• Disabled students: identity, inclusion and work-based placements

      Cunnah, Wendy; University of Bedfordshire (Taylor & Francis, 2015-01-26)
    • Citizenship and democracy in further and adult education

      Hopkins, Neil (Springer, 2014)
      This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education. It investigates the historical roots of further and adult education and identifies how the adoption of citizenship education in the post-compulsory sector can enrich vocational studies in further education and programmes in adult education.
    • National models for continuing professional development: the challenges of twenty-first-century knowledge management

      Leask, Marilyn; Younie, Sarah (Taylor & Francis, 2013-04)
      If teacher quality is the most critical factor in improving educational outcomes, then why is so little attention drawn to the knowledge and evidence base available to support teachers in improving the quality of their professional knowledge? This paper draws together findings from a range of sources to propose national models for continuing professional development (CPD). It examines the unacknowledged problem of providing a sustained approach to improving the quality of and access to the evidence base underpinning teachers’ CPD. In the twenty-first century, through the use of digital technologies, the research and evidence base underpinning educational practice surely could be made accessible. The quality of the knowledge base and teacher access to this is rarely if ever acknowledged in the discourses about school and system improvement. The lack of access to the latest research is further compounded by the fact that research published in journals is not generally designed around questions teachers want answered. In short, the knowledge that is produced and the management of it within the education sector lack systemic organisation and dissemination. This paper outlines opportunities for low-cost inter-linked national and international e-infrastructures to be developed to support knowledge sharing and building.
    • Teaching with technologies: the essential guide

      Younie, Sarah; Leask, Marilyn (Open University Press, 2013-02)
    • Cases, simulacra, and Semantic Web technologies

      Carmichael, Patrick; Tscholl, M.; Liverpool John Moores University; University of Cambridge (Wiley, 2013-02)
      ‘Ensemble’ is an interdisciplinary research and development project exploring the potential role of emerging Semantic Web technologies in case-based learning across learning environments in higher education. Empirical findings have challenged the claim that cases ‘bring reality into the classroom’ and that this, in turn, might provide the basis for an understanding of the role of Semantic Web technologies in case-based learning environments. We describe how the work of authors including Baudrillard and Deleuze has provided an alternative framework for understanding the relationships between cases and the realities with which they are purportedly associated. We discuss how the idea of the ‘simulacrum’ has influenced our understanding of learning environments, has informed design and development practices, and has led to a shift in our understandings of the potential affordances of Semantic Web technologies in educational settings.
    • The essential guide to ICT: teaching with technologies

      Younie, Sarah (Open University Press, 2013)
    • Is systematic synthetic phonics enough? examining the benefit of intensive teaching of high frequency words (HFW) in a year one class

      Watts, Zoe; Gardner, Paul (Taylor and Francis, 2013)
      A comparative analysis of systematic synthetic phonics (SSP) and the intensive teaching of high frequency words (HFW) revealed the latter had greater impact on pupils’ reading attainment and fluency. Data were collected using multiple methods, including miscue analysis, Salford Reading Test, a phoneme skills test and HFW audits.
    • Adapting to the digital age: a narrative approach

      Cousins, Sarah Bernadette; Bissar, Dounia; University of Bedfordshire; University of Essex (Co-Action Publishing, 2012-12)
      The article adopts a narrative inquiry approach to foreground informal learning and exposes a collection of stories from tutors about how they adapted comfortably to the digital age. We were concerned that despite substantial evidence that bringing about changes in pedagogic practices can be difficult, there is a gap in convincing approaches to help in this respect. In this context, this project takes a “bottom-up” approach and synthesises several life-stories into a single persuasive narrative to support the process of adapting to digital change. The project foregrounds the small, every-day motivating moments, cultural features and environmental factors in people's diverse lives which may have contributed to their positive dispositions towards change in relation to technology enhanced learning. We expect that such narrative approaches could serve to support colleagues in other institutions to warm up to ever-changing technological advances.
    • Secret codes: the hidden curriculum of semantic web technologies

      Edwards, Richard; Carmichael, Patrick (Taylor & Francis, 2012-10)
      There is a long tradition in education of examination of the hidden curriculum, those elements which are implicit or tacit to the formal goals of education. This article draws upon that tradition to open up for investigation the hidden curriculum and assumptions about students and knowledge that are embedded in the coding undertaken to facilitate learning through information technologies, and emerging ‘semantic technologies’ in particular. Drawing upon an empirical study of case-based pedagogy in higher education, we examine the ways in which code becomes an actor in both enabling and constraining knowledge, reasoning, representation and students. The article argues that how this occurs, and to what effect, is largely left unexamined and becomes part of the hidden curriculum of electronically mediated learning that can be more explicitly examined by positioning technologies in general, and code in particular, as actors rather than tools. This points to a significant research agenda in technology enhanced learning.
    • Networking for school leadership in South Africa: perceptions and realities

      Kiggundu, Edith; Moorosi, Pontso (Taylor & Francis, 2012-07)
      This article presents the findings from the evaluation of the pilot of a new entry qualification for school principals in South Africa. The programme, Advanced Certificate in Education (ACE) School Leadership, had networking as a distinctive feature, and this article examines candidates’ perceptions and experiences of networking as a leadership development process. The methodology combined the survey, interviews and observations. The findings revealed that the practice, development and sustainability of networks were complex; networking advanced shared learning and facilitated candidates’ programme completion while addressing school-based problems through site-based assessment. However, networks were noted to be patchy, with a few operating successfully, but most still requiring development.
    • Mentoring for school leadership in South Africa: diversity, dissimilarity and disadvantage

      Moorosi, Pontso (Taylor & Francis, 2012-07)
      In South Africa, until recently, mentoring has not been formalized as part of school leadership induction programmes or of leadership professional development. However, the South African government identified mentoring as a distinctive aspect of its pilot leadership development programme for school principals. This programme signalled a shift from ad hoc and informal mentoring to building mentorship into school leadership development programmes. However, there is still no clear understanding about what constitutes effective mentoring models and the significance of similarity and diversity in a mentoring relationship. In this paper I draw from two dissimilar datasets to explore mentoring from an identity (gender and race) perspective. Using similarity-attraction theory, the paper highlights the complexity of mentoring models and suggests that higher levels of dissimilarity in a mentoring relationship may lead to disadvantage.
    • Exploring the impact of supplementary schools on Black and Minority Ethnic pupils’ mainstream attainment

      Maylor, Uvanney; Rose, Anthea; Minty, Sarah; Ross, Alistair; Issa, Tözün; Kuyok, Kuyok Abol (2012-05-17)
    • Imagining the mathematician: young people talking about popular representations of maths

      Epstein, Debbie; Mendick, Heather; Moreau, Marie-Pierre (2012-05-17)