• The value of fostering physical literacy

      Whitehead, Margaret; Durden-Myers, Elizabeth; 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.
    • Written evidence to House of Lords Committee on Citizenship and Civic Engagement

      Hopkins, Neil; University of Bedfordshire (2017-10-20)
      Paper submitted to the House of Lords Committee on the issue of citizenship, British identity and education. Paper is available online at: http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/citizenship-and-civic-engagement-committee/citizenship-and-civic-engagement/written/69337.pdf
    • Young black males: resilience and the use of capital to transform school ‘failure’

      Wright, Cecile; Maylor, Uvanney; Becker, Sophie (Routledge, 2016-01-06)
      This article addresses the idea of ‘failure’ of young black males with respect to schooling. Perceptions of black masculinity are often linked to ‘underperformance’ in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school ‘failure’. It explores how young black men, despite negative school experiences, see possibilities for their future and how they seek to transform school ‘failure’ into personal and educational ‘success’. Low attainment combined with permanent/temporary exclusion from school does not necessarily deter young black men from pursuing their education. This low attainment is used by some to make a renewed attempt at educational progression in a different post-school learning environment. Yosso’s concept of ‘community cultural wealth’ provides an understanding of how different forms of capital are accessed by young black men to form a ‘turnaround narrative’. This article considers the complex ways in which young black males work to transform their negative school experience. Their narratives reveal a determination to succeed and the ways in which cultivation of this determination by the family, organisational/community agents promotes a sense of possibility. However, it remains to be seen how, in the UK, the cuts to vital local services and support will impact on this sense of possibility.
    • Young British African and Caribbean men achieving educational success: disrupting deficit discourses about Black male achievement

      Wright, Cecile; Maylor, Uvanney; Pickup, Thomas; University of Bedfordshire; University of Nottingham (Routledge, 2020-10-05)
      In contrast to research that focuses on the underperformance of young Black males in the British education system, the dominant notion of this volume is educational success. By aiming to understand how young, Black—notably African and Caribbean—male education plays out in different educational spaces, this book provides new insights around intersections between, and across, different structural forces and educational contexts.