• Along the Write Lines: a case study exploring activities to enable creative writing in a secondary English classroom

      Wood, Audrey B.; (Taylor & Francis, 2016-06-17)
      This article arises from a four week study of a class of 14-15 year old students. The study explored students’ perception of themselves as writers and the effects of a variety of teaching and learning strategies on their creative writing responses. The aim of the project was to enhance the students’ creative writing, whilst ascertaining whether there were particular activities or types of writing that would lead to students perceiving more satisfactory outcomes in their writing. It answers the research question: What do I observe, and what do my students say, about the experience of different classroom based creative writing tasks?
    • BNCI systems as a potential assistive technology: ethical issues and participatory research in the BrainAble project

      Carmichael, Patrick; Carmichael, Clare; Liverpool John Moores University; University of Bedfordshire (Taylor & Francis, 2013-12-06)
      This paper highlights aspects related to current research and thinking about ethical issues in relation to Brain Computer Interface (BCI) and Brain-Neuronal Computer Interfaces (BNCI) research through the experience of one particular project, BrainAble, which is exploring and developing the potential of these technologies to enable people with complex disabilities to control computers. It describes how ethical practice has been developed both within the multidisciplinary research team and with participants. Results: The paper presents findings in which participants shared their views of the project prototypes, of the potential of BCI/BNCI systems as an assistive technology, and of their other possible applications. This draws attention to the importance of ethical practice in projects where high expectations of technologies, and representations of “ideal types” of disabled users may reinforce stereotypes or drown out participant “voices”. Conclusions: Ethical frameworks for research and development in emergent areas such as BCI/BNCI systems should be based on broad notions of a “duty of care” while being sufficiently flexible that researchers can adapt project procedures according to participant needs. They need to be frequently revisited, not only in the light of experience, but also to ensure they reflect new research findings and ever more complex and powerful technologies.
    • Book review: Educating outside

      Mistry, Malini Tina (Taylor & Francis, 2018-09-19)
      Book review of Educating Outside: Curriculum-linked outdoor learning ideas for primary teachers By: Helen Porter Bloomsbury Education, 2018 9781472946300
    • Can we fix education? living emancipatory pedagogy in Higher Education

      Clack, Jim (Taylor & Francis, 2019-12-26)
      This paper discusses a 12-week, 15-credit module taught to second year undergraduates during semester 2 of 2017–18 academic year. The module, entitled ‘Deschooling’, aimed to explore notions of emancipatory and critical pedagogy, control and coercion in the education system. Rather than ‘teach’ these concepts as abstract academic theory, I aimed to provide students with ‘lived’ experiences of them. That is, the aim was to provide a ‘deschooled’, ‘unoppressed’ experience for students by facilitating, so far as possible, democratic decision-making amongst the group. Subsequent reflection on the successes (or otherwise) of the module threw up numerous points. This paper reports on one particular aspect – assessment. As part of the module, students were offered choice over not only how they might be assessed, but also whether or not they should be assessed. This paper then discusses the challenges surrounding critical pedagogy in the HE classroom and considers implications for future practice.
    • Developing a mission for further education: changing culture using non-financial and intangible value

      Hadawi, Ali; Crabbe, M. James C.; Central Bedfordshire College; University of Northampton; University of Bedfordshire (Taylor & Francis, 2018-01-29)
      In his keynote lecture at the Reimagining Further Education conference in Birmingham in June 2016, Sir Frank McLoughlin was clear that the sector ‘needed a mission’ to unite around, and to let people know where it is going’ (McLoughlin 2016). This was endorsed by the attendees, who felt that it would enable the sector to regain ownership of what it stands for nationally, regionally, and locally. Such a vision is needed to create a TVET (Technical and Vocational Education and Training) sector that is targeted to develop an effective shared culture in the further education sector, close skills shortages and skills gaps in education, enhance community cohesion and improve productivity. This vision needs to have a robust measure of impact that aligns with the vision. One possibility is to explore a non-financial and intangible value metric where social value is aligned to the sector mission. A robust measure will enable key stakeholders to agree on areas of focus in a specific geographical location or a specific time. Such a measure might challenge the need for the existence of regulatory bodies such as Ofsted in the way they operate now. With such a robust measure of social value/impact, Government will not need to issue a white paper every time a response to a localised issue is required. We suggest that the Social Earnings Ratio (S/E or SERatio) is such a robust measure. For example, if the need in a certain locality is to address skills gaps/shortages or to focus on community cohesion, all that is needed is a change in the weighting of the various components of such a measure. This will allow development of a Further Education mission which can be utilised nationally, regionally and locally. In this article we develop this idea and provide an illustration of how the SERatio could be applied to an FE college.  The example we use is that of a small FE college with an annual budget of £12m. We demonstrate, using SERatio, that this college produces an intangible value of approximately £40m per annum. Such an approach will enable Further Education to become the strong owner of its mission and vision in the future, and allow it to develop its own culture and expertise to the maximum of its potential.
    • Dewey, Democracy and Education and the school curriculum

      Hopkins, Neil; University of Bedfordshire (Taylor & Francis, 2018-03-04)
      This paper will investigate Dewey’s Democracy and Educationin relation to the curriculum. There are two overarching themes to the paper: the concept of the democratic curriculum and the academic/vocational divide. Dewey is seen as a pivotal thinker in relation to collaborative learning and the child as a vital voice in any learning that takes place in the classroom and beyond. The paper explores whether issues such as school governance and pupil voice facilitate Dewey’s notion of democratic education. Alongide this is the issue of the academic/vocational divide within English education. Acknowledgement will be made of Dewey’s theory of knowledge which emphasises the connection between concept and application and how this can influence the incorporation of the theoretical and the practical as part of children’s learning in a given curriculum.
    • Employing culturally responsive pedagogy to foster literacy learning in schools

      Wearmouth, Janice (Taylor & Francis, 2017-03-16)
       In recent years it has become increasingly obvious that, to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt pedagogy that is responsive to, and respectful of, them as culturally situated. What largely has been omitted from the literature, however, is discussion of a relevant model of learning to underpin this approach. For this reason this paper adopts a socio-cultural lens (Vygotsky, 1978) through which to view such pedagogy and refers to a number of seminal texts to justify of its relevance. Use of this lens is seen as having a particular rationale. It forces a focus on the agency of the teacher as a mediator of learning who needs to acknowledge the learner’s cultural situatedness (Kozulin, 2003) if school literacy learning for all students is to be as successful as it might be. It also focuses attention on the predominant value systems and social practices that characterize the school settings in which students’ literacy learning is acquired. The paper discusses implications for policy and practice at whole-school, classroom and individual student levels of culturally-responsive pedagogy that is based on a socio-cultural model of learning. In doing so it draws on illustrations from the work of a number of researchers, including that of the author.
    • Implementing reading interventions to support disadvantaged children in England: insights from a process evaluation

      Wood, Audrey B.; Price, Jayne; Salter, Emma; Woodhouse, Fiona; Zsargo, Liz (Taylor & Francis, 2021-01-28)
      In this paper we present insights from the qualitative data collected during a process evaluation of a reading intervention project carried out in primary and secondary schools in West Yorkshire, England. Commercially available reading interventions, financed by the Strategic School Improvement Fund, were delivered by school staff to disadvantaged pupils over a period of four half-terms, and a team of university-based researchers carried out qualitative interviews with members of school staff in order to discover factors that affect the sustainability of school-based reading interventions after the initial funding period, and identify good practice in planning for and meeting sustainability objectives. The data from the interviews enabled the researchers to compare and contrast the experiences of the staff following the different interventions. The findings presented in this paper have generated some helpful guidance about the process of implementing reading interventions in schools successfully, and factors such as staff training, fidelity of implementation and organisational context are discussed.
    • Pre‐twentieth century literature in the Year 9 classroom: student responses to different teaching approaches

      Wood, Audrey B.; University of Huddersfield (Taylor & Francis, 2017-10-30)
      This article arises from an action research investigation that sought to understand the ways in which different approaches to teaching pre-twentieth century literature in Year 9 English lessons might influence students’ experiences of texts. It examines the proposition that some students need to have a secure understanding of the text before they can benefit from more creative approaches which require them to undertake independent and personal responses. Although creative methods of teaching are often posited as being superior to more teacher-led approaches, student responses suggest that requiring them to participate in creative activities as a means of exploring an unfamiliar text without first ensuring they have a solid understanding of the overarching narrative and a good grasp of unknown language can lead to resistance and disengagement. In this case study, some students benefited from and appreciated a structured approach that included more ‘traditional’ methods of teaching pre-twentieth century literature, which they said helped them to learn more effectively.
    • Review of Achievement for all in international classrooms: improving outcomes for children and young people with special educational needs and disabilities

      Mistry, Malini Tina (Taylor & Francis, 2019-04-19)
      Book review: Achievement for all in international classrooms: improving outcomes for children and young people with special educational needs and disabilities by Sonia Blandford, London, Bloomsbury, 2017, 206 pp., £22.45 (paperback), ISBN: 9781474254335
    • Review of Breaking through the language arts block: organizing and managing the exemplary literacy day

      Mistry, Malini Tina (Taylor & Francis, 2018-08-01)
      Book review of Breaking Through the Language Arts Block Organizing and Managing the Exemplary Literacy Day Lesley Mandel Morrow, Kenneth Kunz, and Maureen Hall Guilford Press, 2018 9781462534463
    • Review of Children's transitions in everyday life and institutions

      Mistry, Malini Tina (Taylor & Francis, 2019-11-28)
      Book review of Children’s transitions in everyday life and institutions edited by Mariane Hedegaard and Marilyn Fleer, London, Bloomsbury, 2019,253 pp., £90.00 (hardback), ISBN: 978-1-350-02145-7
    • Review of Computer science education: perspectives on teaching and learning in school

      Mistry, Malini Tina (Taylor & Francis, 2019-05-10)
      Book review of Computer science education: perspectives on teaching and learning in school edited by Sue Sentance, Eric Barendsen and Carsten Schulte, London, Bloomsbury, 2018, 247 pp., £22.49 (paperback), ISBN: 978 1 350 057104
    • Review of Education policy, practice and the professional

      Mistry, Malini Tina (Taylor & Francis, 2019-05-09)
      Review of education policy, practice and the professional by Jane Bates, Sue Lewis and Andy Pickard, London, Bloomsbury, 2019, 186 pp., £21.99 (paperback), ISBN: 978 1 350004955
    • Review of Influencing early childhood education: key figures, philosophies and ideas

      Mistry, Malini Tina (Taylor & Francis, 2017-11-08)
      Book review of Influencing early childhood education: key figures, philosophies and ideas, Linda Pound, Open University Press, 2011 9780335241569
    • Review of Inside teaching: how to make a difference for every learner and teacher

      Mistry, Malini Tina (Taylor & Francis, 2018-02-02)
      Book review of Inside Teaching: How to Make a Difference for Every Learner and Teacher By John Blanchard Routledge, 2017 9781138712294
    • Review of Mastering primary design and technology

      Mistry, Malini Tina (Taylor & Francis, 2018-11-26)
      Book review of Mastering Primary Design and Technology, Gill Hope, Bloomsbury Academic, 2018, ISBN 9781474295390
    • Review of Physical activity and learning after school: the PAL program

      Mistry, Malini Tina (Taylor & Francis, 2019-04-17)
      Book reviewL Physical activity and learning after school: the PAL program, edited by Paula Schwanenflugel and Phillip Tomporowski, 2017, New York, Guilford Press, 246 pp., £21.99 (paperback), ISBN: 9781462532674.
    • Review of Relationships and Sex Education 3-11: supporting children's development and well-being [book review]

      Mistry, Malini Tina (Taylor & Francis, 2020-03-15)
      Review of Relationships and Sex Education 3-11: supporting children’s development and well-being by Sacha Mason and Richard Wolley, London, Bloomsbury, 2019, 233 pp., £24.99 (paperback), ISBN: 978 1 350 08071 3
    • Review of Subject teaching in primary education

      Mistry, Malini Tina (Taylor & Francis, 2020-01-19)
      Book review: Subject teaching in primary education edited by Patrick Smith and Lyn Dawes, London, Sage, 2014, 275 pp., £21.28 (paperback), ISBN 9781446267899