• Secondary qualitative analysis using online resources

      Carmichael, Patrick (Sage, 2016-11-23)
      This chapter explores the secondary analysis of qualitative data, the impact that network technologies have had on this, and the research potential for secondary analysis of data that is accessed across both the public Internet and networks of research archives. Secondary analysis allows not only the reassessment of the approaches and arguments of researchers, it also enables individuals and communities not involved in the original research to engage with data in new ways that reflect emerging perspectives or research strategies, some of which may be further supported and enabled by technological developments.
    • Secondary school physical education

      Bowler, Mark; Newton, Angela; Keyworth, Saul; McKeown, Joanne; University of Bedfordshire (Routledge, 2019-12-19)
    • Seeing through the eyes of a teacher: differences in perceptions of HE teaching in face-to-face and digital contexts

      Jensen, Lise; Price, Linda; Roxå, Torgny; Lund University; University of Bedfordshire (Taylor and Francis, 2019-11-13)
      Studies of how contextual factors influence teachers’ approaches to teaching have chiefly focused on face-to-face teaching in physical campus contexts. This study advances understanding of how applicable this knowledge is in digital contexts. The study explores how university teachers perceive the differences between teaching in physical campus contexts and the digital teaching contexts found in online courses. Interview data were collected from 15 university teachers and analysed using thematic analysis. The results show that respondents perceived digital teaching contexts to be changeable. Changes were attributed to technology development and influences from students and teachers. The respondents varied in how close or anonymous they perceived their online students to be compared to their campus students. The variation was related to the type of teaching-learning activities prioritised by the respondents. However, no relationships were found between respondents’ perceptions of their student-teacher relationship and class size, time invested, or type of communication.
    • Semantic web learning technology design: addressing pedagogical challenges and precarious futures

      Carmichael, Patrick; Lancaster University (Centre for Technology Enhanced Learning, 2016-05-09)
      Semantic web technologies have the potential to extend and transform teaching and learning, particularly in those educational settings in which learners are encouraged to engage with ‘authentic’ data from multiple sources. In the course of the ‘Ensemble’ project, teachers and learners in different disciplinary contexts in UK Higher Education worked with educational researchers and technologists to explore the potential of such technologies through participatory design and rapid prototyping. These activities exposed some of the barriers to the development and adoption of emergent learning technologies, but also highlighted the wide range of factors, not all of them technological or pedagogical, that might contribute to enthusiasm for and adoption of such technologies. This suggests that the scope and purpose of research and design activities may need to be broadened and the paper concludes with a discussion of how the tradition of operaismo or ‘workers’ enquiry’ may help to frame such activities. This is particularly relevant in a period when the both educational institutions and the working environments for which learners are being prepared are becoming increasingly fractured, and some measure of ‘precarity’ is increasingly the norm.
    • Sketch: teaching and learning inside the culture shoe box

      Wassif, Hoda; Zakher, Maged Sobhy Mokhtar; University of Bedfordshire (Springer, 2019-02-01)
      A culture shoe box filled with cultural objects is an inexpensive, hands-on educational resource introduced to facilitate workshops and enhance students’ learning experience especially in teaching culture, ethics and communication. The box can enhance students’ engagement through their sense of ownership especially if students themselves donate inexpensive items to the box, and it can also enhance group cohesion through the rich discussions and fun that such objects are likely to generate. For educators, this teaching tool adds an element of versatility and excitement through engagement and play, especially when teaching the same topics to different groups of learners. The reusability and renewability nature of the culture shoe box allows for an always-interesting feel of higher education classrooms.
    • Special educational needs and disabilities in schools : a critical introduction

      Wearmouth, Janice (Bloomsbury, 2017-06-01)
      This book has been designed as a key resource in supporting student teachers during and beyond their teaching training, as well as others interested in education, to begin to understand how, and to be able, to address the special educational, and/or additional support, needs of children and young people within schools and colleges. Legislation across the United Kingdom and in Northern Ireland has established the legal requirement to ensure the availability of provision for special educational needs, or additional support, needs and disabilities in schools and, as in England for the first time, in further education colleges. In England, for example, the Children and Families Act, introduced in September 2014, has strengthened and extended this legislation. Under the terms of Section 19(d) of Part 3 of this Act, simply to ensure that young people with special educational needs and disability (SEND) have access to an appropriate education is no longer sufficient. Instead, it specifies access that enables young people to ‘achieve the best possible’ educational and other outcomes. This reflects a new and higher level of outcome required by law. Codes of Practice to ensure that education law in this area is implemented in schools and colleges have been developed in each of the four countries. These Codes have the status of statutory guidance. Teachers in schools (and, in England, colleges) continue to be expected to provide effective learning opportunities for all their pupils, including those who have special educational needs and/or disabilities. Schools, colleges and other settings have clear duties under the statutory guidance of the Code that applies in their own geographical area. Current legislation promotes the inclusion of (almost) all young people in mainstream schools and colleges. However this often has to be implemented within a national context of school and college ‘improvement’ and competition and market-oriented practices where, in some (but not all!) places, young people who experience difficulties may not be welcomed. Such challenges are not necessarily insurmountable however and the book discusses the debates and dilemmas and offers practical suggestions to address these. It is essential that all involved understand what ‘having’ a special educational, or additional support, need or disability means for the young person and his/her family, and what addressing such needs and/or disabilities entails in schools.
    • Special educational needs and disability : the basics

      Wearmouth, Janice (Routledge, 2018-06-18)
      Special Educational Needs and Disability: The Basics provides a comprehensive overview of special educational, and additional support, needs in education contexts in the UK. The second edition of this bestselling publication covers the historical development of special provision and national policy-making, and summarises current and proposed legislation and statutory guidance across England, Scotland, Northern Ireland and Wales, examining the fundamental principles of the field from policy to practice.  Additional focus is given to recent legislation in England extending the age range of young people identified as experiencing difficulties from birth to 25 years, and the implications this has for practice. Fully updated to incorporate recent research evidence, this book covers essential features of policy and practice that teachers need to consider in and outside of the classroom, including: * the identification and assessment of young people’s special or additional learning and behaviour needs, and/or disabilities * approaches to planning in order to meet special or additional learning needs of children and young people  * ways to address barriers to learning and behaviour associated with a variety of difficulties * statutory guidance outlined in the Codes of Practice in England (DfE, 2015), Scotland (2010), Wales (2004) and Northern Ireland (1998) * special educational, or additional support, needs provision and the wider children’s workforce * implications of disability legislation across the UK.
    • Special educational needs and disability: the basics

      Wearmouth, Janice (Routledge, 2018-09-20)
    • Special educational needs co-ordinators' perceptions of effective provision for including autistic children in primary and middle schools in England

      Wearmouth, Janice; Butler, Cathal (Taylor & Francis, 2019-09-18)
      In the Autumn of 2017 a small-scale study was designed to explore the degree to which school staff in the East Midlands of England were in an informed position to meet their statutory obligation with regard to the autistic children in their care as reported by a sample of special educational needs coordinators (SENCos), members of the school staff in the best position to shed light on the topic. Findings indicated that the SENCos in the study under consideration here were clear that, overall, they were confident in their own abilities to assess autistic learners' strengths and weaknesses and plan for meeting identified needs. They were much less confident that their colleagues with prime responsibility for classroom teaching and implementing special arrangements had commensurate knowledge and understanding, or even necessarily were very well disposed or well enough informed to differentiate classroom activities appropriately.
    • Special issue: English teaching and teacher expertise

      Goodwyn, Andrew; University of Bedfordshire (Taylor and Francis Ltd., 2020-07-20)
      Editorial
    • The Story Engine: offering an online platform for making “unofficial” creative writing work

      Connolly, Steve M.; Burn, Andrew; University of Bedfordshire; University College London (Wiley, 2017-12-01)
      This article describes the outcomes of a research project conducted at the Ministry of Stories (a London-based writing centre) which sought to develop an online, mentor- assisted, writing platform. Across a three month period, at four different sites across the UK, more than a hundred Year 7 pupils took part in the project, using the platform to write stories and get feedback from mentors who came from a variety of backgrounds. For reasons of space, pupil/mentor interactions are not discussed extensively in the article; however, these stories were collected and analysed alongside a range of other survey and interview data to establish how creative writing might be developed through  online mentoring, the use of an online interface and the intersection of both these tools. The article seeks to answer some questions raised by the data collected in the project, and in turn, uses both the questions and the data to interrogate some of the discourses which surround the teaching of creative writing both in and outside the classroom, and in particular the tensions that occur between the teaching of writing skills, "official versions" of writing in the classroom and children's use of their own cultural resources in creative writing
    • Strategic School Improvement Fund (SSIF) 'Narrowing the gap in reading attainment for disadvantaged pupils': a report into the impact of reading interventions in schools to support disadvantaged children

      Price, Jayne; Salter, Emma; Wood, Audrey B.; Woodhouse, Fiona; Zsargo, Liz; University of Huddersfield; University of Huddersfield (University of Huddersfield, 2020-02-17)
      A qualitative investigation into a project designed to narrow the gap in reading attainment for disadvantaged pupils through the use of commercially available reading interventions. This report contains case studies for each of the four reading interventions used; Accelerated Reader, Catch Up® Literacy, Fresh Start and Lexonik.
    • Student and teacher perceptions of the differences between "academic" and "vocational" post-16 media courses

      Connolly, Steve M.; University of Bedfordshire (Taylor & Francis (Routledge): SSH Titles, 2019-06-18)
      Much debate about the relative merit of academic and vocational media courses in the UK is framed by a wider national and international discussion about the status of vocational education more generally. This paper reports the initial findings of a small scale study (set against larger, publicly available data on vocational education) which seeks to examine teacher and student perceptions of the key differences in academic and vocational media courses in the UK - both of which involve elements of production work as well as critical and theoretical perspectives - through a series of interviews with teachers and students, as well as scrutiny of the work they produce. The study hopes to shed some light on the skills, knowledge and criticality required by students on both types of course, as well as beginning to address some of the polarisation that takes place in discourses around academic and vocational education. Rather than suggesting that the choice for students in media education is one of "either vocational or academic", this paper will explore the idea that these two concepts are simply lenses through which students and teachers view very similar kinds of learning.
    • Student and tutor perceptions of effective tutoring in distance education

      Jelfs, Anne; Richardson, John T.E.; Price, Linda; Open University (Routledge, 2009-10-07)
      Questionnaire responses of 457 students and 602 tutors were used to investigate conceptions of a 'good tutor.' In each case, factor analysis identified scales that reflected key constructs; cluster analysis identified subgroups with different patterns of scale scores; and discriminant analysis determined the scales that contributed the most to differences among the clusters. Both sets of data yielded conceptions of tutoring that were described as task-oriented and student-oriented, respectively. The students' data yielded an additional, career-oriented conception. The tutors' data yielded two additional conceptions that were described as knowledge-oriented and impersonal, respectively. The distribution of the tutors' conceptions (but not that of the students' conceptions) varied across different faculties, suggesting that tutors from different disciplines have different beliefs about effective tutoring. The study suggests that both tutors and students would benefit from having a better appreciation of the importance of support in facilitating learning
    • Students on screen: shifting representations of the student on British screens since 2010

      Calver, Kay; Michael-Fox, Bethan (2021-11-17)
      As the number of university students in Britain has expanded so has public interest in them, expressed across a range of media. This talk will explore how the idea of ‘the student’ is conceptualised, constructed, and negotiated in recent British television documentary, drama and comedy genres. Conceiving of television as a space in which people experience and engage with complex social understandings, we examine how the representation of the student on the British television screen has shifted in recent years from positioning students predominantly as fun-loving, promiscuous and irresponsible to emphasising the ways in which they are vulnerable and increasingly politically charged subjects, whilst universities themselves have come to be represented as predatory and profit driven enterprises. Please be aware that this talk includes reference to both fictional and factual televisual coverage of the topics of student suicide and sexual assault.
    • Students' and a teacher's views of factors contributing to positive literacy learning identities for all students in an inclusive classroom.

      Wearmouth, Janice (Routledge, 2019-03-31)
      The location of the research study was Aotearoa, New Zealand. It was carried out in the classroom of a primary teacher formally identified by a national body as being an excellent practitioner in supporting young people’s literacy acquisition. The aim of this study was to examine students’ identities as literacy learners within the context of her pedagogy and the learning environment of her classroom. In particular the intention was to compare high and low literacy achievers’ identities as writers and to identify whether any lessons might be learnt from this comparison about ways in which the overall level of literacy achievement among low achievers might be raised. The study was conceptualised within a socio-cultural understanding of learning and located in a classroom of diverse learners where all were constructively engaged with writing and held a positive sense of themselves as developing writers. Writing in the classroom focused on authenticity and the communicative aspects of the whole text rather than discrete elements of the mechanics. At the same time, however, spelling and grammar were not ignored but were attended too systematically as the need arose for individual students. Overwhelmingly the impression conveyed by the voices of the teacher and her students was one of positivity, energy, achievement and real sense of focus by everyone, high and low attainers alike. Positive student writing identities were developing in a classroom where the teacher had a very high degree of subject and pedagogical content knowledge, and where her whole approach to supporting writing acquisition of her students was determined rather than random, had an immediacy of its responsiveness in relation to every student’s learning and, above all, had a recognition of the importance of positive relationships, teacher to student and peer to peer, in a safe learning environment.
    • Subject English as citizenship education

      Belas, Oliver; Hopkins, Neil; University of Bedfordshire (Wiley, 2019-01-04)
      This article is equal parts educational history and political philosophy. We aim to remind readers that subject English (SE) and indeed state education emerge from the contradictory impulses of classical liberalism, and that, more than simply resembling citizenship education, SE emerges in the first instance as a form of highly normativising citizenship education. We further argue that, following England's recent educational reforms initiated by former Education Secretary Michael Gove, SE continues to be framed in moral terms consistent with citizenship education—again, of a highly normativising sort. England's current educational policy generally, and specifically the framing of SE, employs the language of liberal possibility, while ultimately espousing an invidious exclusionary and assimilationist politics. The framing of SE, moreover, is one that misrepresents the supposedly ‘rich and varied literary heritage’ it is supposed to exemplify and promote. The current political landscape in which the study of literature takes place is one where a crisis of liberalism is manifest (in terms of populism, radicalisation or apathy). However, we do not believe the answer is to retreat into a sealed, hermetic canon that excludes the reality that England and English literature are fundamentally multicultural and polyethnic. SE will be the poorer for not fully acknowledging and embodying this, for not enabling students to imaginatively and critically engage with characters and experiences that reflect both the present and long‐standing diversity of English society, as well as its present and long‐standing inequalities.
    • Supporting sustainable policy and practices for online learning education

      Casanova, Diogo; Price, Linda; Avery, Barry (Springer, 2018-12-31)
      This chapter describes an approach to the adoption of online learning in Higher Education. It is particularly relevant for readers interested in Online and Distance Learning initiatives that enact an agenda of climate change education through being sustainable and future proof. We present a pathway for ensuring sustainable educational initiatives, drawing from research that identifies crucial factors in this endeavour. In particular, it addresses how the adoption of Online and Distance Learning can be used as a catalyst for changing the pedagogical paradigm of universities and how this change may impact on the development of new policies and guidelines. In this chapter we report on how policy, guidelines and professional development can be designed for sustainable and consistent learning design and teaching practices.
    • Symposium: Supporting effective learning in virtual environments

      Littleton, Karen; Price, Linda; Kyza, Eleni A.; Kingston University (2005-01-01)
    • Tackling anxiety in primary mathematics teachers

      Wicks, Karen; University of Bedfordshire (Critical Publishing, 2021-02-15)
      This book provides teacher educators with an understanding of the issues around mathematics anxiety and a framework of teaching strategies to support undergraduates, trainee teachers and established professionals in primary settings in developing confidence in learning and teaching mathematics.