Centro de Documentación de las Artes Escénicas y de la Música
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Apprentice perspectives: difficult choices in work-based learning
No full textPurpose
This study examines the reasons apprentices give for withdrawing from their degree apprenticeships.
Design/methodology/approach
Semi-structured interviews were conducted with 16 apprentices from a Chartered Manager Degree Apprenticeship programme. Thematic analysis was used to explore insights around reasons for withdrawal.
Findings
Apprentices noted an accumulation of factors leading to withdrawal rather than single overriding reasons. Although each experience was specific to individual circumstances, three clear themes came from the data: 1) the burden of work and administration; 2) change in job role; and 3) benefits they derived from their experiences as an apprentice despite needing to withdraw.
Originality/value
Although small-scale, this study offers novel ways to understand apprentice experiences around programme withdrawal. It deepens our understanding of the choices and challenges faced when making decisions about continuing or discontinuing an apprenticeship
“It’s so frustrating!” Stories of self-advocacy from children with vision impairment
No full textSchools, by their very nature, are diverse, rich, complex, and often contradictory in their landscape. This thesis explores the lived experiences of Children and Young People with a Vision Impairment (CYPVI) as they employ their self-advocacy skills during transition between primary and secondary school. Against this backdrop, this research seeks to answer the question: What do Children and Young People with a Vision Impairment need in order to become a proactive self-advocate? The methodology involves a multiple case study design to reflect the lived experiences of the CYPVI. Classroom observations gather in-depth data and are interpreted, in partnership with the CYPVI, through comic book conversations as a tool to aid visualisation. Semi-structured interviews with parents, teachers/ SENCos and Qualified Teachers of Vision Impairment support a case study approach. Findings revealed that whilst CYPVI felt empowered to employ their self-advocacy skills in primary school, post transition to secondary, these skills and abilities were inhibited by several factors. These include a lack of confidence to risk-take, the restriction of school rules and CYPVI not always knowing their rights to equitable education. This research uncovers the challenges and missed opportunities to empower CYPVI. It demonstrates that whilst CYPVI can be successful in learning, greater emphasis should be placed on equipping them with the tools of self-advocacy to aid their transition and empower their voices. The implications of this research recommend that prominence should be given to developing a practical toolkit for empowerment of CYPVI as part of their education to enable them to navigate transitions with greater success. This thesis contributes to an evolving field that aligns with the new Curriculum Framework for CYPVI (RNIB, 2025). It underscores the importance of developing self-advocacy strategies with CYPVI and serves as a foundation for supporting CYPVI to develop their own voice
What Makes Academic Writing Human(e): A Critical Realist Response
No full textThrough conceptual and empirical means, this timely volume looks at how critical realism, a specific approach to the philosophy of science, helps uncover and refine assumptions about what constitutes valid knowledge in applied linguistics, how scholars can create it, and how applied linguistics can improve as an interdisciplinary strand of the social sciences. With contributions from leading and up-and-coming scholars in the field, the book covers a range of topics, from language, language learning and teaching, language curriculum and programmes, evaluation and assessment, academic writing, discourse, beliefs, values, truth, resilience, ethnicity, social class, as well as ideologies and systems of social inequality including anthropocentrism, racism, linguicism, sexism, patriarchy, and neoliberalism. Exploring the philosophical basis of applied linguistics research, it is essential reading for academic scholars and graduate students in applied linguistics, as well as social scientists interested in language-related issues and social issues in which language plays a central role
[Book Review] <i>A Spectacle for a Spanish Princess: The Festive Entry of Joanna of Castile into Brussels (1496)</i>. ed. Dagmar H. Eichberger. Turnhout, BE, Brepols, 2024
No full textQuestions about Bachelard’s Pedagogical Rationalism. An interview with Cristina Chimisso
No full textCristina Chimisso is Professor of Philosophy at The Open University. Prior to that, she held academic positions at the University of Aberdeen, the American Academy of Arts and Sciences in Cambridge (Massachusetts),, and at the Max Planck Institute for the History of Science in Berlin. Her research focuses on the philosophy of the twentieth century with a special interest in historiography, philosophy of science, and the sociology of knowledge. She is widely recognized as an expert of the work of Gaston Bachelard. Her well-known book “Gaston Bachelard: Critic of Science and the Imagination” was first published in 2001. The following interview with Cristina Chimisso was conducted in 2024 by the editors—Malte Ebner von Eschenbach, Ines Langemeyer, and Ortfried Schäffter—based on their reading of her study “Gaston Bachelard: Critic of Science and the Imagination”. We are very grateful to Cristina Chimisso for her willingness to participate in the intervie
‘I'm not a caseworker, nor a carer, nor a support worker’: supervising doctoral researchers with disabilities, long-term health conditions and/or additional study needs
No full textThis article presents results from a study which investigated the experiences of doctoral supervisors supporting disabled postgraduate research students (PGRs) at a university in the United Kingdom. While the role of supervisors has been identified as critical to student support, the ways in which they navigate the supervision of this student population in the postdigital era have not been researched. Data was collected from supervisors via a survey (n = 22) and semi-structured interviews (n = 7) and analysed thematically. Drawing on postdigital and critical disability theories, the research demonstrates that supervisors’ experience of supporting these students was mediated by the formal training they had received, their awareness of the social, personal and institutional obstacles faced by students, and their own life experiences and positionalities. Supervisors described engaging in a range of additional affective and administrative labour in support of disabled PGRs and were particularly aware of the ways in which they had to manage their roles to mediate between their students and inaccessible university systems and processes. Supervisors’ recommendations for successful disability support for themselves and disabled PGRs included a closer communication with disability support teams, the identification of a single point of contact, taking into account the critical role of time – in terms of both timely responses to support requests, and the need to allow students and supervisors extra time –, and a proactive attitude and dialogue with their students
The eschewed sinh-arcsinh <i>t</i> distribution
No full textRosco et al. (2011) introduced and studied the sinh-arcsinh t (SAS-t) distribution. In this article, we introduce a modified version of that distribution which we call the eschewed sinh-arcsinh t (ESAS-t) distribution. The new proposal proves to be somewhat simpler than the former and, on balance, given the pros and cons listed in the article, we now recommend the ESAS-t distribution over the SAS-t distribution as the preferable version of a sinh-arcsinh t distribution
Marginalized Children's Opportunities to Use Technology for Learning: Role of Gender
No full textGirls in South Asia are exposed to different forms of social inequality and discriminatory gender norms which create a barrier to their education. Available research suggests that there is a gender divide in the use of digital technology for learning but remains silent about the factors that cause such a divide. This paper presents the role of gender in marginalised schoolchildren's access to and use of technology for learning in Bangladesh and Nepal. A total of 80 students, 8 teachers and 32 parents participated in the study. Multiple methods of data collection (focus group discussions, interviews and classroom observation) were used to ensure that research questions of the study are addressed with sufficient depth. Findings suggest that gender inequality in the use of digital technology persists in the two countries as traditional socio-cultural structures continue to create barriers to girls’ access to technology. Pedagogical implications of the study are discussed
Navigating dementia care: a systematic review of young and young adult carers′ needs and support solutions
No full textObjectives:
This systematic review aimed to explore the available support and identify the unique needs of young and young adult carers of individuals with dementia.
Method:
A systematic review following PRISMA guidelines was conducted. Electronic databases, including PubMed, Web of Science, PsycINFO, CINAHL, and Ovid, along with Google Scholar for grey literature, were searched. A narrative synthesis approach was used to analyse the findings of the included studies. The quality of the articles was assessed using the Mixed Methods Appraisal Tool (MMAT).
Results:
Seven studies met the predefined inclusion criteria and were included in the narrative synthesis. Findings revealed that young and young adult carers often lack knowledge of available support services and face challenges navigating the healthcare system. Caregiving responsibilities were found to hinder educational and career aspirations, leading to social isolation and strained relationships. The support received from family, friends, and teachers was often inconsistent and inadequate. A significant finding was the lack of differentiation between young and young adult carers in the existing research, despite their distinct social care support needs.
Conclusion:
The limited research highlights a critical gap in the literature regarding the support and needs of young and young adult carers of people with dementia. The lack of distinction between these two groups, who receive different social care support, emphasises the need for further research to better understand their unique experiences. There is an urgent need for targeted education and support programmes that address the distinct developmental needs and challenges of this population, promoting their well-being and safeguarding their personal and educational aspirations