980 research outputs found
Sort by
Contemporary Approaches to Behaviour and Mental Health in the Classroom Weaving Together Theory, Practice, Policy and Educational Discourse
No full textBased on latest research in the field, this book links theory and practice with key agendas and policies on behaviour, children’s mental health and well-being. It considers how policy and research influence each other and provides a range of whole-school and individual-teacher actions to support all children, but particularly for those whose behaviour is seen as challenging.
Emma Clarke provides guidance on how practitioners can most effectively support children and manage pupils’ behaviour and tracks how theory and policy has had a meaningful impact on what we do in the classroom. The book is divided into three distinct parts, each with its own set of reflective activities and thinking points as well as suggestions for further reading. Chapters in Part I include a focus on what informs the actions taken to support and manage behaviour in the classroom. In Part II, the chapters move on to consider specific approaches and delve into the theories and research which underpin them. Part III shares ethos-focused approaches to supporting behaviour, including the use of philosophical inquiry by Dr Aimee Quickfall, a timely and highly important review of the ‘eternal verities’ by Professor John Visser, and an overview of Finnish perspectives on behaviour in schools, as Finland is often, and rightly, held up as a beacon on good practice.
The book presents a range of research, policy and practice and, as such, aims to be of use to a range of readers. It can support and develop practitioners in the classroom, from early career teachers to those with a wealth of experience, as well as senior leaders and those working in wider contexts with children. It will also be useful for students and researchers due to the balance of theory and practice presented
The Cornish Bible of John Trevisa
No full textAn examination of the evidence that a medieval Cornish Bible written by John Trevisa once existed
Reviewing the review
No full textA summary of the Association fo Mathematics Education Teachers (AMET) response to the recent Ofsted Mathematics Research Review
Why Team Academy?
No full textWhy Team Academy?
No army can stop an idea whose time has come. Nothing is as powerful as an idea whose time has come. There is one thing stronger than all the armies in the world, and that is an idea whose time has come. – Victor Hugo
Taking any new product to market can be a struggle, especially if it’s innovative, ‘ahead of its time’ or it challenges the status quo. Getting people to change or adapt their behaviour, without them being able to fully identify an immediately apparent reason or need, can be met with resistance and scepticism. “Why do we need this… what we have already works fine?”
And so it is with the Team Academy model. Why should we give up on an ages-old pedagogical model of teaching which is embraced worldwide? A model of the ‘sage on the stage’ where the teacher is the expert, the curriculum is decided, controlled and measured and success of institution and pupil is based on outputs. In the world of work, little changes, and organisations large and small look to training, advisors and consultants to provide solutions to growth requirements.
But what if we are being myopic and ignoring the inevitable? What if there is an evolutionary argument that suggests that change in the way that we look for learning is not only inevitable but necessary? Emerging literature and commentary would suggest that team learning is not just a ‘new thing’ but an inescapable and necessary response to a world where uncertainty, change and complexity demand responses that cannot wait for an ‘expert’ to prescribe a single or universally accepted solution.
So what is the point of Team Academy? Is it just an interesting and innovative educational model that will amuse minds and provide research activities for academics until another ‘flavour of the month’ emerges, or is it something far broader than this? Is it indeed part of an evolutionary, learning necessity – a phenomenon whose time is now?
What could a global Team Academy Network look like? What would be its purpose? Why should we promote it? Is this a black art that is to remain in the domain of academia? Is it a virus that has already been released?
Or is it an antidote to a much deeper, embedded problem in that the way that we teach is not wholly appropriate for tomorrow’s world
Plato's unholy Trinity: the life, death and afterlife of the Anima Mundi in the Middle Ages
No full textA confessional representation of ethnographic fieldwork in an academy sport setting
No full textMethodological ‘confessions’ are an established genre of ethnographic writing and have contributed to the development of reflexivity in the practice of qualitative research. Yet despite their prevalence, methodological reflections on the specific challenges of conducting ethnography in institutional sport settings have not been developed. The aim of this article, therefore, is to provide a confessional representation of ethnographic fieldwork in a male academy sport environment in the UK which exhibited several institutional characteristics. Five images are used as stimuli for further methodological reflection in order to illustrate and analyse some practical, ethical and relational qualities of ethnographic fieldwork. The interpretation and analysis draws attention to strategic ways ethnographers adapt their ethnographic presence in response to specific contextual challenges and constraints. The paper concludes with a series of recommendations to guide ethnographic fieldworkers (especially novice ethnographers) in settings of a similar nature
‘I have had to stop singing because I can't take the pain’: experiences of voice, ability, and loss in singers with hypermobility spectrum disorders
No full textObjective.
This study explored the voice experience, singing ability, and wellbeing of singers diagnosed with Hypermobility Spectrum Disorder (HSD) or hypermobile Ehlers-Danlos Syndrome (h-EDS).
Study Design.
This was a mixed-method study. A purposive sampling strategy was used. Data were collected via an online survey, using written closed and open-ended questions.
Methods.
273 adults (18 - 60 years) completed the survey. This study focuses on a subset of professionally-trained singers (n=71). Responses elicited information about participants’ voice health and function, symptoms of hypermobility, singing experiences and training. Data were analysed using template analysis.
Results.
Many participants reported wide vocal ranges and enjoyment of singing but 74.6% of participants across all age groups experienced voice difficulties. Three common themes were identified: (1) ‘My unreliable voice’: The ups and downs; (2) Wider effects of HSD/h-EDS on singers, and (3) Need for acknowledgment and support.
Conclusions.
Voice difficulties and hypermobility-related health conditions affected the participants’ abilities to sing and perform; this impacted their professional and personal opportunities, communication, relationships, and wellbeing. Our results indicate that symptoms of voice disorder worsen over time. We suggest practical strategies that singers and training providers could implement to support hypermobile singers. More research is needed to fully understand voice difficulties in singers with HSD/H-EDS and to inform tuition and support
The global infrastructure of the special operations executive
No full textDuring the Second World War, the British government established the Special Operations Executive (SOE) for the purpose of coordinating ‘all action, by way of subversion and sabotage, against the enemy overseas’. Although the overseas operations of this branch of the British Secret Services are relatively well known, few studies have explored the ‘backroom sections’ of this organisation. This book draws together the infrastructure developed to support an agent’s ‘journey’ from recruitment to despatch to the field.
At the start of the Second World War there were few existing facilities established within the UK to support clandestine operations. As the conflict progressed, in parallel to learning the operational procedures of their trade, SOE also had to rapidly expand their support infrastructure around the world. The organisation could effectively support their agents only by establishing facilities dedicated to training, research and development, supply, transportation, communication, and command and control. By predominately focusing on the organisation’s ‘agent facing’ infrastructure, this book provides a backdrop to the brave men and women who conducted operations abroad. In addition, it gives an overview of the facilities in which SOE’s backroom staff lived and worked.
The book will be of interest to students and scholars of archaeology, history and war studies
Stacking stories: Exploring the hinterland of education
No full textWhat happens when a small group of educators get together? What could they do, what could they make, what could they become? Not necessarily what you might think. This book describes an alternate journey, one that departs from the busy traffic of goal-oriented projects, over-determined aims, and the doorstep delivery of interventions in order to wander reflectively across a more expansive landscape. We came together to record the successes and failures of a small research project, witnessing it gather momentum and then dissipate, but always holding open the space for a nuanced way of working that allowed for - even celebrated - humour, deviation, distraction, and dissatisfaction. This is a record of that journey, told through story fragments and reflective commentary