Education
http://hdl.handle.net/10547/613693
2024-03-26T18:12:26ZCoachees’ experiences of integrating a self-selected soundtrack into a one-off coaching session
http://hdl.handle.net/10547/626197
Coachees’ experiences of integrating a self-selected soundtrack into a one-off coaching session
Wilcox, Donna; Nethercott, Kathryn
Artistic media use in coaching has received growing interest in recent years with increased research and encouraging results. Music benefits wellbeing, aids new perspectives, and enhances embodiment, however, research on the use of music in coaching is limited. This study thematically analysed participants’ reflective texts (N=12) relating to their experience of a one-off coaching session that integrated a self-selected piece of music as a soundtrack related to the session topic. Results support previous literature on the subject, while also providing new findings that the soundtrack primed thinking for the session and was a motivational reminder of the session.
2024-02-01T00:00:00ZThe effects of growth mindset and resilience on immigrant students' PISA science achievement: the mediating role of attitudes toward school
http://hdl.handle.net/10547/626182
The effects of growth mindset and resilience on immigrant students' PISA science achievement: the mediating role of attitudes toward school
Kaya, Sibel; Eryilmaz, Nurullah; Yuksel, Dogan
In recent years, self-theories such as growth mindset and resilience have gained interest as they have a sizable influence on achievement and school-related motivation. The aim of this study is to investigate the relationship between immigrant students’ growth mindset, resilience, and science achievement in PISA 2018 by considering the mediating effect of attitudes toward school. Using secondary data for Australia, the UK, and the USA obtained from PISA 2018, we conducted a series of Structural Equation Modeling analyses to unravel the relationship between self-theories and science achievement. The growth mindset had the strongest effect on science achievement for both immigrants and non-immigrants in all three countries; resilience was positively related to science achievement for immigrants in the US, and attitudes toward school were positively related to science achievement for immigrants in Australia. The mediating role of attitudes toward school between growth mindset, resilience and science achievement could not have been confirmed. We speculate that self-theories might be affecting immigrant groups differently in different countries. Implications regarding these findings are discussed.
2024-01-29T00:00:00ZThrough the looking glass: professional identity during a pandemic
http://hdl.handle.net/10547/626146
Through the looking glass: professional identity during a pandemic
Thompson, Carol; Hopkins, Neil
When compared with other professions (such as law and medicine), educators do not have a strong sense of professional identity. It could be argued that as a sector, education has been compliant to the demands of others and as a result exploring what it means to be a professional educator has not been high on the agenda for most teachers or leaders in further and higher education.
This research takes an autoethnographic approach by placing participants at the centre of the analysis. Using reflections as a form of personal inquiry, participants explored their professional identity from a specific standpoint and within a particular context. This involved cultural analysis and interpretation not only of identity but of the ways in which environmental factors contribute to it. The reflections provided an opportunity to explore the topic with an experienced eye as well as offering a space for reflexivity. By taking a ‘through the looking glass’ approach, participants embraced the notion of ‘uncertain certainty’ (Bolton, 2001).
Initial findings suggest that in the move to the virtual classroom both teachers and leaders have experienced a range of novel challenges. Whilst teachers have had to learn new skills and look at their roles in a different way, leaders have been forced to reconsider policy as well as the infrastructure required to support teaching activity. The last two years have shown a sector which is both fragile and resilient and a world where the impossible has become possible and where previous ‘truths’ are no longer definitive.
2024-01-29T00:00:00ZGlass slippers and symbols of hope: rebuilding further education teachers' agency
http://hdl.handle.net/10547/626145
Glass slippers and symbols of hope: rebuilding further education teachers' agency
Thompson, Carol
Picasso is attributed with the quote 'all children are artists, the problem is staying an artist when you grow up.' (in Thompson 2018) Perhaps a reference to the ways in which education and life experience impact on creative abilities? A similar sentiment is expressed by Robinson (2017) who suggests that our education system does not prepare for workplaces where creative abilities would be of value: ‘Current systems of education were not designed to meet the challenges we now face. They were developed to meet the needs of a former age.’ (Robinson 2017 page 40). Robinson suggests that schools are modelled in the image of industrialisation - a product model, educating children in ‘batches’ based on their age- group and fuelled by a desire to evidence success through achievement data. But what of the Further Education Sector (FE)? This phase of English education is recognised for its diversity and applauded for its ability to transform lives (Duckworth and Smith 2018). Does it offer a creative curriculum and the scope for each learner to develop the skills that they need for the modern workplace?
2020-12-31T00:00:00Z