Skip to main content

Research Repository

Advanced Search

All Outputs (12)

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.

Achieving creative collaboration: Using workshops to bring together teachers and artists to integrate arts-based language activities into language development in mainstream schools (2023)
Journal Article
Andrews, J., & Almohammad, M. (in press). Achieving creative collaboration: Using workshops to bring together teachers and artists to integrate arts-based language activities into language development in mainstream schools. Journal of Multilingual Theories and Practices,

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: Using workshops to bring together teachers and artists to integrate arts-based language activities into language development in mainstream schools.

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.

Black British literature in the secondary English classroom (2023)
Journal Article
Saleh, A. (2023). Black British literature in the secondary English classroom. Changing English, 30(4), 342-358. https://doi.org/10.1080/1358684x.2023.2253178

This essay explores the teaching and learning of Black British literature in UK secondary schools with reference to texts that now appear on GCSE English Literature specifications. It seeks to reveal some of the issues that may arise when teaching te... Read More about Black British literature in the secondary English classroom.

A reflection on dialogic diving boards and decolonising school art: The African mask project (2023)
Journal Article
Grant, W., Richards, M., Steward, R., & Whelan, J. (2023). A reflection on dialogic diving boards and decolonising school art: The African mask project. International Journal of Art and Design Education, 42(4), 584-596. https://doi.org/10.1111/jade.12476

In this paper, four colleagues working in teacher education reflect on a conversation. The conversation in question was a tangible discussion documented through frequent and purposeful email exchange, exploring traditionalist school art curricula thr... Read More about A reflection on dialogic diving boards and decolonising school art: The African mask project.

Learning to love creatures that buzz and skuttle (2023)
Journal Article
Jones, V., & clements, M. (2023). Learning to love creatures that buzz and skuttle. Primary Science, 179, 18-20

In this article illustrator Marian Hill and Primary Science teacher educator Verity Jones discuss insect appreciation and how you can bring observational skills of mini beasts into creative practices.

Voices from the deck: Lecturers’ and middle managers’ perceptions of effective FE sector professional development (2023)
Journal Article
Goldhawk, A., & Waller, R. (2023). Voices from the deck: Lecturers’ and middle managers’ perceptions of effective FE sector professional development. Research in Post-Compulsory Education, 28(3), 485-504. https://doi.org/10.1080/13596748.2023.2221121

This article discusses the findings of research into further education (FE) lecturers' and middle managers’ perceptions of what constitutes effective professional development. This focus addresses an area of paucity in the literature that requires at... Read More about Voices from the deck: Lecturers’ and middle managers’ perceptions of effective FE sector professional development.

System change: The student teacher as agile curriculum designer (2023)
Journal Article
Grant, W., & Kidwell, A. (2023). System change: The student teacher as agile curriculum designer. AD Magazine, 37, 12-13

Since at least art educator Arthur Efland’s (1976) influential description of a standard ‘school art style’, art and design curricula has been criticised as perennially disconnected from contemporary artistic practice, the creative industries, and th... Read More about System change: The student teacher as agile curriculum designer.

Determining domains of practice for youth support co-coordinator work in teenage/young adult cancer care in United Kingdom (2023)
Journal Article
Cable, M., Soanes, L., & Whelan, M. (2023). Determining domains of practice for youth support co-coordinator work in teenage/young adult cancer care in United Kingdom. Journal of Adolescent and Young Adult Oncology, 12(5), 758-764. https://doi.org/10.1089/jayao.2022.0152

Purpose: Youth support coordinators (YSCs) provide youth-focused psychosocial support to teenagers and young adults (TYA) with cancer, within multidisciplinary teams (MDTs) in National Health Service (NHS) specialist cancer environments. This action... Read More about Determining domains of practice for youth support co-coordinator work in teenage/young adult cancer care in United Kingdom.