Skip to main content

Research Repository

Advanced Search

All Outputs (27)

Participative rights in Welsh primary schools: Unpicking the policy rhetoric (2024)
Journal Article
Murphy, A., Roberts, L., Williams, J., Cridland, J., Chicken, S., Waters-Davies, J., & Tyrie, J. (in press). Participative rights in Welsh primary schools: Unpicking the policy rhetoric. Policy Futures in Education, https://doi.org/10.1177/1478210324125728

This paper presents the findings from the initial stage of an Economic and Social Research Council (ESRC) funded project which examines the pedagogic practices that embed young children's participative rights in lower primary classrooms in Wales. An... Read More about Participative rights in Welsh primary schools: Unpicking the policy rhetoric.

Embracing hybridity: the affordances of arts-based research for the professional doctorate in education (2024)
Journal Article
Dobson, T., & Clark, T. (in press). Embracing hybridity: the affordances of arts-based research for the professional doctorate in education. Teaching in Higher Education, https://doi.org/10.1080/13562517.2024.2336163

Despite the growth of the professional doctorate in education (EdD), its potential for capturing practice is restricted by academic tradition. In this hybrid paper, we argue that arts-based research (ABR) can help rectify this. We bookend the paper w... Read More about Embracing hybridity: the affordances of arts-based research for the professional doctorate in education.

Accept or challenge? Exploring the experiences of pre-service teachers from minoritised groups (2024)
Journal Article
Vickers‐Hulse, K., & Whitehouse, S. (in press). Accept or challenge? Exploring the experiences of pre-service teachers from minoritised groups. British Educational Research Journal, https://doi.org/10.1002/berj.4004

The shortage of teachers from Black, Asian and minoritised groups is well documented. Over the past decade, a body of research has confirmed that discrimination and inequality is a factor in the recruitment of teachers from Black, Asian and minoritis... Read More about Accept or challenge? Exploring the experiences of pre-service teachers from minoritised groups.

Achieving creative collaboration between language teachers and artists: An evaluation of a workshop-based approach (2024)
Journal Article
Andrews, J., & Almohammad, M. (2024). Achieving creative collaboration between language teachers and artists: An evaluation of a workshop-based approach. Journal of Multilingual Theories and Practices, 5(1), 30-46. https://doi.org/10.1558/jmtp.25810

Inspired by academic thinking and practice-based work on creativity and education (e.g. John Steiner, 2000) and creative approaches in language education (e.g. Frimberger et al 2017, Cummins & Early, 2011), this article is based on outcomes of the pr... Read More about Achieving creative collaboration between language teachers and artists: An evaluation of a workshop-based approach.

Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens (2024)
Journal Article
Chicken, S., Tur Porres, G., Mannay, D., Parnell, J., & Tyrie, J. (in press). Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens. Qualitative Research, https://doi.org/10.1177/14687941241234299

There has been much debate around the ‘voice’ of the child in qualitative research. This paper contributes to these discussions by drawing on the philosophy of Reggio Emilia, which emphasizes dialogical encounters that recognize the value of children... Read More about Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens.

Reviewing course design to support pre-service teachers’ learning around inclusivity and intersectionality (2024)
Journal Article
Vickers-Hulse, K., Willams, K., & Thomas, A. (in press). Reviewing course design to support pre-service teachers’ learning around inclusivity and intersectionality. Teacher Education Advancement Network,

In this paper, we outline how we reviewed and evaluated the content of an undergraduate module on a teacher training degree and demonstrate how critical evaluation of practice informed new understanding, strategies and approaches in teacher education... Read More about Reviewing course design to support pre-service teachers’ learning around inclusivity and intersectionality.

A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context (2024)
Journal Article
Carter, J., Podpadec, T., Pillay, P., Babayiğit, S., & Gazu, K. A. (2024). A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context. Educational Research and Evaluation, 29(1-2), 69-103. https://doi.org/10.1080/13803611.2024.2314522

International comparative measures show that South Africa has extremely low standards in reading. A variety of programmes aimed at boosting reading have been developed, however, the effectiveness of these programmes is unclear. Prior reviews of effec... Read More about A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context.

‘Where do you feel it most?’ Using body mapping to explore the lived experiences of racism with 10- and 11-year-olds (2024)
Journal Article
Gorell Barnes, L., Podpadec, T., Jones, V., Vafadari, J., Pawson, C., Whitehouse, S., & Richards, M. (in press). ‘Where do you feel it most?’ Using body mapping to explore the lived experiences of racism with 10- and 11-year-olds. British Educational Research Journal, https://doi.org/10.1002/berj.3980

This paper presents an overview of the arts-based methodology used in a research project that aimed to explore the impact of the lived experiences of racism on 10- and 11-year-old children in the United Kingdom. The research responds to the relative... Read More about ‘Where do you feel it most?’ Using body mapping to explore the lived experiences of racism with 10- and 11-year-olds.

From Interpretation to Interruption: Embracing disruptive analysis (2024)
Journal Article
Clark, T. (in press). From Interpretation to Interruption: Embracing disruptive analysis. Qualitative Research, https://doi.org/10.1177/14687941241230240

Qualitative analysis is, inherently, a complex, messy and nuanced process. In the context of contested notions of validity, for novice researchers there is therefore an attraction in adopting established, systematic and formulaic approaches. Yet, in... Read More about From Interpretation to Interruption: Embracing disruptive analysis.

Constructing child participation in early years classrooms: An exploration from Wales (2024)
Journal Article
Waters-Davies, J., Murphy, A., Chicken, S., Tyrie, J., & Clement, J. (in press). Constructing child participation in early years classrooms: An exploration from Wales. Children & Society,

This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children’s participation rights in classroom settings is highly variable. We report our explora... Read More about Constructing child participation in early years classrooms: An exploration from Wales.

In conversation with M.G.Leanord (2024)
Journal Article
Jones, V., & Webber, A. (in press). In conversation with M.G.Leanord. Primary Science,

Verity Jones and Amanda Webber caught up with M. G. Leonard, author of Beetle Boy, to talk about why getting the science right in children’s fiction is so important and how this book might inspire an interest in understanding and protecting insects. Read More about In conversation with M.G.Leanord.

Animal ethics and primary schools (2024)
Journal Article
Jones, V., & Cundy, R. (in press). Animal ethics and primary schools. Primary Science,

Verity Jones and Ross Cundy offer useful suggestions for school policy development and best practice on animal welfare and ethics.

‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa (2024)
Journal Article
Carter, J., Pillay, P., Podpadec, T., Gina, J., Khumalo, N., Knight, B., …Vickers‐Hulse, K. (in press). ‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa. Literacy, https://doi.org/10.1111/lit.12361

South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limit... Read More about ‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa.

Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue (2024)
Journal Article
Gandolfi, H., Glowach, T., Walker, L., Walker, S., & Rushton, E. (2024). Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue. The Curriculum Journal, 35(2), 310-319. https://doi.org/10.1002/curj.246

This forum piece presents reflections from professional practice, focused on decolonial and anti-racist perspectives in teacher education and curriculum. Following the publication of the Curriculum Journal Special Issue on this area, a series of prom... Read More about Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue.

More than a checkpoint: The pedagogic potential of a dialogic approach to doctoral progression assessment (2023)
Journal Article
Clark, T. (in press). More than a checkpoint: The pedagogic potential of a dialogic approach to doctoral progression assessment. Assessment and Evaluation in Higher Education, https://doi.org/10.1080/02602938.2023.2283841

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.

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
Waters-Davies, J., Tyrie, J., Chicken, S., Knight, C., & Grout, E. (in press). Belonging, community and capability: Listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales. Education 3-13, https://doi.org/10.1080/03004279.2023.2276854

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
Gillie, S. (2023). Transition away from school: A framework to support professional understandings. International Journal of Educational and Life Transitions, 2(1), 1-17. https://doi.org/10.5334/ijelt.71

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.

Recruiting doctoral students: Getting it right for all involved (2023)
Journal Article
Andrews, J. (2023). Recruiting doctoral students: Getting it right for all involved. Encyclopedia, 3(4), 1262-1269. https://doi.org/10.3390/encyclopedia3040091

This entry explores the different ways in which students are accepted onto doctoral degrees such as PhDs and professional doctorates. The processes involved are referred to in this entry, and in much of the policy-related and research-informed litera... Read More about Recruiting doctoral students: Getting it right for all involved.

Restorative justice in cases of sexual violence: Current and future directions in the UK (2023)
Journal Article
Gavin, P., Kite, C., Porter, C., McCartan, K., & Cawley, P. (2023). Restorative justice in cases of sexual violence: Current and future directions in the UK. Contemporary Justice Review, 26(4), 393-410. https://doi.org/10.1080/10282580.2024.2330375

Restorative justice seeks to repair the harm caused by crime by bringing together victims, offenders, and affected parties in a facilitated dialogue. Restorative justice is often viewed negatively in relation to cases of sexual violence, due to fears... Read More about Restorative justice in cases of sexual violence: Current and future directions in the UK.