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educationUndergraduate: Journal of undergraduate research in education (Volume 8)
No full textEdited by Tracy Jeffery and Daphne Whiteoak.
Contents:
'What are Practitioners’ Perceptions of Qualifications and Progression within the Early Years’ Sector? A Small Scale Research Project Within a Pre-School Setting' by Philippa Coldicott; 'The Benefits of Forest School to Children Aged 2-16: A Systematic Review' by Rebecca Dix; 'Slither Down the Snake of Success: The Link between Synthetic Phonics and Reading Attainment' by Kate Kent; 'Is the App Evaluation Rubric Developed by Weng and Taber-Doughty (2015) an Effective System for Educators to Select the Most Appropriate Apps for Children with Special Educational Needs in the United Kingdom?' by Alex Liddle; 'What do Upper KS2 Children from a Small Village Primary School Perceive to be the Benefits and Potential Challenges of Physical Education Lessons?' by Joseph Piper; 'Has Growing Awareness of Mental Health Issues been Reflected in Improvements in Support and Awareness Within Schools?' by Emily Spalding
“We thought you were undercover, here to inspect us” – Some of the challenges of ethnographic fieldwork in schools
No full textThis paper provides an insight into the challenges associated with conducting ethnographic fieldwork in a primary school and a secondary school in South Wales. Drawing on personal reflections and experiences, it provides an account of the lessons learnt. Themes include gaining access, role selection, establishing trust, developing relationships and role conflict. More specifically, the differences associated with conducting research in a primary and secondary school are identified, whilst highlighting the fragile nature of pupil-centred research
Developing entrepreneurial leadership: the challenge for sustainable organisations
No full textThis article explores the emerging contribution of leadership development to sustainable entrepreneurship. It addresses the need to develop research and effective practices, and suggests how this may be achieved in the context of the challenges organisations which aim for sustainability face in generating longer-term entrepreneurial leadership; in developing an entrepreneurial culture, and in facilitating people into leadership roles which bring about continuing innovation, development and growth.
Based on a critical review of the relevant literature and on case-based research, a model for the development of sustainable entrepreneurial leadership is developed with four related themes of strategic direction, culture, community and entrepreneurial innovation. These are proposed as essential contributors to the development of leadership for longer-term sustainability of such organisations and to suggest a future research pathway.
The article summarises four case studies developed from research with entrepreneurial leaders in sustainable community organisations, including private, ‘for-profit’, community, and social enterprise organisations, two in Canada and two in the United Kingdom. Interpretation of the cases identifies the importance of the leaders’ principles and ethical values; community involvement; opportunity scanning; and social innovation
The provision of children’s literature at Bishop Grosseteste University (Lincoln)
No full textBishop Grosseteste University (BGU), located in uphill Lincoln, was founded as an Anglican teacher training college for women in 1862. In 1962 it was named after the medieval Bishop Robert Grosseteste, renowned as a Church reformer and academic. In 2012 the institution, a University College since 2006, was awarded University status and the name changed to Bishop Grosseteste University. Although education and teaching courses still feature prominently, BGU now offers a wide range of subjects and qualifications. This professional article written by Sibylle Erle (Senior Lecturer in English) and Janice Morris (Teaching Resources Librarian) is a case study of the complexity of English Studies in the U.K., showcasing the provision of children’s literature at BGU
Robert Grosseteste and the pursuit of religious and scientific learning in the middle ages
No full textThis volume brings together several chapters from Historians and modern Scientists which explore the work of the thirteenth-century scientist, philosopher and bishop, Robert Grosseteste
Accidents and violent death in early modern London: 1650-1750
No full textBetween the mid-seventeenth and mid-eighteenth centuries more than 15,000 Londoners suffered sudden violent deaths. While this figure includes around 3,000 who were murdered or committed suicide, the vast majority of fatalities resulted from accidents. In the early modern period, accidental and 'disorderly' deaths - from drowning, falls, stabbing, shooting, fires, explosions, suffocation, animals and vehicles, among other causes - were a regular feature of urban life and left a significant mark in the archival records of the period.
This book provides the first substantive critical study of the early modern accident, revealing and chronicling the lives - and deaths - of hundreds of otherwise unknown Londoners. Drawing on the weekly London Bills of Mortality, parish burial registers, newspapers and other related documents, it examines accidents and other forms of violent death in the city with a view to understanding who among its residents encountered such events, how the bureaucracy recorded and elaborated their circumstances and why they did so, and what practical responses might follow. Through a systematic review of the character of accidents, medical and social interventions, and changing attitudes toward the regulation of hazards across the metropolis, it establishes the historical significance of the accident and shows how, as the eighteenth century progressed, providential explanations gave way to a more rational viewpoint that saw certain accident events as threats to be managed rather than misfortunes to be explained. Additionally, the book explores how knowledge of such incidents was transformed to become a recurring cultural trope in oral, textual and visual narratives of metropolitan life, thereby opening a window to the way in which sudden death and violent injury was understood by early modern mentalities
Developing a coaching philosophy: exploring the experiences of novice sport coaching students
No full textSport coaches play an essential role in developing positive and engaging sport climates and coach educators have identified that a strong coaching philosophy is a central factor in the provision of these positive experiences. A coach’s philosophy is composed of their values and beliefs and is influenced by their life experiences and background. This study explored the coaching philosophies of first year sport coaching degree students in order to establish: their understanding of the concept of philosophy, the primary values and beliefs expressed, and the origins of these beliefs. The written coaching philosophy statements of 77 sport students, submitted during their first trimester were examined. Inductive content analysis generated several key areas to which students tended to refer: Defining Success, Encouraging Fun, Building Character, and Origin of Beliefs. Consistent with previous research on novice coaches, it was noted that participants appeared to struggle to articulate the precise nature of their philosophy and in particular, how it would translate into action. Developing coach education systems which encourage deep reflection and critical analysis of coaching philosophies is imperative for inclusive and effective sport provision
Facing pressures: finding solutions. Coping with leadership in the 21st century
No full textThis paper aims to contribute to a better understanding of the causes, impacts and coping strategies used by headteachers in managing pressures arising through school leadership in the 21st Century. Drawing upon qualitative data gathered from twelve interviews with special school leaders, interpretations suggest that an understanding of stress within education cannot be explained by incidence alone and at a personal level, the nature of stress revolves around perceptions of stress and individual reactions to pressures. Causes of stress within education leadership are dependent upon individual perceptions of pressures associated with arenas of headship; self, pupils, school, community, and government. Pressures arising in these arenas can be interpreted as both opportunities and challenges. It is the connections school leaders have with the objects in their world and the interpretations they give to these connections, which determines the impacts of pressures. School leaders across all settings recognise that they have opportunities to create change, be creative with teaching and learning, and develop teams to lead initiatives aiming to meet the changing and seemingly increasingly complex needs of children in the 21st Century. In certain situations, pressures can exceed abilities to cope and have the potential of leading to stress or burnout. Finding solutions is dependent upon a range of coping strategies. This study recognises that when coping with the impact of major events, strategies, which are intrinsic to one’s inner theatre, seem most significant in coping
Sensitive sexualities: dichotomized discourse in the erasure of bisexuality
No full textA combination of Q methodology and a Think Aloud task explored how cultural knowledge about bisexuality is constructed and maintained. Q methodology revealed positive interpretations of bisexuality. Critical Discourse Analysis of the Think Aloud task however, exposed the maintenance of dualistic categories of sex, gender and sexuality acting as ‘operating systems’ and strategically guiding the social representation of bisexuality as ‘non-existent’, ‘deviant’, ‘abnormal’ and/or ‘promiscuous’. The findings of this study suggest that overt heterosexism is not becoming extinct; instead it has found rather subtle ways of incorporating itself into ‘liberal’ discourses