Skip to main content

Research Repository

Advanced Search

All Outputs (797)

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.

Learning through practice: A comparative study of student and graduate perceptions of learning to be and becoming a journalist (2022)
Thesis
Evans, M. Learning through practice: A comparative study of student and graduate perceptions of learning to be and becoming a journalist. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/9228731

This study examines approaches to learning and teaching journalism through practice at two UK Higher Education courses accredited by the UK Broadcast Journalism Training Council (BJTC). It explores how students and recent graduates from the two cour... Read More about Learning through practice: A comparative study of student and graduate perceptions of learning to be and becoming a journalist.

Selective schooling for mystifying social class, neoliberalism, and alternatives (2022)
Book Chapter
Maisuria, A. (2022). Selective schooling for mystifying social class, neoliberalism, and alternatives. In M. Cole (Ed.), Education, Equality and Human Rights. (5th ed.). London: Routledge

The fifth edition of the market-leading Education, Equality and Human Rights has been fully updated to reflect economic, political and cultural changes in the UK, including the impacts of Brexit and Covid-19. It considers the great changes we are wit... Read More about Selective schooling for mystifying social class, neoliberalism, and alternatives.

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.

One size doesn’t fit all: Exploring complexity in young people’s perceptions of Character Education a critical realist case study (2022)
Thesis
Kernaghan, P. One size doesn’t fit all: Exploring complexity in young people’s perceptions of Character Education a critical realist case study. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/6873519

This study is a Case Study (CS) informed exploration of a pupil’s eye view of Character Education (CE), in a CS school. It is intended to find out what they think of CE claims it can be ‘caught, taught or sought’ (Jubilee Centre, 2018). It consid... Read More about One size doesn’t fit all: Exploring complexity in young people’s perceptions of Character Education a critical realist case study.

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., Tur Porre, G., Knight, C., & Waters-Davis, J. (2022, July). Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic. Paper presented at WISERD Annual Conference 2022, School of Management, Bay Campus, Swansea University

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.

The power of picture books: A pandemic tool to recovery (2022)
Presentation / Conference
Jones, V., McEwen, L., Gorell Barnes, L., Webber, A., William, S., Hobbs, L., …Deave, T. (2022, July). The power of picture books: A pandemic tool to recovery. Presented at UK Literary Association International Conference 2022, Birmingham

This paper draws on 18 months of interdisciplinary research in partnership with Schools and Early Years settings across some of the most socially disadvantaged areas of Bristol, funded by the AHRC. The interdisciplinary team undertook an art based re... Read More about The power of picture books: A pandemic tool to recovery.

Exploring teachers’ perceptions of promoting acceptance of diverse appearances in primary school children (4-11 years) (2022)
Presentation / Conference
Parnell, J., Williamson, H., Lewis, F., & Slater, A. (2022, June). Exploring teachers’ perceptions of promoting acceptance of diverse appearances in primary school children (4-11 years). Presented at Division of Health Psychology Annual Conference 2022, Bristol

Objectives and design: Research suggests children can begin judging others based on their appearance as early as 4 years old. Stigma towards children who have a diverse appearance (e.g., higher weight, visible difference) can have a negative impact o... Read More about Exploring teachers’ perceptions of promoting acceptance of diverse appearances in primary school children (4-11 years).

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.

Selling our Youth: Graduate Stories of Class, Gender and Work in Challenging Times (2022)
Book
Waller, R., Bradley, H., & Bentley, L. (2022). Selling our Youth: Graduate Stories of Class, Gender and Work in Challenging Times. Bingley: Emerald

Selling Our Youth explores how the class origins of recent graduates continue to shape their labour market careers and thus reproduce class privilege and class disadvantage. It shows how class and gender combine to influence these young adults’ oppor... Read More about Selling our Youth: Graduate Stories of Class, Gender and Work in Challenging Times.

Complex adaptive system behaviours in small group interaction: A year 4 classroom case study of learning as ‘emergence’ (2022)
Thesis
Knight, B. Complex adaptive system behaviours in small group interaction: A year 4 classroom case study of learning as ‘emergence’. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/9030663

Depictions of classroom teaching and learning in politics, policy and media tend to be over simplified and mechanistic. Insights from research on classroom learning draw largely on the ‘what works’ paradigm, which presents learning as directly caused... Read More about Complex adaptive system behaviours in small group interaction: A year 4 classroom case study of learning as ‘emergence’.