• Under pressure: representations of student suicide in higher education

      Calver, Kay; Michael-Fox, Bethan (Mortality, 2021-10-06)
      This article examines what the representation of university student suicide in three British television documentaries reveals about media constructions of suicide and the pressures young people experience at university. Within these documentaries, student suicide is positioned as a risk endemic in a high pressure, high-cost performance culture. Young students are depicted as stressed and ‘on the edge’, either as a consequence of the academic pressure of university or the coalescence of academic, financial and social pressures. Debates about the responsibility of individuals and the accountability of institutions come to the fore as depictions of students as fully fledged and responsible adults jostle with the notion of students as ‘adults in transition’, at risk and in need of institutions to actively monitor and intervene in their lives. The documentaries offer insight into shifting media constructions of the student from ‘fun loving’ and ‘carefree’ to ‘under pressure’ and ‘at risk’. Within them, student suicide is positioned not only as a profound personal loss, but as an economic loss to a society neglecting its young people.
    • Understanding special educational needs and disabilities in the early years: principles and perspectives

      Wearmouth, Janice; Gosling, Abigail; Beams, Julie; Davydaitis, Stephanie (Routledge, 2017-09-18)
      This key text provides essential tools for understanding legislation, policy, provision and practice for children in the early years, particularly young children with Special Educational Needs and Disability (SEND). Based on extensive research and the four areas of need as defined in the Special Educational Needs and Disability Code of Practice: 0 to 25 Years (DfE, 2015), the book charts the development of young children and their growing constructions of learning, communication, language, motor movement and emotion. Providing material that translates into practice in a straightforward and practical way, this text is packed full of personal accounts and case studies, enabling readers to appreciate what the experience of SEND in the early years means for families and professionals, and also to learn more about how they might understand and respond appropriately to a child’s needs.
    • Understanding the 'electronic' student: analysis of functional requirements for distributed education

      Carswell, Linda; Thomas, Pete; Petre, Marian; Price, Blain; Richards, Mike; Open University (Sloan Consortium, 1999-01-01)
      This paper describes how the Open University, as a large distance education institution, has used the Internet to transform the learning environment for distance students. We review the process involved in understanding the requirements of distance education students and how they can be supported via the Internet.
    • University knowledge exchange and enterprise education as a regional economic driver in the UK

      Lancaster, Nicholas; Malcolm, Mary; University of Bedfordshire (Routledge, 2018-06-01)
    • The use of objects to enhance online social research interviews

      Zakher, Maged Sobhy Mokhtar; Wassif, Hoda (University of Bristol: Policy Press, 2021-09-28)
      The ongoing COVID-19 health emergency, and the restrictions that it has placed on research, led many researchers to the re-evaluation of how social research interviews need to go online and how these can be enhanced. The online space presents a platform that brings participants and researchers together in an environment owned by both regardless of who hosts the online session. Online methods are likely to continue through emergencies and crises in general and beyond, and this calls for innovative ways to enhance online research interviews. This chapter discusses a study of a series of online interviews where interviewees were invited to bring an object of personal value with the aim to facilitate a discussion on ‘happiness in lockdown.’ The selected topic served as a vehicle to explore this approach to online interviews while contextualising it in a crisis situation. It also helped to anchor the discussion around a positive theme in the middle of a global crisis. The study aimed at exploring the dynamics observed and the type of thematic materials gathered in this research context. The focus is to investigate the research technique and explore the benefits and challenges of using objects in social research interviews online. As participants select objects related to the research, they are given some control to steer the discussion. Hennigar (1997) discussed the shift in thinking when artefacts are placed at the center of the conversation, and the participant’s own values, beliefs and views about the world could be explored in more depth resulting in what Rubin and Rubin (2012: 95) call an ‘extended conversation.’ The purpose of such a conversation is to explore in depth some themes of relevance to the interviewee through their choice of objects. Using Thematic Analysis (Braun and Clarke, 2006), we explored the richness, depth and genuineness of the materials gathered in object-based online research interviews. The chapter details the research process, discussing the benefits and challenges of using objects as enhancing tools in social research interviews conducted online. It considers how participants chose their items, how the tool compares with other enhancing tools, and some methodological implications. The chapter concludes with our reflection as interviewers offering advice to researchers who may choose to use this enhancing technique in their online interviews.
    • Using interactive virtual field guides and linked data in geoscience teaching and learning

      Stott, Tim; Litherland, Kate; Carmichael, Patrick; Nuttall, Anne-Marie; Liverpool John Moores University (Springer, 2017-09-19)
      This chapter draws on experiences of designing, developing, using and evaluating web-based Virtual Field Guides (VFGs) for teaching geosciences at Liverpool John Moores University (LJMU).  The chapter briefly reviews the previous use of VFGs to support students’ learning by fieldwork, highlighting some perceived benefits.  VFGs are considered to supplement real fieldwork, but not to become a substitute for it.  We then outline the design considerations, development and evaluation by LJMU students of two VFGs: (1) the Ingleton Waterfalls Trail in Yorkshire developed for Foundation degree students; (2) a Virtual Alps VFG developed for level 2 undergraduates. The design and development of these VFGs was undertaken using different approaches and the advantages and disadvantages of these different approaches are discussed.  The Ingleton Waterfalls VFG was developed by a team comprising two academics, one technician and two IT specialists.  Based on the experiences of developing the Ingleton Waterfalls VFG, the Virtual Alps VFG, on the other hand, was developed by two academics, with limited support/input from IT specialists. The technological background against which VFGs are used has changed rapidly and continues to do so, with 'Web 2.0' innovations, 'open data' initiatives, and interest in how 'user generated content' can be used to complement and extend existing databases and online collections.  These developments have changed not only the practice of geoscientists in general: they also offer new possibilities for VFGs and the role they play in teaching and learning. The chapter reviews some of these developments, in particular, the emergence of a 'linked web of data' for the geosciences, and concludes with a description and discussion of a pilot VFG which employs 'linked data' and 'semantic web' approaches to allow students to access diverse web based resources, to explore the relations between them, and to then draw on these in the course of more authentic assessment activities than has hitherto been the case.  The chapter concludes with a discussion of how the development of VFGs and their associated technologies might produce a shift in their use from being visual representation tools towards the use of them to develop skills necessary in practice, thus assimilating online tools into an expanding and evolving set of discourses and practices, rather than replacing or causing the loss of traditional disciplinary skills.  
    • Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice

      Price, Linda; Kirkwood, Adrian (Routledge, 2013-11-09)
      The use of technology for teaching and learning is now widespread, but its educational effectiveness is still open to question. This mixed-method study explores educational practices with technology in higher education. It examines what forms of evidence (if any) have influenced teachers? practices. It comprises a literature review, a questionnaire and interviews. A framework was used to analyse a wide range of literature. The questionnaires were analysed using content analysis and the interviews were analysed using inductive thematic analysis. Findings suggest that evidence has partial influence upon practice with practitioners preferring to consult colleagues and academic developers. The study underscored the difficulty in defining and evaluating evidence, highlighting ontological and epistemological issues. The academic developer?s role appears to be key in mediating evidence for practitioners.
    • The value of fostering physical literacy

      Whitehead, Margaret; Durden-Myers, Elizabeth Jayne; Pot, Niek; University of Bedfordshire; Liverpool John Moores University; Windesheim University of Applied Sciences (Human Kinetics Publishers Inc., 2018-12-31)
      This article considers the value of physical literacy. Unequivocal support for aspects of the concept can be found in philosophy, neuroscience, social justice, the nature of human development, psychology, and sociocultural studies. These areas of support will be outlined and then related to the practical value of physical literacy in the school context. This article will close with a discussion centered on claims that physical literacy is an end in itself rather than predominantly ameans to other ends. It is the aim of this article to communicate the unique value of fostering physical literacy within the school context, including the support and relationship to other interrelated disciplines.
    • A voice for advancing the profession of teaching?

      Goodwyn, Andrew (Taylor and Francis, 2019-03-14)
      This chapter tells the story of the Advanced Skills Teachers (AST), drawing on extensive research data with ASTs themselves, Local Authority AST coordinators and a range of Senior School Leaders. It provides the experience of ASTs, their passion for teaching and learning, and their anger and disappointment at the summary abolition of their hard-earned status. The chapter explores Head Teachers and others who were equally concerned about the peremptory policy change. It examines the need to overcome the empty rhetoric of politicians who make much noise about ‘world class teachers’ but do nothing to develop the profession to achieve such a level. The chapter addresses the narrow prejudice of the media who often deride the models as ‘Super Teachers’. The chapter concludes with a new conceptual framework emphasising the nature of the ‘voice’ that leading teachers can offer the profession as a whole.
    • What do film teachers need to know about cognitivism? revisiting the work of David Bordwell and others

      Connolly, Steve M. (UCL IOE Press, 2018-11-01)
      Abstract: In the pages of the inaugural edition of this journal, the work of film pedagogue Alain Bergala was discussed as means of exploring possible approaches to film education.  While Bergala offers many reasons why young people should be taught about film, there is very little discussion in his work  of how they learn. In the subject field of education more broadly, there is currently a great deal of attention given to this process, with classroom teachers in all disciplines being encouraged to consider the ways that cognitive science might inform both instructional design and teaching itself. The popularity of the work of psychologists such as John Sweller and Daniel Willingham can be seen as indicative of a wider, positivist trend in educational research and while historically, film educators may have seen their pedagogical and curricular activities  as being located in a more linguistic, and perhaps interpretivist domain, it is important to note that there is a cognitive tradition within both Film Studies and Film education, mainly arising from the work of David Bordwell. Bordwell’s seminal essay, “The Case for Cognitivism” (Bordwell, 1989) sets out some initial reasons why both students of film and film educators should be interested in the way that the brain comprehends the moving image. Drawing on and augmenting the work of other cognitivists such as Paul Messaris and Gavriel Salomon, Bordwell’s work makes for important re-reading in an educational environment in which there is both some agreement and some scepticism about the significance of the cognitive.  This article seeks to outline and critique the most relevant of Bordwell’s arguments, taking as its starting point some unanswered questions from the author’s own PhD studies which led him to the work of both Bordwell and Messaris, and subsequently identifying some ideas which film teachers may wish to reflect upon in terms of their own classroom practice, while at the same time, fitting his work into the wider field of cognitive perspectives in education
    • What does a globalized curriculum look like for diverse learners in primary schools?

      Mistry, Malini Tina; Sood, Krishan (UCL IOE Press, 2016-04-03)
      Children in our classrooms today come from a wide variety of backgrounds, and some have English as an Additional Language (EAL). Haslam et al define such children as ‘learners whose preferred language/s are not English and therefore add it to their language/s’ (2005: 97). The words diversity and globalization have numerous and contested meanings. We begin this article by looking at the multiple ways in which the ideas these terms express are conceptualized, especially for primary school children with EAL. We then explore globalization as a concept to see how it links with diversity so that relevant knowledge is generated using ideas from empirical and methodological studies. Finally, we consider how primary school leaders can bring a global dimension into their curriculum.
    • Which way to SoTL utopia?

      Draeger, John D.; Price, Linda; Open University (Georgia Southern University, Center for Excellence in Teaching, 2011-01-01)
      Where is the Scholarship of Teaching and Learning (SoTL) movement headed? This paper offers a vision for the future by using an Aristotelian model of virtue to sketch an account of intellectual habits. We argue that these habits allow students, teachers, and scholars to engage in the endless pursuit of learning. We call this place 'SoTL Utopia' as the Scholarship of Teaching and Learning is the vehicle that allows us to reach this destination. While utopian, we argue that these habits will improve learning in higher education through more ubiquitous engagement in SoTL.
    • "Whither media in English"

      Connolly, Steve M. (Routledge, 2018-10-17)
    • Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

      Mistry, Malini Tina; Sood, Krishan (Routledge, 2013-01-29)
      One of the challenges facing the Early Years (EY) sector is how to encourage more male practitioners to counterbalance a largely feminised workforce. Using case studies of male trainees at different stages of their primary undergraduate Initial Teacher Training course at one university, we attempt to consider data why there is under-representation of men within the leadership strata in EY settings. Questionnaires and interviews were conducted with the male sample groups and male leaders in primary schools to gain an overview regarding gender stereotyping. Our findings suggest that male trainees enjoy working in the EY sector, but they need mentoring by strong leaders to help them overcome the perceived contextual barriers of male stereotypes in that setting. In conclusion, we consider some of these barriers of stereotypes, attitudes, values, beliefs existing and the actions needed in addressing such stereotypes if a long-lasting change is to happen.
    • Why is it difficult to improve student learning?

      Price, Linda; Richardson, John T.E.; Open University (2003-09-03)
    • Widening the discourse on team-teaching in higher education

      Minett-Smith, Cathy; Davis, Carole L.; University of Bedfordshire; Solent University (Routledge, 2019-02-14)
      Team-teaching is arguably shifting from the realm of pedagogic choice to that of necessity in a complex and demanding Higher Education (HE) landscape. This research gives a voice to staff collaborating in team-teaching, considering their motivations and approach, to identify key challenges and opportunities. Results indicate that the changing landscape of HE in the UK is promoting innovative approaches to using existing team-teaching models rather than proposing new ones. The leadership dimension of the module leader role is highlighted, suggesting a need to explore and extend debates on developing academic leadership at all levels of academic employment. Consequently, the research contributes additional perspectives on existing work relating to academic leadership, the changing academic role, increasing workloads and professional teacher identity. The findings have implications for how staff are prepared and supported as practitioners in HE and the processes whereby we record and reward individuals contributions.
    • Working with/in institutions: how policy enactment in widening participation is shaped through practitioners' experience

      Rainford, Jon; (Routledge, 2021-01-12)
      Widening participation in higher education is driven by policy which is then enacted by individual practitioners. Practitioners bring with them a wealth of personal and employment experiences which shape their interpretations and enactments. Drawing on sixteen in-depth semi structured interviews with practitioners across seven universities in England, a classification is developed in order to conceptualise their orientations to policy enactment. Whilst nationally focused, this study has international resonance especially in marketised HE systems where policies are similarly enacted. The model developed within the paper proposes that personal and professional experience can cause practitioners to orient towards the interests of the institution or the individuals they work with. This orientation can be in compliance with institutional policy or adopt a more transgressive stance. Through deeper theorisation of practitioner positions we can better understand how to ensure work in this area better serves the individuals which it is targeted at.