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Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework
Get PDFIn the UK, the Research Excellence Framework is a mechanism used for ranking the quality of research in higher education institutions. While there has been analysis of the entire Research Excellence Framework, and of the Education unit of assessment more generally, analysis of how research on initial teacher education featured in the Research Excellence Framework has been minimal. In this article, we report on Phase I of an 18-month project that mapped the extent to which initial teacher education-focused research was included in the 2014 Research Excellence Framework. Employing a novel methodology and a theoretical framework based on policy as text and discourse, we identify a sample of 12 higher education institutions that provided initial teacher education programmes and returned outputs to the 2014 Research Excellence Framework. Analysis of over 1,600 outputs suggest that in the 2014 Research Excellence Framework only 5.5 per cent of these were focused on initial teacher education. We discuss the methodological approach, some headline findings and areas for future research, arguing that these add evidence to the literature of initial teacher education-focused research and, in doing so, can inform policy at the levels of schools, higher education institutions, Research Excellence Framework and the government. We conclude that although the Research Excellence Framework only concerns the UK, similar exercises are becoming increasingly prevalent globally, and therefore the extent to which research on initial teacher education was marginalised in the 2014 Research Excellence Framework is of interest to all concerned with teacher education
From slogans to frameworks: embedded values or postdigital positionality?
No full textThis article explores ways in which higher education (HE) slogans, together with related frameworks and policies, increasingly invade the personal, cultural and positional values of individual staff and students. After a quick exploration of examples of embedded university values that are expected to be ‘lived’, the article outlines some epistemic implications in areas including epistemic positioning, epistemic injustice, epistemic space, data epistemologies, epistemic dominance and epistemic violence. Concluding that epistemologies are always lived, the article explores slogans at the intersections of biology, information and society using the case of excellence. Finally, the article briefly opens up the question of consent. Slogans, frameworks and policy texts exist as all other data assemblages that are subject to regulation. Should they also need to conform to such, or similar, regulations
Sparing the doctor’s blushes: the use of sexually explicit films for the purpose of Sexual Attitude Reassessment (SAR) in the training of medical practitioners in Britain during the 1970s
Get PDFThe general reluctance of medical practitioners in postwar Britain to ‘speak of sex’ during healthcare consultations increasingly became a matter of professional concern in the wake of legal reforms and social changes during the 1960s affecting sexual expression and reproductive health, and a growing optimism in the early 1970s concerning the treatment of sexual difficulties. In the mid-1970s, largely as a result of the work of Dr Elizabeth Stanley, Sexual Attitude Reassessment (SAR) seminars were introduced from the USA into some medical schools in Britain, usually as a part of courses that were intended to help students develop the attitudes, knowledge and skills needed to facilitate the discussion of patients’ sexual concerns and to treat ‘simple’ sexual problems. SAR seminars entailed the showing of sexually explicit films as a stimulus for exploring, in small discussion groups, the sexual attitudes and beliefs of students, and the potential impact of these on future professional practice. Drawing on publications by Dr Elizabeth Stanley as well as archival materials, this article examines the aims of SAR seminars, the rationale provided for their inclusion in the undergraduate medical curriculum, and the ‘permission-giving’, educative approach to sexual counselling that SAR seminars supported. It also explores some of the barriers to the more widespread use of such seminars in medical education in Britain at this time. The behaviourally informed ‘permission-giving’ approach to sexual counselling promoted by Stanley and others is also considered alongside the more psychoanalytically informed ‘interpretative’ form of sexual counselling provided by some Family Planning Association doctors from the late 1950s onwards. This comparative analysis reveals contrasting perceptions concerning the role of medical practitioners’ emotions in sexual counselling and elucidates some of the reasons for the fragmented and limited development of this aspect of medical practice in Britain
Post-sonic perspectives on socially engaged compositional practices: composing ‘after sound’ and beyond music
Get PDFThis article addresses the precedence given to sound in musical analysis and argues that socially engaged composers might reconsider the importance they place on sonic output and instead pay greater attention to how we critically engage with the subjects that stimulate our musical practice. G. Douglas Barrett’s theorisation of music ‘after sound’ is established as a crucial methodology, one that provides an important discourse around critical engagements that have largely been neglected in favour of investigations into abstracted sonic materials. The vocabulary provided by Barrett is, in this article, used to meaningfully appraise the impact of a situated musical performance and its dialogue with society. Specifically, the three authors collectively explore the implications of Barrett’s writing for the conception, formation and evaluation of their own socially engaged compositional practices. Subsequently, this discussion also illustrates the methods by which Barrett’s approach is instrumentalised as a compositional device for socially engaged composition, rather than as an analytical tool for already completed works. Finally, the authors conclude with an alternative exploration of what ultimately lies beyond a ‘music after sound’, one that problematises the notion of a specialist composer today
Dispositional mindfulness mediates the relationship between emotion regulation and creativity
Get PDFPrevious research has demonstrated positive associations between emotion regulation and creativity, between mindfulness and creativity, and between emotion regulation and mindfulness. The extent to which individual differences on emotion regulation, dispositional mindfulness, self-esteem, and flow state could predict self-reported creativity was explored in 147 British participants (mean age: 36.38, SD = 14.18) who completed the self-report study online. Emotion regulation, mindfulness, and self-esteem significantly predicted self-reported creativity, adjusted R2 = .33, F(3,138) = 23.44, p < .001. Moreover, mindfulness significantly mediated the relationship between emotion regulation and self-reported creativity, with an indirect effect of −0.05, 95% CI[−0.106, −0.004]. Additionally, flow state correlated significantly with self-reported creativity, Pearson’s r = .30, p < .01. Implications for well-being and clinical practice are discussed
trying to make things fit together
Get PDFWe are often faced with situations where we need to find ways for separate elements to combine, such as when repairing a broken plate, packing the boot of a car before a long trip, or solving a crossword. In such situations, a change to one element necessitates a change in others in order to work towards a solution. Sometimes this involves trial and error, and at others it requires careful planning and logical deduction.
trying to make things fit together for trumpet involves attempting to work through two separate looping sets of pitches to make them coincide on the same pitch, trying to work out ways to navigate through the circuitous paths available. The two sets are differentiated by contrasting muted sounds, except when the pitches coincide and are blended together to indicate a match
Promoting inclusive practice with Dr. Sharon Colilles [podcast]
No full textShaddai Tembo is joined by Dr. Sharon Colilles for one final time to wrap up their incredibly insightful discussion on inclusive practice in the early years. Throughout this episode, we explore how practitioners can challenge their practice to make positive changes.
Sharon shares what advice she would give to practitioners trying to implement inclusive pedagogy within their settings
