This research contributes to the body of knowledge that currently exists around teacher and student well-being in secondary schools in England. It achieves this through the perceptions of both teachers and students and their joint engagement in conve... Read More about How can teaching and learning experiences of secondary school teachers and students in England change so well-being can improve?.
All Outputs (72)
An exploration of the impact of different peer learning activities utilised to develop student employability (2024)
Journal Article
Assumptions about fostering human capital for national competitiveness underpin higher education policy drivers regarding employability. Departing from this focus on human capital development, research has highlighted the importance of relationality... Read More about An exploration of the impact of different peer learning activities utilised to develop student employability.
Personality‐sensitive pedagogies: A study of small group interactive behaviours among 9‐ to 10‐year‐olds (2024)
Journal Article
AbstractThe learning and social development benefits associated with pupils collaborating in small groups have been well documented over recent decades; however, research exploring personality as a mediating factor in small group learning is sparse.... Read More about Personality‐sensitive pedagogies: A study of small group interactive behaviours among 9‐ to 10‐year‐olds.
Comparing the school curriculum across the UK (2024)
Report
The school curriculum in England is the responsibility of the Westminster Government. Since devolution (1997-99), the respective state school curriculums in Scotland, Wales, and Northern Ireland, have been a devolved matter. Education policy in Scotl... Read More about Comparing the school curriculum across the UK.
The impact of the initial teacher education reaccreditation process on teacher educator identity (2024)
Journal Article
This article reports initial findings from a research project that focused on the impact of the reaccreditation process and its outcomes on teacher educators in four institutions in England where Qualified Teacher Status accreditation was removed, de... Read More about The impact of the initial teacher education reaccreditation process on teacher educator identity.
School inspections in England: Ofsted (2024)
Report
This briefing covers:
• Recent developments, including changes to complaints procedures, and speedier re-visits for schools judged inadequate on safeguarding grounds only
• Possible future reform to how Ofsted inspects schools, including around the... Read More about School inspections in England: Ofsted.
Literacy and the Sustainable Development Goals (2024)
Presentation / Conference Contribution
At a time of climate and ecological emergency, the importance of evaluating approaches to enhancing children’s eco-literacy cannot be overstated. This symposium explores UN’s Sustainable Development Goals 14 and 15 which relate to the protection of l... Read More about Literacy and the Sustainable Development Goals.
UCET manifesto and briefing paper (2024)
Report
Schools Under the Microscope: Children measuring airborne microplastics in the classroom - Final Report (2024)
Report
Schools Under the Microscope was a citizen science project which extended the learning and development undertaken during the HOMEs Under the Microscope project by applying and adapting methods developed during HOMEs to the school context, to facilita... Read More about Schools Under the Microscope: Children measuring airborne microplastics in the classroom - Final Report.
Universities' Council for the Education of Teachers case study (2024)
Report
This article depicting the Children's Participation in Schools project was published as part of UCET's Case Study on good practice in educational research
Adolescent pregnancy and early motherhood are often constructed in contemporary literature, policy and academic discourses as a sociocultural-political problem. While the challenges of adolescent pregnancy and early motherhood are well documented, le... Read More about Can you hear my voice? Navigating the journey from adolescent pregnancy to early motherhood in Uganda: A phenomenological perspective.
Participative rights in Welsh primary schools: Unpicking the policy rhetoric (2024)
Journal Article
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.
Context, consciousness and caution: Teachers of history in England and the exploration of sensitive and controversial issues in practice (2024)
Book Chapter
Abstract
This chapter is about primary and secondary school teachers of history in England, and how they negotiate policy in order to teach sensitive and controversial issues which feature as part of the history curriculum. We present research condu... Read More about Context, consciousness and caution: Teachers of history in England and the exploration of sensitive and controversial issues in practice.
Teacher training in England: Exploring trainee teachers' perspectives on their professional identity formation (2024)
Book Chapter
This chapter outlines research conducted by Karan Vickers-Hulse (KVH) as part of an educational professional doctorate; Marcus Witt (MW) was one of her supervisory team. Participants were from two initial teacher education (ITE) routes (School Direct... Read More about Teacher training in England: Exploring trainee teachers' perspectives on their professional identity formation.
Critical Perspectives on Educational Policies and Professional Identities: Lessons from Doctoral Studies (2024)
Book
The collection features the cutting-edge work of 14 doctoral graduates from the University of the West of England (UWE), exploring the issue of education policy and its impact on professional identities, including changing professional and policy con... Read More about Critical Perspectives on Educational Policies and Professional Identities: Lessons from Doctoral Studies.
Teaching and learning as complex phenomena: Implications for policy and teacher professional identity (2024)
Book Chapter
Widespread support exists for the view that teaching is a complex task (Schulman, 2004), that learning is a complex, dynamic phenomenon and that classrooms are ‘complex systems’ (Hardman, 2010). Systems behaving in complex, emergent ways cannot be su... Read More about Teaching and learning as complex phenomena: Implications for policy and teacher professional identity.
Hierarchies of professionalism in interprofessional partnerships for inclusion: Mapping the role and professional identities of early years educators (2024)
Book Chapter
Despite the rhetoric emphasising partnership working there has been a dearth of research related to the educational practices that reify interprofessional partnerships for young children with special educational needs. This doctoral study examined th... Read More about Hierarchies of professionalism in interprofessional partnerships for inclusion: Mapping the role and professional identities of early years educators.
Counter terrorism measures in the classroom: The importance of professionalism, agency and autonomy when enacting the Prevent duty (2024)
Book Chapter
The Prevent policy was singular and “simple”: to prevent individuals from getting drawn into terrorism, to identify and stop this process before it begins. In the context of the global war on terror and the shadow of terrorist attacks in the USA and... Read More about Counter terrorism measures in the classroom: The importance of professionalism, agency and autonomy when enacting the Prevent duty.
The impact of symbolic violence on the perceived choices of trainee primary school teachers: A poetic perspective (2024)
Book Chapter
This chapter explores the theme of symbolic violence (Bourdieu, 2001; Thapar-Björkert et al., 2016), a central theme in my doctoral thesis.
My thesis looked at the experiences of a group of female undergraduate students in their first year of Initia... Read More about The impact of symbolic violence on the perceived choices of trainee primary school teachers: A poetic perspective.