Initial art and design teacher education: Transgression and flux (2023)
Presentation / Conference
Grant, W. (2023, November). Initial art and design teacher education: Transgression and flux. Paper presented at International Journal of Art and Design Education Conference 2023: Time, University of Chester

Initial teacher education (ITE) is frequently considered a liminal space of flux where learners' knowledge, identity, and values are challenged and changed. Characteristics of this flux include navigation of new connections between personal and profe... Read More about Initial art and design teacher education: Transgression and flux.

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.

Regulation and accreditation of surveying professions – USA and UK - challenges going forward (2023)
Presentation / Conference
Wiejak-Roy, G., & Edwards, D. (2023, October). Regulation and accreditation of surveying professions – USA and UK - challenges going forward. Paper presented at FIG Commission 2 and 7 Annual Meeting - Digital Transformation for Responsible Land Administration, Deventer, the Netherlands

Surveying professions play an important role in ensuring the preservation and protection of land and property rights. Governments across the world are changing their approaches to protect the public. Some keep leaning toward market deregulation wit... Read More about Regulation and accreditation of surveying professions – USA and UK - challenges going forward.

Critical perspectives on educational policies and professional identities: Lessons from doctoral studies (symposium) (2023)
Presentation / Conference
Waller, R., Andrews, J., & Clark, T. (2023, September). Critical perspectives on educational policies and professional identities: Lessons from doctoral studies (symposium). Paper presented at British Educational Research Association Conference 2023, Aston University, Birmingham

This symposium, which showcases an edited collection of work by recent UK doctoral graduates (Authors, forthcoming), begins with a short introduction setting the scene for the wider project. It demonstrates the unique contribution of ‘insider’, pract... Read More about Critical perspectives on educational policies and professional identities: Lessons from doctoral studies (symposium).

An art and design initial teacher education student conference: Seeking value in inter-institutional ITE student knowledge share (2023)
Presentation / Conference
Grant, W. (2023, September). An art and design initial teacher education student conference: Seeking value in inter-institutional ITE student knowledge share. Paper presented at British Educational Research Association Conference 2023, Aston University

Highly effective secondary school teachers work collegiately (Shah 2012), and increasingly do so outside of individual institutions (e.g. within MAT clusters [Birks 2019]). Beyond professional efficacy, learning to establish and maintain strong colle... Read More about An art and design initial teacher education student conference: Seeking value in inter-institutional ITE student knowledge share.

The value of creativity: Architectural divergence & regulatory convergence (2023)
Presentation / Conference
Banou, S., & Hynam, M. (2023, September). The value of creativity: Architectural divergence & regulatory convergence. Paper presented at Architecture of Alterity: Body, Media, Space, Cardiff, Wales

At the beginning of the 2023-24 academic year, the architectural design community in the United Kingdom, is cautiously anticipating the Architect’s Registration Board, to provide the new guidelines and regulations for the delivery of architectural ed... Read More about The value of creativity: Architectural divergence & regulatory convergence.

Inclusive spaces for neurodivergent/neurominority students in higher education (2023)
Presentation / Conference
Whelan, J. (2023, August). Inclusive spaces for neurodivergent/neurominority students in higher education. Presented at Professional Development Programme, Rwanda

Due to the epistemic, hermeneutical injustice of neurodivergent voices, inclusive language to express and interpret experiences has been excluded from centres of language generation (higher education, journalism, and governance). Through the use of t... Read More about Inclusive spaces for neurodivergent/neurominority students in higher education.

Using pedagogical and psychological insights to train analysts using confidential data (2023)
Journal Article
Green, E., & Ritchie, F. (in press). Using pedagogical and psychological insights to train analysts using confidential data. Journal of Privacy and Confidentiality,

With researchers increasingly gaining access to confidentiality data through restricted environments, interest has grown in the training of those researchers to protect confidentiality and to use the secure facility effectively. Researcher training,... Read More about Using pedagogical and psychological insights to train analysts using confidential data.

Drawing on community knowledge to engage diverse communities with their children's learning (2023)
Presentation / Conference
Carter, J. (2023, May). Drawing on community knowledge to engage diverse communities with their children's learning. Presented at Strengthening Citizenship Education in Times of Conflict, Madrid

Minoritsed groups are not always comfortable engaging with schools through the traditional approaches used (Moll et al., 1992). Without the engagement and inclusion of all groups, mistrust and conflict is given the space to grow. We also know that be... Read More about Drawing on community knowledge to engage diverse communities with their children's learning.

The adoption of a pre-teach approach for HE ITE  (2023)
Presentation / Conference
Lewis, F., Witt, M., & Wilkinson, A. (2023, May). The adoption of a pre-teach approach for HE ITE . Presented at TEAN Conference 2023, Manchester

This work focusses on pre-service teacher learning of curriculum subject knowledge content. The National Centre for Excellence in the Teaching of Mathematics (NCETM) has trialled a pre-teaching approach to address mathematical subject knowledge an... Read More about The adoption of a pre-teach approach for HE ITE .

Lost in the fog: The bewildering language of assessment (2023)
Digital Artefact
Minett-Smith, C., Bennett, L., Hassler, S., & Eve, J. (in press). Lost in the fog: The bewildering language of assessment. [Blog post]

A SEDA blog written jointly by the contributors to a QAA Project on the Language of Assessment which resulted in the creation of a toolkit to support both creators of assessments and students in the common points of the assessment journey. The toolk... Read More about Lost in the fog: The bewildering language of assessment.

COVID–19, Education and learning: Amplifying young children’s voices (2023)
Report
Tyrie, J., Chicken, S., Knight, C., Manney, D., Tur Porres, G., Waites, T., …Westall, A. (2023). COVID–19, Education and learning: Amplifying young children’s voices. https://hwb.gov.wales: Welsh Government

The Coronavirus pandemic has caused the largest global disruption to world–wide education systems in history (Engzell et al., 2021; Pokhrel and Chhetri, 2021). It is estimated that around 1.6 billion children in more than 200 countries have experienc... Read More about COVID–19, Education and learning: Amplifying young children’s voices.

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.

Vocabulary development (2023)
Book Chapter
Carter, J. (2023). Vocabulary development. In D. Waugh, W. Jolliffe, & K. Allott (Eds.), Primary English for Trainee Teachers (47 to 66). (4). London: SAGE Publications (UK and US)

The chapter focuses on the importance of vocabulary knowledge in both the teaching and learning of reading and writing. It provides the theory that underpins practice, curriculum links, case studies and practical ideas for teaching. The book is a g... Read More about Vocabulary development.

Knowing and being: A narrative inquiry into undergraduate students’ experiences of learning law at a post-1992 university (2023)
Thesis
Wood, R. Knowing and being: A narrative inquiry into undergraduate students’ experiences of learning law at a post-1992 university. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/9968274

This thesis presents a narrative inquiry into students’ experience of learning law during a Bachelor of Laws (LLB) programme at an English, post-1992, university. It arises out of twenty years’ experience of teaching law and developing curriculum on... Read More about Knowing and being: A narrative inquiry into undergraduate students’ experiences of learning law at a post-1992 university.

From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research (2023)
Book Chapter
Andrews, J., Fay, R., Min Huang, Z., & White, R. (in press). From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research. In Theory and Method in Higher Education Research. London: Emerald

In this quotation, Heugh critiques literature produced in the Global North which makes claims to promoting social justice while making invisible the sources of knowledge and languages to communicate about those ideas by people in the Global South. Th... Read More about From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research.

The Welsh Government's Vulnerable Learners and Wellbeing Seminar Series (2023)
Presentation / Conference
Chicken, S., & Tyrie, J. (2023, January). The Welsh Government's Vulnerable Learners and Wellbeing Seminar Series. Presented at Vulnerable learners and wellbeing event, 2023, Online

This presentation presents the findings from a study that explored the perception of young children of educational provision during and between covid lockdowns. Drawing on the data we argue that many children felt a sense of loss and sadness dung th... Read More about The Welsh Government's Vulnerable Learners and Wellbeing Seminar Series.

Shaping the field of lifelong education through three critical debates in the International Journal of Lifelong Education (2023)
Journal Article
Holford, J., Milana, M., Webb, S., Waller, R., Hodge, S., & Knight, E. (2023). Shaping the field of lifelong education through three critical debates in the International Journal of Lifelong Education. International Journal of Lifelong Education, 41(1), 549-571. https://doi.org/10.1080/02601370.2022.2160020

The editors approached the 40th anniversary of the International Journal of Lifelong Education as an opportunity to consider the field by exploring how a corpus of 1462 articles (the first 40 volumes of the journal) questioned and shaped the field. A... Read More about Shaping the field of lifelong education through three critical debates in the International Journal of Lifelong Education.

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.