorising learning. International Journal of Lifelong Education, 41(4-5), 399-404. https://doi.org/10.1080/02601370.2022.2116792

The irony of all theorising is its propensity to generate, not an understanding, but a not-yet-understood. (Oakshot, in Muller, 2015, p. 1) Adult learning theory is one of the central domains of lifelong education research. Anyone coming to the st... Read More about Theorising adults, theorising learning.

Sustainable threads. Using immersive narratives to teach about the climate, wellbeing and social impacts of fast fashion (2022)
Journal Article
Jones, V., Millett, R., & Pykett, J. (2022). Sustainable threads. Using immersive narratives to teach about the climate, wellbeing and social impacts of fast fashion. Geography Teacher, 47(2), 79-82

In this article Dr Verity Jones, Associate Professor in Education at the University of the West of England, Ruth Millett, Learning and Engagement Officer at Thinktank, Birmingham Science Museum, which is run by Birmingham Museums Trust, and Dr Jessic... Read More about Sustainable threads. Using immersive narratives to teach about the climate, wellbeing and social impacts of fast fashion.

Exposure to green, blue and historic environments and mental well-being: A comparison between virtual reality head-mounted display and flat screen exposure (2022)
Journal Article
Reece, R., Bornioli, A., Bray, I., Newbutt, N., Satenstein, D., & Alford, C. (2022). Exposure to green, blue and historic environments and mental well-being: A comparison between virtual reality head-mounted display and flat screen exposure. International Journal of Environmental Research and Public Health, 19(15), e9457. https://doi.org/10.3390/ijerph19159457

Improving the mental health of urban residents is a global public health priority. This study builds on existing work that demonstrates the ability of virtual exposure to restorative environments to improve population mental health. It compares the r... Read More about Exposure to green, blue and historic environments and mental well-being: A comparison between virtual reality head-mounted display and flat screen exposure.

Teacher agency in the selection of literary texts (2022)
Journal Article
Watson, A., Kelly, L., Foley, J., Kneen, J., Chapman, S., Smith, L., & Thomas, H. (2022). Teacher agency in the selection of literary texts. English in Education, 56(4), 340-356. https://doi.org/10.1080/04250494.2022.2085550

The nature of English as a school subject–and particularly English literature–is a longstanding issue of debate for practitioners and researchers internationally. One dimension of this concerns the forces that shape the diet of literary texts that st... Read More about Teacher agency in the selection of literary texts.

Primary pathways: elementary pupils’ aspiration to be engineers and STEM subject interest (2022)
Journal Article
Edmonds, J., Lewis, F., & Fogg Rogers, L. (2022). Primary pathways: elementary pupils’ aspiration to be engineers and STEM subject interest. International Journal of Science Education, Part B: Communication and Public Engagement, 12(3), 221-234. https://doi.org/10.1080/21548455.2022.2067906

Across Europe, there is concern about the number and diversity of pupils taking study routes leading to Engineering. There is growing evidence that these career choices begin to form at elementary school age (Moote et al., 2020). Science, maths and d... Read More about Primary pathways: elementary pupils’ aspiration to be engineers and STEM subject interest.

What is currently understood about the impact of sexual violence activism for higher education student sexual violence survivors? (2022)
Journal Article
Bovill, H., & Podpadec, T. (2023). What is currently understood about the impact of sexual violence activism for higher education student sexual violence survivors?. Trauma, Violence, and Abuse, 24(4), 2227-2242. https://doi.org/10.1177/15248380221093691

Objective: This systematic literature review maps the landscape of higher education and student sexual violence survivors who become involved in sexual violence activism. It was undertaken to understand what drives student sexual violence survivors t... Read More about What is currently understood about the impact of sexual violence activism for higher education student sexual violence survivors?.

Combining drama with physical models to support understanding in science (2022)
Journal Article
Edmonds, J. (2022). Combining drama with physical models to support understanding in science. Primary Science, May/June 2022(173), 14-15

Many science concepts can be easily experienced in primary school science, such as cars travelling down ramps and plants growing. For other, more abstract, concepts, such as digestion, circulation and how sound travels through the air, it is challeng... Read More about Combining drama with physical models to support understanding in science.

Female undergraduates playing it 'safe' to stay 'safe': Further understanding sexual violence against women (2022)
Journal Article
Bovill, H., McCartan, K., & Waller, R. (2022). Female undergraduates playing it 'safe' to stay 'safe': Further understanding sexual violence against women. Journal of International Women's Studies, 23(1),

Women’s safety from sexual violence whilst at university is a global issue and the UK is no exception. Whilst the authors of this paper acknowledge that sexual violence can occur across the gender spectrum, most sexual violence ‘victims’ are women an... Read More about Female undergraduates playing it 'safe' to stay 'safe': Further understanding sexual violence against women.

‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement (2022)
Journal Article
Witt, M., Lewis, F., & Knight, B. (2022). ‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement. Teaching and Teacher Education, 112, https://doi.org/10.1016/j.tate.2022.103642

Assertions that experiences of teaching abroad encourage professional growth for pre-service teachers (PSTs) are discussed, with reference to reflections from 20 PSTs from a British university after a volunteer teaching placement in South Africa (SA)... Read More about ‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement.

Making science work in the new curriculum for Wales (2022)
Journal Article
Jones, V. (2022). Making science work in the new curriculum for Wales. Primary Science, 27

Verity Jones outlines how the Darwin Experience has helped to provide scientific experiences that support the new Curriculum for Wales