• Part-time students in transition: supporting a successful start to higher education

      Goodchild, Allyson; University of Bedfordshire (Taylor and Francis, 2017-12-21)
      The transition into higher education is a critical time for all students. A positive early experience provides a strong foundation for future academic success whilst a negative experience can be destabilising for a new learner. To date, research has primarily focused on full-time undergraduates in order to explain the reasons for high attrition rates at the end of the first year. Less is known about the experiences of part-time undergraduates despite the fact that they make up over one quarter of the total student population (HESA, 2015). This article reports on a study to investigate the initial experiences of a group of part-time undergraduates who have chosen to undertake a degree at a small study centre run by one university. Using a mixed methods research approach, the research captured the lived reality of the experience and identified the contributing and negating factors that can influence a successful transition. Perceptions of the level and type of support provided for students during transition were gained from both staff and students. The findings confirm a heterogeneous group. Despite being highly motivated, the early transition period was generally characterised by a sense of trepidation and self-doubt as students took their first steps in higher education. The research highlights the complexity of the initial decision-making process for part-time students and the barriers they face. It concludes that a flexible but unified approach, involving tutors and the wider support services, is needed, as unique students require unique responses to their transition needs.
    • Perception of studying dental law and ethics among postgraduate dental students in the UK

      Wassif, Hoda; ; University of Bedfordshire (Nature Publishing Group, 2015-08-14)
      Law and ethics is an integral part of medical and dental professional practice. The subject is touched upon in the undergraduate curriculum. Historically, dentists interested in postgraduate study in this subject have accessed courses on medical law and ethics. While there are areas of shared interest (for example, consent, confidentiality) there are differences in emphasis and content (for example, end of life care, organ transplants, etc) which are not relevant to dentistry. A new postgraduate certificate (PgCert) course was approved by the University of Bedfordshire designed specifically for dental practitioners, making it the only university accredited course in the UK that is specific to dental staff. Students' perception of the subject of dental law and ethics at a postgraduate level was not known. The first PgCert student cohort was assessed at the start and the end of the course using two questionnaires. Sixteen students, all qualified dental practitioners working in the UK, took part. The perception toward the subject of dental law and ethics was in-line with the current guideline and regulations governing the dental profession. Perception of dental law was clearer at the end of the course compared to the beginning while dental ethics remained a challenging subject.
    • Perceptions of tuition in correspondence and on-line contexts in distance education

      Price, Linda; Jelfs, Anne; Richardson, John T.E.; Open University (2004-01-01)
    • The perfectionist call of intelligibility : secondary English, creative writing, and moral education

      Belas, Oliver (The Canadian Philosophy of Education Society, 2016-11-29)
      This article puts forward moral-philosophical arguments for re-building and re-thinking secondary-level (high-school equivalent) English studies around creative writing practices. I take it that when educators and policy makers talk about such entities as the “well-rounded learner,” what we have, or should have, in mind is moral agents whose capacities for moral dialogue, judgement, and discourse are increased as a result of their formal educational experiences. In its current form, secondary English is built mainly, though not exclusively, around reading assessment; around, that is, demonstration of students’ “comprehension” of texts. There is little or no sense that the tradition and practice of literary criticism upon which this type of assessment is based is a writerly tradition. By making writing practices central to what it is to do English in the secondary classroom, I argue that we stand a better chance at helping students develop their capacities for self-expression, for articulating their developing webs of belief and for scrutinizing those webs of belief. I thus wish to think about English and Creative Writing Studies in light of Cavell’s moral perfectionism, and to conceive of it as an arts-practical subject and a mode by which one might, in Baldacchino’s sense, undergo a process of “unlearning.” My arguments are tailored to the English educational context. 
    • Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

      Mistry, Malini Tina; Sood, Krishan; University of Bedfordshire; Nottingham Trent University (Routledge, 2014-01-08)
      This paper explores the ideology of social justice through links between equality and equity within Early Years and what remain the challenges for leadership. Questionnaires and interviews in English multi-cultural and mono-cultural schools with Early Years age phases were conducted. The findings showed that the ideology of social justice, equality and equity was interpreted differently in each Early Years setting. The multi-cultural schools used a variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, leadership had to be more creative in promoting equality and equity, given the smaller proportion of their diverse pupil and staff population. Our conclusions suggest that most schools are struggling initially with implementing the current changes in Early Years, therefore their vision for permeating this curriculum with an equality and equity focus is at the early stages.
    • Physical literacy and human flourishing

      Durden-Myers, Elizabeth; Whitehead, Margaret; Pot, Niek; Liverpool John Moores University; University of Bedfordshire; Windesheim University of Applied Sciences (Human Kinetics Publishers Inc., 2018-12-31)
      This article explores the relationship between physical literacy and human flourishing. Understanding the contribution physical literacy may have in nurturing human flourishing extends the philosophical rationale and importance of physical literacy in relation to maximizing human potential. This article proposes that the concept of physical literacy is being embraced worldwide, in part due to the contribution physical literacy may make in nurturing human flourishing. Therefore, this article discusses the relationship between physical literacy and human flourishing in detail, unveiling what value this connection may hold in promoting physical literacy as an element integral in enhancing quality of life. Aspects of human flourishing are presented and examined alongside physical literacy. Synergies between physical literacy and human flourishing are not hard to find, and this gives credence to the growing adoption of physical literacy as a valuable human capability.
    • Physical literacy from philosophy to practice

      Pot, Niek; Whitehead, Margaret; Durden-Myers, Elizabeth; Windesheim University of Applied Sciences; University of Bedfordshire; Liverpool John Moores University (Human Kinetics Publishers Inc., 2018-12-31)
      This article aims to give an overview of the philosophical foundations of physical literacy (monism, existentialism, and phenomenology) and to discuss how philosophy can be operationalized in physical education practice. When translated into physical education practice, the physical literacy philosophies give credence to the view that, in schools, physical education should not be considered as a subsidiary subject that is needed merely to refresh the mind for the cognitive subjects. The authors also highlight that the context in which activities take place should be challenging, realistic, and adaptable to the individual preferences and levels of attainment of the different learners. Often, these contexts go beyond the traditional competitive sports context. Drawing on these philosophies, physical education must be learner centered and provide situations in which learners can discover and develop their individual potential to stay motivated, confident, and competent for engagement in physical activities for life.
    • Physical literacy: throughout the lifecourse

      Whitehead, Margaret (Routledge, 2010-04-07)
      What is physical literacy? What are the benefits of being physically literate? The term 'physical literacy' describes the motivation, confidence, physical competence, understanding and knowledge that individuals develop in order to maintain physical activity at an appropriate level throughout their life. Physical literacy encompasses far more than physical education in schools or structured sporting activities, offering instead a broader conception of physical activity, unrelated to ability. Through the use of particular pedagogies and the adoption of new modes of thinking, physical literacy promises more realistic models of physical competence and physical activity for a wider population, offering opportunities for everyone to become active and motivated participants. This is the first book to fully explore the meaning and significance of this important and emerging concept, and also the first book to apply the concept to physical activity across the lifecourse, from infancy to old age. Physical Literacy - explaining the philosophical rationale behind the concept and also including contributions from leading thinkers, educationalists and practitioners - is essential reading for all students and professionals working in physical education, all areas of sport and exercise, and health.
    • Playful pedagogy for deeper learning: exploring the implementation of the play-based foundation phase in Wales

      Wainwright, Nalda; Goodway, Jacqueline D.; Whitehead, Margaret; Williams, Andy; Kirk, David (Taylor & Francis (Routledge), 2019-09-18)
      The Welsh foundation phase is a play-based curriculum for 3–7-year-olds advocating outdoor and experiential approaches to learning. Play-based outdoor learning increases interaction with a range of affordances giving opportunities for movement in learning. Children assign activities as either play or not play-based on a series of cues. Teaching approaches that incorporate cues associated with play can influence pupil engagement and involvement in learning. This paper draws on data from a three-year study of the implementation of the foundation phase. Analysis of data from observations, field notes and video suggest pupils were more involved in tasks with higher levels of well-being when tasks were perceived as play. Leavres suggests increased involvement in learning may result in deeper learning.
    • Popular science, pragmatism, and conceptual clarity

      Belas, Oliver; University of Bedfordshire (Associazione Pragma, 2014-07-08)
    • Postdigital possibilities: operaismo, co-research, and educational inquiry

      Carmichael, Patrick; University of Bedfordshire (Springer International Publishing, 2019-12-13)
      There are parallels between the post-Marxist traditions of operaismo (workerism) and autonomism and emerging ideas about the ‘postdigital’. Operaist analyses and approaches, and particularly the work of Romano Alquati on co-research, have the potential to contribute to discourses as to what might be involved in postdigital inquiry in educational settings, and to better understand of critical data literacies. For such educational inquiry to evolve into a comprehensive strategy of ‘co-research’, it is argued that what is needed are models of teacher inquiry with the potential to challenge dominant rhetorics, to support emancipatory research and development, and to establish the postdigital as a counter-hegemonic educational programme.
    • The potential role of ePortfolios in the Teaching Excellence Framework

      Gaitan, Alfredo; Pritchard, Diana J. (Centre for Recording Achievement, 2017-04-01)
      Current debates on HE policy in the UK are dominated by the evolving Teaching Excellence Framework (TEF) which will soon involve the government establishing key metrics.  In this context, and seizing this valuable moment in policy formation, we here provide a brief foray into the multiple aspects of ‘teaching excellence’ (TE) as a basis to highlight both the complexity of identifying ways to measure it and the shortcomings of existing official developments.  In the absence of a clear conceptual understanding of the learning processes and the role of teaching which apparently underpins the TEF, we present a model of the learning process to which the indicators currently proposed by the authorities can be related.  We propose that ePortfolios can play a special role in the TEF in capturing the qualitative outcomes of learning processes which, importantly, reflect the student perspective in terms of goals, learning experiences and achievement.  These are both crucial yet missing elements of the proposals to date. Finally, we provide some examples of how information from ePortfolios could be used by HE institutions to enhance their institutional submissions to the TEF. 
    • Praxis, pedagogy and teachers’ professionalism in England Praksa, pedagogika in učiteljska strokovnost v Angliji

      Raiker, Andrea; University of Bedfordshire (University of Ljubljana, 2020-09-29)
      The article considers current teachers’ participation in educational research in England and whether Stenhouse’s perception that such involvement was necessary to stall the political undermining of democratic teacher professionalism has been addressed. Stenhouse instigated the emergence of the teacher-as-researcher movement, whereby teachers engaged with a process that created knowledge and practice. From 1979, when the Conservative Margaret Thatcher became Prime Minister, the increasing dominance of globalised knowledge economies turned knowledge away from being a process into a product. Teacher and student education became controlled and consumed by increasingly competitive educational institutions. Learning became aimed at assuring the attainment of higher grades to increase the country’s economic growth and profit, leading to democratic teacher professionalism being undermined. However, contemporary research by the Organisation for Economic Cooperation and Development has indicated that teacher professionalism should involve teachers in conducting classroom-based individual or collaborative research. In addition, a recent academic inquiry by the British Education Research Association has con-cluded that teachers as researchers, in both literate and practical terms, will have a positive impact on learner outcomes by developing an education system that has the internal capacity to direct its own progress. At the same time, the Department for Education in England commissioned a two-year study to assess progress towards an evidence-informed teaching system. Taking a systematic literature approach, the present article considers the extent to which current teacher education and practice encourage teacher research as a form of developing pedagogical practice, in other words, praxis, in order to re-establish democratic teacher professionalism in Eng-land. It also explores whether there are alternative practices to create the same, or a similar, outcome.
    • 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.
    • Promises and lies: an exploration of curriculum managers experiences in FE

      Thompson, Carol; Wolstencroft, Peter; University of Bedfordshire (Routledge, 2013-11-28)
      This article examines the important but under-researched role of the curriculum manager within further education. It reviews managers’ perceptions of the role through the lens of the professional–managerial paradigm, with a particular emphasis on the conflict in values experienced by managers trying to implement processes driven by the financial imperative whilst ensuring that their focus remains student-centred. The sample selected mirrored the current curriculum management profile within further education and included seven managers (four female, three male) covering a geographical spread from the North Midlands to North London. The day-to-day reality of the role was reflected in a perceived lack of power and autonomy dominated by a sense of frustration that the initial perception of the job was not matched by the veracity of the position. Participants spoke about having to deal with a large number of obstacles that hindered their ability to make a difference; notably, organisational systems and processes, staffing problems and a perceived intransigence and lack of support from senior management resulting in the adoption of a variety of personas in order to cope with the demands of the role.
    • Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions.

      Rivers, Bethany Alden; Richardson, John T.E.; Price, Linda; University of Northamptonshire; Open University (Athabasca University, 2014-01-01)
      Increasingly, universities are embedding reflective activities into the curriculum. With the growth in online tertiary education, how effectively is reflection being promoted or used in online learning spaces? Based on the notion that teachers? beliefs will influence their approaches to teaching, this research sought to understand how a group of distance tutors at the UK Open University conceptualised reflection. It was hoped that these findings would illuminate their approaches to promoting reflection as part of their online pedagogies. Phenomenographic analysis indicated that these tutors conceptualised reflection in four qualitatively different ways. Furthermore, the data suggested that these educators held a combination of two conceptions: one that understood the origin of being reflective and one that understood the purpose of reflection. Analysis of structural aspects of these conceptions offered insight into tutors? own perspectives for what is needed to make online learning environments fertile territory for reflective learning.
    • Pupil, teacher and family voice in educational institutions: values, opinions, beliefs and perspectives

      Wearmouth, Janice; Goodwyn, Andrew (Routledge, 2019-03-31)
      In the current volume, the term ‘voice’ refers to the values, opinions, beliefs and perspectives of students, families, teachers and senior management of institutions in the education system. It also refers to the extent to which those values, opinions, beliefs, and perspectives are considered and included when important decisions are being made. We acknowledge that, while the concept of voice is given in the singular, the groups to which we give voice in this book are not intended to represent a unified body of beliefs, perspectives, and cultural values. Rhetoric associated with the concept of voice in education has grown increasingly popular in recent decades. This predicated on the belief that students will achieve more, that parents and families will feel more confidence in the institution, and that teachers will be more effective and professionally fulfilled if the senior management listen to, and act upon, the values, opinions and beliefs of the people community associated with it. However, rhetoric is not always the same as what is actually experienced in reality. This book has been designed to explore some of the tensions in this area of education.
    • Put teachers back in control of the classroom'

      Thompson, Carol (2019-10-24)
      A culture of trust is essential if teachers are to feel comfortable taking risks in the classroom
    • Putting technology in the frame : multiple lenses on evidenced based practice in a university wide roll out

      Price, Linda; Downward, Stuart; Lawrence, David; Avery, Barry; Preston, Anne; Fonseca, Tania Dias; Vyas, Nora; Lock, Nick; Alsop, Graham; Orwell, Suzan; et al. (2017-01-01)