5112 research outputs found
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'From lab to lifesaving':the evolution of a public health campaign to reduce drownings
No full textWorldwide drowning is a leading cause of accidental loss of life and in the UK accounts for more fatalities than fire or cycling. Because 40% of those that die are under the age of 40 years, the annual number of years of life lost to drowning each year in the UK approaches 8000, the corresponding figure worldwide is over 10.6 million. This short history of the 'Float to Live' public health campaign details the process and collaboration required to achieve a widely deployed and successful drowning prevention initiative. </p
Recovering historical Muslim scholarship on depression:an Islamic liberation psychology approach
No full textThere has been a call for a decolonized approach to psychology, particularly for populations that have lost their voices due to colonization. Such an approach necessitates a shift in focus from the ahistoricism of Western psychology to a psychological perspective that acknowledges the historical contributions of these populations. This change can be facilitated through Martin-Baró’s (1996) liberation psychology framework, which proposed three urgent tasks for psychology: recovering historical memory, de-ideologizing everyday experiences, and utilizing people’s virtues. Using the liberation psychology framework and focusing on the first task, this paper aims to empower Muslims by recovering Islamic historical scholarship on concepts related to depression. It begins by introducing Martin-Baró’s liberation psychology and its evolution beyond the Latin American context. Then, by examining Islamic scriptures, Islamic mental health articles, and original works of historical Muslim scholars, the discussion turns to how psychological sufferings such as sadness and sorrow were conceptualized during the time of the Prophet Muhammad. An overview of historical Muslim scholars’ contributions to the understanding of depression during the golden age of Islam and their resemblance to contemporary approaches will then be presented. The theme of holistic healing, including the connection between mental health and physical health, is prevalent in Islamic scholarship on depression. Finally, this paper will discuss the implications of such knowledge in relation to Western psychology. The authors anticipate that such knowledge could enhance interventions in clinical settings and promote religiously and culturally sensitive strategies to meet the unique needs of Muslim individuals and communities
Literacy instruction from afar:evidence for the effectiveness of a remotely delivered language-rich reading programme
No full textThere is good evidence that high-quality instruction targeting reading-related skills in the classroom leads to gains in reading. However, considerably less is known about the possible efficacy of remote instruction. This study evaluated the efficacy of an interactive evidence-based language-rich literacy programme. 184 children were randomly allocated either to an 8-week remotely delivered language-rich literacy programme or to a wait-list control group. Children in the programme arm (n = 77 at analysis) completed 16-lessons remotely targeting vocabulary, phonemic awareness, reading, spelling, and narrative skills. Children in the wait-list arm (n = 58 at analysis) received business-as-usal from their schools. Children’s word reading accuracy and phonemic awareness was measured prior to and after the programme delivery period. Children receiving the literacy programme made significantly larger gains than the wait-list control group on reading accuracy (d = 0.32) and phonemic awareness (d = 0.63). This study demonstrates that a remotely-delivered literacy programme is effective. These findings have important implications for delivering specialist literacy instruction at scale
Of babies and bathwater:in defence of the traditional essay
No full textAssessment is always a hot topic in education, and has come into sharp focus recently in legal education with the introduction of the Solicitors Qualifying Examination (SQE), with increased pressures to focus on problematic modes of assessment and styles of teaching, to accommodate for more the SQE’s Multiple Choice Questions (MCQ). Presently, discussions around the benefits of authentic assessment, about assessment choice for students, as well as the importance of embedding employability skills, and risks of academic misconduct all impact the types of assessment preferred in higher education institutions at any given time. In addition, the rise of generative artificial intelligence (GAI) is already significantly impacting assessment practices - at least amongst students. All of these debates seem to have coincided to question the importance of, and subsequently firmly push out of favour, ‘the traditional essay’. They are described as traditional, implying not innovative or even boring, they are lamented as not being plagiarism proof and now answerable by AI, and lesser than the more recent modes of assessment, that have value, but can equally be flashy gimics if without purpose. They are also perceived as pointless in an era of employability skills where we are required to assess students using techniques that replicate tasks they might encounter ‘in the real world’. However, we think we are in danger of throwing the proverbial baby out with the bathwater if we are too quick to discard the traditional essay as a method of assessment in law
How research informs the professional development curricula for trainees and teachers
No full textThis chapter introduces the core statutory framework that provides the foundational evidence base for ITE and ECT Training programmes in England, the Initial Teacher Training and Early Career Framework (ITTECF) (DfE, 2024). It considers the research and evidence base that informs the content of the ITT and ECT curricula. It explores what high-quality ITT and ECT curricula, that encourage wider research informed approaches to teaching and learning, look like. The statements within the ITTECF (DfE, 2024) setting out the foundational concepts of how trainees learn, and the pedagogical delivery are explored. The chapter then takes a more in-depth review of additional research, through the work of Clarke and Hollingsworth (2002). Analysis and exemplification materials demonstrate how using wider research in this field, beyond the ITTECF (DfE, 2024), can promote deeper learning. Finally, the chapter introduces a discussion on the benefits of developing research-led teaching and learning through communities of practice (CoPs) (Lave and Wenger, 1991). An example case study illuminates how impactful and effective continual professional development can be for practicing teachers, when delivered by research-informed academic experts
Navigating queer narratives:student teachers’ perspectives on LGBT+ picture books
No full textThis study employs a queer theoretical framework to explore three student teachers' interpretations and perceptions of two LGBT+ picture books, including their considerations on integrating these texts into classroom pedagogy. The participants are nearing completion of their initial teacher training at a university in the northern part of England. The picture books that are the focus of the study were purposefully selected owing to their exploration of varied queer themes. Discussion is anchored in metaphor of picture books functioning as either "window" or "mirror," depending on children's individual experiences or identities, therefore necessitating acknowledgment of children's potential future queerness. Through semi-structured interviews and thematic analysis, the study uncovers multifaceted perspectives. Participants respond positively to both texts and express interest in incorporating these into their teaching practices. However, they additionally demonstrate awareness of potential limitations and complexities, including negative reactions from stakeholders and promoting heteronormativity. Uncertainty is expressed around navigating these issues within existing curriculum and policy frameworks.The study concludes by advocating for enhanced exploration of these difficulties in initial teacher training and early career stages, if aiming to adequately support these emerging educators in effectively promoting LGBT+ inclusivity in their future classrooms
The research-informed educator:tools and techniques for effective teaching
No full textThis book offers a new and recently qualified teachers a pragmatic but nuanced perspective on the role of ‘research’ and ‘evidence’ in teachers’ professional development. In the context of recent policy which has created and enforced a reductive and essentialist curriculum for teacher education in England [Turvey 2023], the book is designed to help practitioners understand how their relationship with research and evidence might develop as their experience grows, and as their roles and expectations of their career might change. We know that this need for a broader perspective on ‘research’ exists in England [McLaughlin and Wood, Jerrim et al] , and can see the impact that reduced professional autonomy is having on the profession [worth and van den brande, woods et al]. We think also that our approach will also find interest in the other home nations. We also recognise the international work in this area which ITT in England can benefit from re-connecting with , and that England’s policy is being exported to other countries and jurisdictions. To that end we will not be focusing overtly on ‘compliance’ or on particular regulatory or curricular frameworks. Instead we want to help teachers see beyond the immediate pressures of accountability
Why Renters' Rights Bill could bring England in line with Scots Law
No full textThe Renters’ Rights Bill, if it becomes law, seeks to address key issues in the private rental sector, focusing on tenant protection and landlord eviction rules in England
Mind The Gap
No full textCo-created by Ricardo Barker with students & staff at Leeds Trinity University, Mind The Gap transforms complex institutional data into a compelling narrative that exposes the subtle prejudices within higher education. Beyond telling an engaging story, the film serves as an educational tool that challenges audiences to confront their own biases.This project uses creative practice as a powerful method for social research, making complex academic concepts accessible to both educational professionals and the wider community. It highlights the importance of collaborative creation, integrating contributions from students, staff, and professional actors, alongside research partnerships with UCL's Department of Anthropology and St Mary's University's Race Equality Charter forum. This collaboration aims to foster a deeper understanding of equity and fairness in higher education. This work is part of a broader initiative to use storytelling as a tool to address social justice issues, emphasising inclusive, active engagement across educational contexts.<br/
