Skip to main content

Research Repository

Advanced Search

All Outputs (59)

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.

Disruptive learning and optimal flow: Game jams in heterotopic affinity space (2022)
Thesis
King, A. Disruptive learning and optimal flow: Game jams in heterotopic affinity space. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/9303643

Game jams are intensive, time-bound videogame-development events where students, professionals, and hobbyists form teams to create games against the clock. Jams are popular, offering accessible, informal learning environments which promote teamwork,... Read More about Disruptive learning and optimal flow: Game jams in heterotopic affinity space.

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.

Voices in a Pandemic (VIP-CLEAR): Using deep mapping to explore children’s changing perceptions and experiences during COVID-19 ‘recovery’ (2022)
Presentation / Conference
McEwen, L., Webber, A., Gorell Barnes, L., Gopinath, D., Hobbs, L., Deave, T., …Fogg Rogers, L. (2022, December). Voices in a Pandemic (VIP-CLEAR): Using deep mapping to explore children’s changing perceptions and experiences during COVID-19 ‘recovery’. Presented at UK Alliance for Disaster Research Annual Conference 2022, Edinburgh Climate Change Institute (ECCI)

Children are unheard voices within the COVID-19 pandemic. We are unaware how intersections of complex factors in specific social settings have impacted their perceptions and are determining what ‘recovery’ means. ‘Voices in a Pandemic: Children’s Loc... Read More about Voices in a Pandemic (VIP-CLEAR): Using deep mapping to explore children’s changing perceptions and experiences during COVID-19 ‘recovery’.

A reflection on dialogic diving boards and decolonising school art: The African mask project (2022)
Presentation / Conference
Grant, W., Richards, M., Steward, R., & Whelan, J. (2022, November). A reflection on dialogic diving boards and decolonising school art: The African mask project. Paper presented at iJADE 2022: Belonging: Dialogues for culturally responsive art & design education, Online

In this presentation, 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 curric... Read More about A reflection on dialogic diving boards and decolonising school art: The African mask project.

Lifelong education research over 40 years: Insights from the International journal of lifelong education (2022)
Journal Article
Holford, J., Hodge, S., Knight, E., Milana, M., Waller, R., & Webb, S. (2022). Lifelong education research over 40 years: Insights from the International journal of lifelong education. International Journal of Lifelong Education, 41(6), 537-548. https://doi.org/10.1080/02601370.2022.2167445

With this special issue of the International Journal of Lifelong Education, we complete a two-year celebration and critical examination of the field of adult lifelong education, prompted by the journal’s fortieth anniversary. In this editorial we pro... Read More about Lifelong education research over 40 years: Insights from the International journal of lifelong education.

“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!”.

Primary school teaching: A classed and gendered profession - Poetically exploring the narratives of female trainee primary school teachers (2022)
Thesis
Manison Shore, L. Primary school teaching: A classed and gendered profession - Poetically exploring the narratives of female trainee primary school teachers. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/9081186

This thesis explores the narratives of middle-class and working-class undergraduate women in their first year as student teachers on the three-year Primary Initial Teacher Education degree at a post-92 university. It simultaneously explores my own cl... Read More about Primary school teaching: A classed and gendered profession - Poetically exploring the narratives of female trainee primary school teachers.

Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic (2022)
Presentation / Conference
Chicken, S., Tyrie, J., Parnell, J., Waters-Davis, J., & Tur Porre, G. (2022, September). Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic. Paper presented at BERA (British Education Research Association) Conference 2022, Liverpool

Originality and significance Longitudinal evidence indicates that early life experiences, including those relating to early education and care (ECEC), impact a range of broad developmental areas including educational outcomes, cognitive developm... Read More about Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic.

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.

Amplifying Young Children’s Voices: Educational Experiences of 3- to 7-year-olds in Wales During the COVID-19 Pandemic (2022)
Presentation / Conference
Parnell, J., Tur Porres, G., Tyrie, J., Chicken, S., Waters- Davies, J., & Knight, C. (2022, August). Amplifying Young Children’s Voices: Educational Experiences of 3- to 7-year-olds in Wales During the COVID-19 Pandemic. Presented at 2022, 31st EECERA (European Early Childhood Education Research Association) Conference, Glasgow, Scotland, Glasgow

This Welsh Government-funded study aimed to capture the voices of young children during the COVID-19 pandemic regarding their educational experiences. Longitudinal research suggests young children’s early educational experiences shape their developme... Read More about Amplifying Young Children’s Voices: Educational Experiences of 3- to 7-year-olds in Wales During the COVID-19 Pandemic.