212 results
Search Results
2. Weekly Policy Papers.
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EDUCATION , *TEACHERS , *EDUCATIONAL leadership , *CHILD abuse - Abstract
The article focuses on providing details of policy papers published in the past week, covering topics such as the 2024 pay award for teachers and leaders, the Lifelong Learning Entitlement overview, and duties to report child abuse in England. It categorizes the papers into sections, including those from the UK Government, parliamentary libraries, and other think tanks or non-governmental bodies, offering comprehensive insights into recent policy developments within the education sector.
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- 2024
3. Weekly Policy Papers.
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EDUCATION , *ADULT education , *LEGISLATIVE libraries , *LEGISLATORS - Abstract
The article discusses the details of all policy papers published related to the education system of Great Britain. Topics include the information of papers published by the United Kingdom Government, including White and Green Papers; papers by the three parliamentary libraries, Parliamentary Office for Science and Technology, and papers from think tanks, other non-governmental bodies and international organizations.
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- 2022
4. Education, work and social mobility in Britain's former coalfield communities: reflections from an oral history project.
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Simmons, Robin and Walker, Martyn
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SOCIAL mobility , *ORAL history , *COMPULSORY education , *COALFIELDS - Abstract
This paper draws on an oral history project which focuses on former coalminers' experiences of education and training. It presents the stories of five participants, all of whom undertook significant programmes of post-compulsory education during or immediately after leaving the coal industry and achieved a degree of social mobility over the course of their working lives. The paper compares and contrasts their experiences with those which now exist in Britain's former coalmining communities which, it is argued, have been substantively attenuated over time, especially for young men. Whilst it is evident that individual choice and motivation can play an important role in helping (or hindering) young people's journeys through education and employment, the central argument of the paper is that individual labour market success lies at the intersection of structure and agency – although the data presented also demonstrate the extent to which opportunities available to young men in the former coalfields have been diminished by de-industrialisation. [ABSTRACT FROM AUTHOR]
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- 2024
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5. The Enactment Of Cognitive Science Informed Approaches In The Classroom - Teacher Experiences And Contextual Dimensions.
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Jørgensen, Clara Rübner, Perry, Thomas, and Lea, Rosanna
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COGNITIVE science , *TEACHERS , *EDUCATION - Abstract
Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. [ABSTRACT FROM AUTHOR]
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- 2024
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6. Policy papers published last week.
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EDUCATION , *PRISONS , *READING , *SOCIAL mobility - Abstract
The article features the policy papers on education published in Great Britain in June 2022. These include "The Power of Music to Change Lives: A National Plan for Music Education," "Prison Education: A Review of Reading Education in Prisons Action Plan," and "State of the Nation 2022: A Fresh Approach to Social Mobility."
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- 2022
7. Caring trajectories and health in mid-life.
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Evandrou, Maria, Falkingham, Jane, Gómez-León, Madelin, and Vlachantoni, Athina
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HEALTH status indicators , *LOGISTIC regression analysis , *SEX distribution , *EVALUATION of medical care , *DESCRIPTIVE statistics , *AGE distribution , *CAREGIVERS , *LONGITUDINAL method , *HEALTH education , *MENTAL depression , *WELL-being - Abstract
Previous research has found varied effects of informal care provision on the carer's health status. Few studies have, however, examined this relationship dynamically. This paper is the first to analyse trajectories of care among men and women in mid-life and their impact on health outcomes using a nationally representative prospective cohort study. Data from three waves of the United Kingdom (UK) National Child Development Study (N = 7,465), when the respondents were aged 46, 50 and 55, are used to derive care trajectories capturing the dynamics of care provision and its intensity. Logistic regression investigates the impact of caring between the ages of 46 and 55 on the carers' report of depression and poor health at age 55. At age 46, 9 per cent of men and 16 per cent of women provided some level of informal care; rising to 60 per cent for both genders at ages 50 and 55. Just 7 per cent of women and 4 per cent of men provided care at all observation points, with the most common trajectory being 'starting to care' at ages 50 or 55. New carers experienced a lower risk of depression at age 55, reflecting that they may not have experienced the caring role long enough to have an adverse impact on their wellbeing. The findings highlight that the majority of individuals with surviving parents experience caring at some point during mid-life, underlining the need for further longitudinal research to better understand the complex relationships between care-giving and health for different groups of cares. [ABSTRACT FROM AUTHOR]
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- 2024
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8. Weekly Policy Papers.
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EDUCATION , *PARENTS , *PRIMARY schools , *SECONDARY schools , *SEX crimes , *HUMAN trafficking - Abstract
The article focuses on early day motions (EDMs) Weekly Policy Papers gives details of all policy papers published by government departments connected with education, training and children's services. Topics include government policy papers related to parents with children in primary or secondary schools, briefing paper provides an overview of the parents of summer-born children in England to admit their children in school, and preventing children against sexual exploitation.
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- 2020
9. Weekly Policy Papers.
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EDUCATION , *LEARNING , *TRAINING , *ASSOCIATIONS, institutions, etc. - Abstract
The article provides details of all policy papers published by Government departments connected with education, training and children's services. With this issue we expand coverage to include policy publications from the devolved administrations. It explores what the government is doing to make sure that online education providers are of the appropriate quality and meeting the correct standard.
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- 2022
10. Weekly Policy Papers.
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EDUCATION , *PRACTICAL politics , *APPRENTICESHIP programs , *CHILDREN - Abstract
The article gives details of all policy papers published by Government departments connected with education, training and children's services. It includes A series of papers that explain how the government funds apprenticeships in England, including details of funding bands and the apprenticeship levy.
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- 2021
11. Weekly Policy Papers.
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EDUCATION , *TEACHERS , *PRACTICAL politics , *POLITICAL participation - Abstract
The article gives details of all policy papers published by Government departments connected with education, training and children's services. As part of its Teacher Recruitment and Retention Strategy, the Government launched a review of the ITT provider market which looked at training quality and the supply of trainees.
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- 2021
12. Electrochemistry education in the twenty-first century: the current landscape in the UK, challenges and opportunities.
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Turner, Kristy L., Dryfe, Robert A. W., Holt, Katherine B., He, Siyuan, Read, Sofia, Blackburn, Jessica, and Miah, Nyeema
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TWENTY-first century , *ELECTROCHEMISTRY , *CONVENIENCE sampling (Statistics) , *COLLEGE curriculum , *CHEMICAL engineering , *UNDERGRADUATES - Abstract
Electrochemistry education of future researchers is crucial if we are to decarbonise economies and reach targets for net zero, and this arguably begins with education in electrochemistry within undergraduate degrees. This paper reviews the teaching of electrochemistry in UK universities at the undergraduate degree level. We review where and how electrochemical concepts are introduced into chemistry, chemical engineering and materials science programmes. We provide some motivation for this review, which was stimulated by discussions from a workshop on the 'Future of Fundamental Electrochemistry Research in the UK', held in 2022. We summarise briefly how consensus on UK degree programme course content has been reached and inconsistencies that remain. Electrochemistry curriculum content from a convenience sample of UK universities, and disciplines, has been collected and is summarised, with a reflection on some trends. Finally, we present some implications for policy. A roadmap is suggested to ensure that the teaching of electrochemical fundamentals is addressed in the curriculum at an appropriate level to underpin the many technically relevant applications of electrochemistry that graduates will encounter in their further education or employment. [ABSTRACT FROM AUTHOR]
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- 2024
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13. Evaluation of a pilot to introduce simulated learning activities to support speech and language therapy students' clinical development.
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Ormerod, Emma and Mitchell, Claire
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PILOT projects , *ACADEMIC medical centers , *HEALTH occupations students , *RESEARCH methodology , *SIMULATION methods in education , *INTERVIEWING , *QUALITATIVE research , *ABILITY , *TRAINING , *CLINICAL competence , *DESCRIPTIVE statistics , *STUDENT attitudes , *THEMATIC analysis , *DATA analysis software , *SPEECH therapists , *HUMAN beings , *LONGITUDINAL method - Abstract
Background: Speech and language therapy (SLT) education must meet the needs of the future workforce, training enough students who are competent practitioners able to meet the workforce demands. Increasing student numbers and the impact on placement providers mean students must be equipped for learning on placement. Simulation is a way of supporting students to develop their clinical skills and decision‐making in a safe, supportive environment. Aims: To explore the perspectives of SLT students who were introduced to simulation during their undergraduate degree at a UK university as part of a pilot study. The aim of the pilot was to listen to the students' voices to begin to understand their lived experiences of simulation and to gather views on how simulation can support their clinical learning. Methods & Procedures: Focus groups and semi‐structured interviews were carried out with second‐year BSc SLT students in semester 2 following the simulated learning activities and clinical placement. Qualitative data were gathered and thematic analysis was applied to the data to identify the barriers and enablers to students' clinical learning in simulation. Outcomes & Results: A total of 11 students responded out of a cohort of 38. Three key themes were identified from the analysis: individual learning needs, facilitator skill and programme‐level organization. Conclusions & Implications: Student experience of simulation was positive. One of the key elements students found to support their clinical skills was the importance of the safe space; support for learning instead of correction led them to engage in active learning. Key barriers to simulation related to having sufficient prior knowledge, the skills of the facilitator, group size and the wider learning landscape of the programme. In response to this pilot, there are plans to continue developing this model of simulation and embed simulation across the programme, led by a sound pedagogical approach with clear preparation and planning and building the necessary infrastructure. Other SLT programmes and practice educators developing simulation as part of their programmes or placement may wish to consider some of these findings to support the use of simulation in their workplace. What this paper adds: What is already known on this subject: Simulation as a teaching methodology is widely used in medicine and nursing programmes. It is now used in various allied health professions and in some SLT programmes. There is evidence to suggest simulation increases student confidence and clinical skills without increasing the capacity on those offering clinical placements in practice. What is already known on this subject: This study offers a practical example of introducing simulation in an established undergraduate programme for SLT students. It explains the background to this innovative way of teaching clinical skills and explains why this approach could be beneficial for the future speech and language therapist. What are the clinical implications of this work?: This study gives practical examples of how simulation can work to facilitate student clinical learning and knowledge. It may offer ideas to those working in clinical practice to organize placements differently or add simulation elements to improve the student experience. Other educational establishments and placement educators may find the recommendations helpful in developing their own simulation approach. [ABSTRACT FROM AUTHOR]
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- 2024
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14. Reviewing the impact of COVID-19 on children's rights to, in and through education.
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Colucci-Gray, Laura
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CHILDREN'S rights , *YOUNG adults , *COVID-19 , *HUMAN rights , *WAR & emergency legislation - Abstract
Emergency legislation introduced internationally since the beginning of the COVID-19 pandemic saw the closure of all levels of educational settings and a shift to remote teaching. Drawing lessons from an independent child rights impact assessment (CRIA) in Scotland, United Kingdom, this paper reviews the impact of COVID-19 measures on children and young people's rights to, and experiences of, education during the current crisis. Findings highlight that while measures sought to preserve the best interests of children and their basic rights to safety, a distinct lack of consultation on the impacts of the measures undermined the interdependency and indivisibility of children's human rights. Three human rights principles – participation and inclusion, non-discrimination, and mutual accountability of family and the State – were identified as being particularly significant in this assessment. Looking forward, findings point to the need for extending the range of perspectives involved in child rights impact assessments in times of crisis – where human rights are at even greater risk of being breached – and the significance of a children's rights-based perspective for re-imagining education altogether. [ABSTRACT FROM AUTHOR]
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- 2023
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15. What is it Like to Teach Existential Therapy in the UK? A qualitative research study.
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du Plock, Simon, Adams, Martin, and Lodge, Rosemary
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RESEARCH questions , *QUALITATIVE research , *PSYCHOTHERAPY , *EXISTENTIALISM - Abstract
This research report follows on from three previous theory-based papers in which the authors explored connections between existentialism, education and psychotherapy teaching, and identified a distinction between teaching about existentialism and teaching existentially. Here, they describe a phenomenological research study in which the primary research question was 'What is it like to teach existential therapy in the UK?'. [ABSTRACT FROM AUTHOR]
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- 2023
16. Expanding or restricting access to tertiary education? A tale of two sectors and two countries.
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Smith, Erica
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EDUCATION , *APPRENTICESHIP programs , *RESEARCH - Abstract
This paper examines responses to the trend for increasing participation in tertiary education, linking developments in higher education with those in apprenticeship systems, in Australia and the United Kingdom. In both sectors, expansion proceeded for several decades, but was robustly criticised in both countries. The expansion of access to these two forms of tertiary education, therefore, was contested and potentially precarious. The paper finds, through analysis of official data, that participation in higher education and in apprenticeship was actually almost static, or fell, in both countries in the 2010s. Yet criticism of expansion continued in media commentary during this decade. The paper both explains and takes issue with the arguments against expansion, which have been influential in both sectors. It discusses some ways forward to understand the phenomenon better, and also the need to address the problems caused by the restriction of opportunities. Comparative analysis between the two sectors has not previously been undertaken. It is argued in the paper that such analysis enriches the theoretical lenses through which expansion of access may be viewed, and that it may suggest avenues for future research, and perhaps, for advocacy. [ABSTRACT FROM AUTHOR]
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- 2022
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17. Experiences of forced migration: learning for educators and learners: a report.
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Oddy, Jessica, Harewood, Michelle, Masserano, Erica, and Lounasmaa, Aura
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EDUCATION of refugees , *WELL-being , *IMMIGRANTS , *TEACHING methods , *STUDENT assistance programs , *PSYCHOLOGY of refugees , *MENTAL health , *INTERVIEWING , *HUMAN services programs , *QUALITATIVE research , *WOUNDS & injuries - Abstract
A combination of structural barriers, inadequate student welfare provision and the absence of psycho-social and academic support make higher education access for forcibly displaced students challenging. Many of these students will have experienced many stressful and potentially traumatic events that may have or may continue to impact their mental health and wellbeing. This article draws on reflections by educators and findings from eight interviews with students who participated in a twelve-week preparatory course for access to higher education for refugees and asylum seekers in the United Kingdom. The paper firstly problematizes trauma as an organizing concept and challenges the dominant deficit approaches in forced migration studies when working with displaced students. Then, based on qualitative data collected from students and educators, it explores how creative skills were integrated and the importance of the student's voice as a culturally sustaining pedagogical approach to strengthening trauma-informed teaching approaches. The programme was designed to strengthen individual agency and promote well-being and mental health. Finally, this paper argues that working collaboratively with forcibly displaced students from an asset-based stance appeared critical in creating and sustaining a welcoming higher education environment which could contribute to promoting mental health. [ABSTRACT FROM AUTHOR]
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- 2022
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18. Education Excellence Everywhere White Paper.
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BRITISH education system , *EDUCATIONAL change , *TEACHER recruitment , *EDUCATION , *SELF-efficacy in students , *ACADEMIES (British public schools) , *PRIMARY education , *SECONDARY education - Abstract
The article offers information on the eight chapters of the white paper "Educational Excellence Everywhere," that was published on March 17, 2016. Topics discussed include the education excellence base on the capacity to improve and performance in England, the recruitment of talented teachers, and the empowerment of parents, communities and pupils of high performing maintained primary and secondary schools towards the academisation by 2020.
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- 2016
19. An examination of student nurse practitioners' diagnostic reasoning skills.
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Rogers, Melanie and Steinke, Mary
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QUANTITATIVE research , *DECISION making , *DIAGNOSIS , *CLINICAL competence , *DESCRIPTIVE statistics , *STATISTICAL hypothesis testing , *GRADUATE students , *NURSING students , *STATISTICAL sampling , *LONGITUDINAL method - Abstract
Aim: To examine the diagnostic reasoning skills of two nurse practitioner student cohorts. Introduction: Nurse practitioners continue to play a pivotal role in health care provision. Diagnostic reasoning is a core skill of advanced practice. A comparative diagnostic reasoning study between two student cohorts was undertaken between 2018 and 2019. Methods: A validated diagnostic reasoning scale was completed by nurse practitioner students in the United Kingdom and the United States of America at the beginning and end of their clinical placements. The study utilized descriptive quantitative statistics from the data submitted by 22 survey respondents from an online survey. Results: Analysis of the diagnostic reasoning skills suggested there was a difference in the structural memory scores when compared with the beginning of their clinical placements and the final semester of their clinical placements. Conclusion: Diagnostic reasoning skills are a core skill of advanced practice. As students progress through their training, these skills improve. Despite the statistical difference in diagnostic reasoning scores, caution should be made in determining any larger implications due to the small number of participants in this study. Further study is needed in this area. Summary statement: What is already known about this topic? Diagnostic reasoning is a core skill for nurse practitioners.There is minimal research in this area.Diagnostic accuracy is vital for ensuring patient safety. What this paper adds? Structural memory scores improved at the end of nurse practitioner clinical placements. What are the implications of this paper for policy/practice/research/education? Further global research in the field of diagnostic reasoning for nurse practitioners and nurse practitioner students is needed to validate these findings.It is important to ensure nurse practitioners have competency in diagnostic reasoning to reduce diagnostic error.Curricula could be designed to incorporate the use of the DTI to evaluate a student's progress throughout the clinical portion of the nurse practitioner programme. [ABSTRACT FROM AUTHOR]
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- 2022
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20. Weekly Policy Papers: Part 3: Think tank and third party policy papers.
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Coryton, Demitri and Coryton, Tracy
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TEACHERS , *SCHOOLS , *READING , *EDUCATION - Abstract
The article informs on the policy paper "Mending the Education Divide Getting Strong Teachers to the Schools That Need Them Most" in United Kingdom. It mentions about the distribution of experienced teachers favoured schools in advantaged areas and private schools, yet disadvantaged students had higher reading scores overall where experienced teachers were evenly distributed across all schools and where maximum instruction time was equally evenly distributed.
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- 2022
21. The future of the research and teaching nexus in a post-pandemic world.
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Hordósy, Rita and McLean, Monica
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COVID-19 pandemic , *TEACHING , *VACCINES , *EDUCATION - Abstract
Vaccines and treatments produced during the global coronavirus crisis demonstrated the importance of university research and teaching. There was widespread celebration of university–industry partnerships and collaborations across disciplines and geographical locations. However, simultaneously, higher education institutions in England faced serious financial and organisational challenges throughout the pandemic, which has implications for the relationship between teaching and research, for who undertakes each, and for the students' experience of teaching and learning (some of whom become the next generation of researchers). The rapid movement to online learning created further tensions within an already demoralised, precarious and divided workforce. This paper considers the potential social good of universities' two core missions, research and teaching in a post-pandemic world, exploring the inherently political nature of the link, as well as its encoded inequalities and dysfunctions. Drawing on documentary and secondary data analysis, this paper explores, first, the long-standing sectoral and institutional discrepancies through analysing trends in student recruitment rates and research funding. Second, it investigates how student and staff experiences of the link between research and teaching were changing in the pandemic, pointing to substantive equity issues in how the pandemic response affected access to research opportunities and to research-led teaching. The paper argues that a more equitable and inclusive university that appreciates the research-teaching nexus and is flexible and collaborative in nature is key to contribute to tackling global and local challenges, such as environmental destruction, climate change, conflict and socio-economic inequities. [ABSTRACT FROM AUTHOR]
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- 2022
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22. Weekly Policy Papers.
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Coryton, Demitri and Coryton, Tracy
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EDUCATION - Abstract
A section introduction to the journal is presented which gives details of all policy papers published by Government departments connected with education, training and children's services in United Kingdom from 14 to 18 March, 2022.
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- 2022
23. The Department of Civil Engineering, UWI St. Augustine: A Historical Note of 1972-2001.
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Shrivastava, Gyan
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CIVIL engineering , *CIVIL engineers , *ENGINEERING laboratories , *SOIL mechanics , *ENGINEERING management , *STRUCTURAL engineering , *CONSTRUCTION project management - Abstract
This paper is a continuation of a history of the Department of Civil Engineering at The University of the West Indies (UWI) at St. Augustine. It thus extends an account of its formative decade 1961-1971 previously published (in 2013) in The West Indian Journal of Engineering. The three subsequent decades covered herein encompass milestones, and transformations: (a) beginning of graduate level research, (b) commencement of anMSc programme in Construction Engineering and Management, (c) change of name from Civil to 'Civil and Environmental' for embracing the heightened awareness of environmental concerns, (d) relocation into a purpose-built building with a floor space of approximately 5,000 m2, (e) construction of new environmental engineering, engineering geology, highway engineering, soil mechanics and structural engineering laboratories, (f) expansion and modernisation of the fluid mechanics laboratory, and (g) introduction of the semester system with its credit-based curriculum and assessment. Besides, there was a fivefold increase in student enrolment, followed by a sharp decline, and an increase in academic staff strength from six to twenty. This period also witnessed a gradual loss of regional diversity of its undergraduate students from a high of approximately 50 % in 1972 to less than 10% in 2001. On the other hand, there was a notable, and opposite, change in gender (female/male) ratio among the students - from less than 10%/90% in 1972 to approximately 50%/50% in 2001. Finally, the accreditation of the department's degree programmes by the Engineering Council in the United Kingdom (UK), as well as the triennial visit of overseas external examiners, inherited from its inception, were maintained. [ABSTRACT FROM AUTHOR]
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- 2023
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24. Policy papers published last week.
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EDUCATION policy , *EDUCATION - Abstract
The article lists the education policy papers published in Great Britain in November 2020, including the support of students with special educational needs (SEN), the proposed unitary local government, and the university admission system.
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- 2020
25. Policy papers published last week.
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EDUCATION policy , *EDUCATION - Abstract
The article lists the education-related policy papers published in Great Britain in September 2020, including apprenticeships and skills policy in England, the financial effects of the coronavirus on higher education, and reducing bureaucracy in higher education.
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- 2020
26. Do undergraduate general practice placements propagate the 'inverse care law'?
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Butler, Daniel, O'Donovan, Diarmuid, McClung, Alice, and Hart, Nigel
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TEACHING methods , *HEALTH services accessibility , *FAMILY medicine , *QUANTITATIVE research , *INTERNSHIP programs , *UNDERGRADUATES , *SOCIOECONOMIC factors , *HEALTH equity , *MEDICAL education - Abstract
Fifty years since Dr Tudor-Hart's publication of the 'Inverse Care Law', all-cause mortality rates and COVID-19 mortality rates are higher in more deprived areas. Part of the solution is to increase access and availability to healthcare in underserved and deprived areas. This paper examined how socio-economically representative the undergraduate general practice placements are in Northern Ireland (NI). A quantitative study of general practices involved in undergraduate medical placements through Queen's University Belfast, comparing practice lists by deprivation indices, examining both blanket deprivation and deprivation quintile trends for teaching and non-teaching practices. Deprivation data for 135 teaching practices were compared against the 323 NI practices. Teaching practices had fewer patients living in the most deprived quintiles compared with non-teaching practices. Fewer practices with blanket deprivation were involved in undergraduate medical education, 32% compared with 42% without blanket deprivation. Practices in areas of blanket deprivation were under-represented as teaching practices, 10%, compared to 14% of NI general practices that met this criterion. Practices with blanket deprivation were under-represented as teaching practices. Exposure to general practice in deprived areas is an essential step to improving future workforce recruitment and ultimately to closing the health inequalities gap. Ensuring practices in high-need areas are proportionately represented in undergraduate placements is one way to direct action in addressing the 'Inverse Care Law'. This study is limited to NI and further work is required to compare institutions across the UK and Ireland. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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27. Educational outcomes associated with persistent speech disorder.
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Wren, Yvonne, Pagnamenta, Emma, Peters, Tim J., Emond, Alan, Northstone, Kate, Miller, Laura L., and Roulstone, Sue
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ACADEMIC achievement evaluation , *HIGH schools , *STUTTERING , *AFFINITY groups , *ENGLISH language , *CONFIDENCE intervals , *SPEECH disorders in children , *REGRESSION analysis , *COGNITION , *LANGUAGE acquisition , *MATHEMATICS , *COMPARATIVE studies , *RESEARCH funding , *ELEMENTARY schools , *ODDS ratio , *LONGITUDINAL method , *SCIENCE - Abstract
Background: Children with persistent speech disorder (PSD) are at higher risk of difficulties with literacy, with some evidence suggesting an association with poorer educational attainment. However, studies to date have either used small clinical samples, which exclude children who have not been referred to clinical services, or relied on parent–teacher report of children's speech development. There is a need for an inclusive study to investigate the impact of PSD on educational outcomes using a population‐based sample and robust measures of speech development. Aim: Using a large prospective UK population‐based study—the Avon Longitudinal Study of Parents and Children (ALSPAC)—this study investigated: (1) how children identified with PSD at age 8 years perform on educational attainment tests at ages 10–11 and 13–14 years in comparison with children without PSD; and (2) whether children identified with PSD at age 8 years are more likely to receive a label of special educational needs (SEN) in secondary school. Methods & Procedures: We examined the data for 263 children with PSD and 6399 controls who had speech assessed at age 8 years in a research clinic. Educational attainment was measured using data from English school standard attainment tests. Data on SEN categorization were obtained between 11 and 13 years of age. Children with PSD and controls were compared using regression analyses adjusted for biological sex, maternal age, verbal, performance and full‐scale IQ. Outcomes & Results: Children with PSD at age 8 years were more likely to achieve lower attainment scores at ages 10–11 years in English and mathematics and across all three subjects of English, mathematics and science at ages 13–14 years after controlling for biological sex and maternal education; score below target levels for English at both time points after controlling for verbal IQ, and at ages 13–14 years after controlling for performance IQ; and receive a label of SEN (typically for the category of cognition and learning needs or communication and interaction needs) in secondary school. Conclusions & Implications: PSD identified at age 8 years is associated with poor educational attainment at ages 10–11 and 13–14 years in the core subjects of English, mathematics and science. Children with PSD at age 8 years are more likely to be identified with SEN at ages 11–13 years, particularly cognition and learning needs, and communication and interaction needs. We need to be aware of the potential for the long‐term impact of PSD on educational attainment in providing appropriate and effective support throughout school. What this paper addsWhat is already known on the subjectSpeech‐sound disorder is associated with reading and spelling difficulties, with some evidence to suggest that PSD is associated with a higher risk of literacy difficulties. Limited evidence also suggests that speech‐sound disorder may be associated with poorer educational attainment. However, studies to date have used small clinical samples or parent–teacher report of speech development and there is a need to determine whether the association is observed in larger and more inclusive population‐based samples.What this paper adds to existing knowledgeThis prospective, longitudinal study of a large community‐based sample of English children has shown that PSD is associated with poorer educational attainment at the end of primary school and at ages 13–14 years. Children with PSD are also more likely to be identified as having SEN in secondary school, especially communication and interaction needs but also including cognition and learning needs.What are the potential or actual clinical implications of this work?Understanding the long‐term implications of PSD on educational attainment highlights the importance of ongoing monitoring and support to enable children to reach their potential throughout primary and secondary school. The identification of children with a history of PSD during transition to secondary school will enable effective support to be put in place. The intervention for children with PSD should involve close collaboration between speech and language therapists and education professionals. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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28. Site-seeing: reflections on visiting the Auschwitz-Birkenau State Museum with teenagers.
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Richardson, Alasdair
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VISITS of state , *TEENAGERS , *MUSEUMS , *SEMI-structured interviews , *SCHOOL children - Abstract
This paper considers how the Auschwitz Birkenau State Museum is experienced by teenage visitors on organized visits with the Holocaust Educational Trust (UK). The findings presented are based on semi-structured interviews with twelve 17 year olds, exploring their emotional engagement with the sites and how they perceive and understand this emotional interaction. The findings suggest that young people experience their visit in a variety of ways, and that this is an incomplete and ongoing process in their learning. The paper raises a number of considerations for educators taking educational visits to the museum, to support pupils in their learning. [ABSTRACT FROM AUTHOR]
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- 2021
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29. Transgressive quest/ions? Navigating religion, institutional expectations, and sexuality education in modern Britain.
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Kasstan, Ben
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SEX education , *SOCIAL boundaries , *SCHOLARLY method , *RELIGIOUS minorities , *ETHNOLOGY research - Abstract
All secondary schools in England have been required to teach Relationships and Sex Education (RSE) since 2019, which has raised particular challenges for – and confrontations with – religious minorities. This paper draws on ethnographic research to centre analysis on the fraught moral binds felt by Jewish parents and educators as they struggle to decide when and how to equip children with knowledge while needing to conform to institutional positions on what protection means. Bodily knowledge is redacted across religious/state models of education, which propagates the maintenance of social boundaries and definitions of sexual transgression, but do not stop the quests and questions that adolescents harbour during puberty and development. The paper draws attention to the use of bracketed words in feminist scholarship to convey how terms are projected as having universal meanings or connotations, which are, in reality, socially situated or at least used in socially sanctioned ways. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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30. Views of educators working with pupils with Down syndrome on their roles and responsibilities and factors related to successful inclusion.
- Author
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Boundy, Laura, Hargreaves, Stephanie, Baxter, Rebecca, Holton, Sarah, and Burgoyne, Kelly
- Subjects
- *
DOWN syndrome , *MAINSTREAMING in special education , *EDUCATORS , *TEACHERS' assistants , *SCHEDULING , *TEACHER educators - Abstract
Whilst the majority of primary-school aged children with Down syndrome are educated in mainstream schools, little is known about the roles of Teachers and TAs in their education provision or their views on issues related to their effective inclusion. This study explored the perceptions of Teachers and TAs working with pupils with Down syndrome in mainstream primary schools in the UK using an online survey. Responses from 105 TAs and 94 Teachers were collected. Teachers and TAs tended to view themselves as primarily responsible for a range of teaching and learning activities. TAs were more likely to have attended Down syndrome specific training and were frequently viewed as primarily responsible for delivering teaching, alongside other teaching and learning activities. TAs were less likely than Teachers to agree with statements relating to satisfaction with support from internal teaching staff and external agencies, and more likely to disagree with statements relating to sufficient time for planning and preparation. Both Teachers and TAs indicated positive attitudes to inclusion, though TAs felt more confident and competent in meeting the needs of pupils with Down syndrome. Data suggest a lack of clarity and consistency in relation to the roles and responsibilities of Teachers and TAs supporting pupils with Down syndrome, and concerns relating to several factors associated with successful inclusion. These findings are discussed in relation to the Down Syndrome Act (2022) and guidance for educators working with pupils with Down syndrome. This paper reports the views of teachers and TAs working with pupils with Down syndrome in primary schools across the UK, including their satisfaction with factors which support successful inclusion, gathered through an online survey. The data demonstrates differences in teacher and TA views on who is primarily responsible for teaching and learning activities for pupils with Down syndrome. Factors associated with successful inclusion cover training and support, planning and preparation as well as attitudes, confidence and competence of educators. In general, educators reported the need for Down syndrome specific training and sufficient time to plan and prepare. Overall TAs reported higher levels of confidence, competence and ability to meet pupil's needs. Ultimately this paper highlights the views of those responsible for educating pupils with Down syndrome and the need for clear guidance around roles and responsibilities and training to ensure successful inclusion of pupils with Down syndrome in the UK. • Educator roles in supporting pupils with Down syndrome in UK needs clarification. • Teaching Assistants report higher levels of confidence and ability to meet pupil needs. • Educators report need for Down syndrome specific training and more planning time. • Guidance should address access to training and role of external advisory services. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
31. Person‐centred practices in education: a systematic review of research.
- Author
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Gray, Anthony and Woods, Kevin
- Subjects
- *
EDUCATIONAL law & legislation , *EDUCATIONAL planning , *EDUCATIONAL change , *SPECIAL education , *CHILDREN'S rights , *SCHOOL children , *ELEMENTARY education - Abstract
Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person‐centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child‐led designs. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
32. How to Implement a Simulation-Based Education Programme: Lessons from the UK Urology Simulation Boot Camp.
- Author
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Please, Helen and Biyani, Chandra Shekhar
- Subjects
- *
HOSPITAL medical staff , *COURSE evaluation (Education) , *EVALUATION of human services programs , *CURRICULUM , *HUMAN services programs , *INTERNSHIP programs , *LEARNING strategies , *OUTCOME-based education , *UROLOGICAL surgery , *CURRICULUM planning - Abstract
The operative and non-technical skills exposure of urology trainees has reduced due to a number of factors, including the European Working Time Directive, and the COVID-19 pandemic. Simulation-based education (SBE) is an innovative addition to clinical experience which can begin to address the skills-based learning deficiency in order to help trainees meet their curriculum requirements and optimise the exposure required for a trainee to become a competent general urology consultant. Surgical simulation is an effective training tool but has a complex implementation process, requiring considerable planning tailored to specific educational targets, to ensure it is sustainable and reproducible. Methodology from the field of implementation science offers an invaluable approach to design an effective simulation-based training adjunct, as exemplified by the example of the UK Urology Simulation Boot Camp (USBC), a comprehensive training course which incorporates core technical and non-technical skills based on the current Joint Committee on Surgical Training (JCST) urological training curriculum to equip newly appointed urology trainees to work as competent junior registrars. Delivered annually in Leeds since 2015, the course has had excellent feedback and results in improving the urological knowledge of trainees, as well as increases in trainees' confidence. This paper will provide a summary of how the course was designed, delivered, reproduced, sustained and evaluated. Its success is demonstrated by its incorporation into the UK urology training programme, and since 2018, it is now recommended to all new urology residents in the UK. The course implementation model would be applicable to other surgical specialties. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
33. Participation in sport as a mechanism to transform the lives of young people within the criminal justice system: an academic exploration of a theory of change.
- Author
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Morgan, Haydn, Parker, Andrew, Meek, Rosie, and Cryer, Jon
- Subjects
- *
SPORTS participation , *SOCIAL policy , *YOUTH services , *RHETORIC & politics , *CRIMINAL justice system , *YOUNG adults , *EDUCATION - Abstract
Sport is often framed as a panacea for social disharmony, especially within the context of marginalised youth populations, and is widely promoted as a mechanism through which a multiplicity of social policy objectives can be achieved. Yet while political rhetoric has long pointed towards sport's transformative abilities, the basis for such claims remains unproven. Theory-based approaches to evaluation have been posited as a useful device to explore the impact of specific initiatives and indicate where best practice may operate. The aim of this paper is to highlight one such theory-based framework that has been devised by practitioners in recent years around the operationalisation and evaluation of sporting interventions in criminal justice settings and which has come to be adopted as the dominant 'theory of change' across sport and criminal justice practitioner settings in the UK, but has, as yet, eluded academic scrutiny. To address this omission, the present discussion offers an in-depth analysis of this framework with the aim of discerning more clearly 'what might work' within sport and criminal justice contexts. In turn, the paper aims to stimulate further academic debate around the instrumental role of sport within criminal justice and the value of such frameworks for both policy and practice. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
34. Clinical academic research internships: What works for nurses and the wider nursing, midwifery and allied health professional workforce.
- Author
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Olive, Philippa, Maxton, Fiona, Bell, Cate Ann, Bench, Suzanne, Tinkler, Linda, Jones, Steph, and Kenkre, Joyce
- Subjects
- *
EVALUATION of human services programs , *PROFESSIONAL employee training , *CLINICAL medicine research , *EMPLOYEE recruitment , *INTERNSHIP programs , *NURSES , *EMPLOYEES' workload , *CLINICAL education , *ALLIED health personnel , *EMPLOYEE retention - Abstract
Nurse‐led research and innovation is key to improving health experiences and outcomes and reducing health inequalities. Clinical academic training programmes for nurses to develop research and innovation skills alongside continued development of their clinical practice are becoming increasingly established at national, regional and local levels. Though widely supported, geographical variation in the range and scope of opportunities available remains. It is imperative that clinical academic opportunities for nurses continue to grow to ensure equity of access and opportunity so that the potential of nurse‐led clinical academic research to improve quality of care, health experience and health outcomes can be realised. In this paper, we describe and report on clinical academic internship opportunities available to nurses to share internationally, a range of innovative programmes currently in operation across the UK. Examples of some of the tangible benefits for patients, professional development, clinical teams and NHS organisations resulting from these clinical academic internships are illustrated. Information from local evaluations of internship programmes was collated to report what has worked well alongside 'real‐world' set‐up and sustainability challenges faced in practice. Clinical academic internship schemes are often opportunistically developed, making use of hybrid models of delivery and funding responsive to local needs and available resources. Key enablers of successful clinical academic internship programmes for nurses were support from senior clinical leaders and established relationships with local universities and wider organisations committed to research capacity building. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
35. Student and teacher perceptions of the differences between 'academic' and 'vocational' post-16 media courses.
- Author
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Connolly, Steve
- Subjects
- *
STUDENT attitudes , *MASS media , *VOCATIONAL education , *ACADEMIC discourse , *ACADEMIC motivation , *EDUCATION - Abstract
Much debate about the relative merit of academic and vocational media courses in the UK is framed by a wider national and international discussion about the status of vocational education more generally. This paper reports the initial findings of a small scale study (set against larger, publicly available data on vocational education) which seeks to examine teacher and student perceptions of the key differences in academic and vocational media courses in the UK – both of which involve elements of production work as well as critical and theoretical perspectives – through a series of interviews with teachers and students, as well as scrutiny of the work they produce. The study hopes to shed some light on the skills, knowledge and criticality required by students on both types of course, as well as beginning to address some of the polarisation that takes place in discourses around academic and vocational education. Rather than suggesting that the choice for students in media education is one of 'either vocational or academic', this paper will explore the idea that these two concepts are simply lenses through which students and teachers view very similar kinds of learning. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
36. Amenity as educator: Geographies of education, citizenship, and the CPRE in 1930s England.
- Author
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Church, Francesca
- Subjects
- *
EDUCATION , *NATURE study , *SCHOOL building design & construction , *CITIZENSHIP , *COUNTRY life - Abstract
This article examines the spaces, materiality, and practices of (in)formal education and citizenship bound up in the educational cultures of the Council for the Preservation of Rural England (CPRE) in 1930s England. Founded in 1926, the CPRE aimed to preserve rural amenities through concerted action, by working through their constituent societies as a centre for furnishing or obtaining advice and information, and importantly, by educating public opinion. While much work has examined inter‐war preservationism and the CPRE's focus on planning legislation and design, less attention has been paid to the CPRE's cultures of education for children and young people. Drawing on archival research, this paper considers two educational topics, namely, nature study and school design, and makes three key contributions to the geographies of education. First, that the CPRE mobilised the notion of amenity to provide an experiential and intuitive education in preservationism: amenity was both education and educator. Second, that this education was linked to notions of (future) citizenship, hope, and (future) preservationism, becoming an education that would remain with the child throughout their life. Third, this article explores the CPRE's authority, revealing the ways in which it was often complex and precarious, as well as the ways in which the Council drew on other forms of authoritative identities, spaces, and structures. In so doing, this paper contributes to ongoing academic debates on the complex and fluid boundaries of (in)formal education. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
37. Micro-costing and a cost-consequence analysis of the ‘Girls Active’ programme: A cluster randomised controlled trial.
- Author
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Charles, Joanna M., Harrington, Deirdre M., Davies, Melanie J., Edwardson, Charlotte L., Gorely, Trish, Bodicoat, Danielle H., Khunti, Kamlesh, Sherar, Lauren B., Yates, Thomas, and Edwards, Rhiannon Tudor
- Subjects
- *
PHYSICAL activity , *QUALITY of life , *SEDENTARY behavior , *SCHOOL nursing , *GENERAL practitioners , *EARLY death - Abstract
Physical inactivity has been identified as a leading risk factor for premature mortality globally, and adolescents, in particular, have low physical activity levels. Schools have been identified as a setting to tackle physical inactivity. Economic evidence of school-based physical activity programmes is limited, and the costs of these programmes are not always collected in full. This paper describes a micro-costing and cost-consequence analysis of the ‘Girls Active’ secondary school-based programme as part of a cluster randomised controlled trial (RCT). Micro-costing and cost-consequence analyses were conducted using bespoke cost diaries and questionnaires to collect programme delivery information. Outcomes for the cost-consequence analysis included health-related quality of life measured by the Child Health Utility-9D (CHU-9D), primary care General Practitioner (GP) and school-based (school nurse and school counsellor) service use as part of a cluster RCT of the ‘Girls Active’ programme. Overall, 1,752 secondary pupils were recruited and a complete case sample of 997 participants (Intervention n = 570, Control n = 427) was used for the cost-consequence analysis. The micro-costing analysis demonstrated that, depending upon how the programme was delivered, ‘Girls Active’ costs ranged from £1,054 (£2 per pupil, per school year) to £3,489 (£7 per pupil, per school year). The least costly option was to absorb ‘Girls Active’ strictly within curriculum hours. The analysis demonstrated no effect for the programme for the three main outcomes of interest (health-related quality of life, physical activity and service use).Micro-costing analyses demonstrated the costs of delivering the ‘Girls Active’ programme, addressing a gap in the United Kingdom (UK) literature regarding economic evidence from school-based physical activity programmes. This paper provides recommendations for those gathering cost and service use data in school settings to supplement validated and objective measures, furthering economic research in this field. Trial registration: -ISRCTN, . [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
38. Students-as-insurers: rethinking 'risk' for disadvantaged young people considering higher education in England.
- Author
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Harrison, Neil
- Subjects
- *
RISK perception , *POOR youth , *EDUCATION , *HIGHER education , *GLOBAL Financial Crisis, 2008-2009 , *LABOR market - Abstract
The conventional view since the early 2000s has been that participation in higher education (HE) is a risky pathway for disadvantaged young people in England; the social risk of entering an alien environment combines with the financial risk of rising costs and questionable long-term returns. This riskiness has been constructed as a major barrier to participation. However, national administrative data cast doubt on whether this analysis still holds true. Despite significant rises in tuition fees, the proportion of disadvantaged young people entering HE has continued to rise, with advantaged groups seemingly being more price-sensitive. Data from recent qualitative studies has also suggested that young people are now less attuned to risks. This paper considers whether circumstances in wider society have shifted perceptions of risk. The volatility resulting from the global financial crisis appears to have repositioned HE as a less risky option than early entry to the labour market, especially with more jobs becoming 'graduate', while the social risk has declined as HE has diversified. The paper draws on theoretical perspectives from Beck, Boudon, Simon and Kahneman to argue that many disadvantaged young people now view HE as a form of 'insurance' against an uncertain future. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
39. Policy papers published last week.
- Subjects
- *
SECURITY personnel , *HARBOR security , *OCCUPATIONAL training , *EDUCATIONAL finance , *EDUCATION - Abstract
The article offers information on policy papers published in Great Britain in November 2019. "Port Facility Security Officer Training: List of Approved Training Providers," which indicates the need for all British ports to have a certified Port Facility Security Officer who will implement security measures. "School Funding in England," by Nerys Roberts focuses on issues regarding school funding. "Level 4 and 5 Education," by David Foster gives an overview of both levels.
- Published
- 2019
40. Supported internships as a vehicle for social inclusion.
- Author
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Hanson, Jill, Robinson, Deborah, and Codina, Geraldene
- Subjects
- *
SOCIAL participation , *ADAPTABILITY (Personality) , *EMPLOYMENT of people with disabilities , *HOSPITAL medical staff , *FOCUS groups , *SELF-perception , *INTERVIEWING , *INTERNSHIP programs , *INTERPERSONAL relations , *LEARNING disabilities , *THEMATIC analysis , *SOCIAL integration - Abstract
Accessible summary: A supported internship is a work placement for people with disabilities that includes spending some time at work and some time at school or college. It usually lasts for a year and people get extra support in the work placement.We wanted to find out how supported internships for people with learning disabilities helped them to feel like they belong in workplaces and society.We found that the supported internships we studied did help people with learning disabilities to feel like they belong. The interns developed self‐confidence, they were able to talk to people more easily, and they learned that they were good at things. This was because the people they worked with saw them as individuals who were able to do helpful things. It was also because of the feedback they got at work and how they worked in different departments.We think there should be more supported internships because they help people with learning disabilities to take the next step in life more confidently. Researchers need to find out more about how supported internships can help people to be socially included. Background: Obtaining employment for young people with learning disabilities remains challenging, and people may not be able to experience work that offers them the opportunity for broader and deeper social inclusion. Supported internships (SIs) offer a possible solution to this problem, providing a bespoke, structured study programme designed for students with disabilities. Methods: This paper explores, through an ecological systems approach, the experiences of three graduates, six interns, two job coaches and three colleagues, from a long running SI in a large private‐sector organisation that delivers utilities in the midlands in the UK. The organisation has many different departments and interns work in several of these, including the mailroom, reprographics, catering, health and safety, reception, and customer services. The researchers conducted small focus groups and interviews with the participants described above. Findings: Thematic analysis identified three core phenomena of relevance to understanding the relationship between the SI programme and interns' experience of deepened and broadened social inclusion. The first theme illustrated positive changes to interns' and graduates' self‐concept (e.g. self‐determination) and participation, the second captured accounts of reciprocity in relationships, and the third contained insights into the SI practices that were relevant to improved social inclusion. Conclusions: The SI did lead to the broadening and deepening of social inclusion for interns and graduates. The person‐centred ethos of the SI, personalised approaches to workplace adaption and feedback policies were practices that began to emerge as implicated in this impact. Positive developments to self‐concept emerged as important in building interns' and graduates' capacities for participation. The study also demonstrated that an ecological systems approach is useful as a basis for conceptualising and investigating changes to the amount and quality of social inclusion, as experienced by people with learning disabilities. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
41. From being the most vulnerable children to becoming conventional members of society: four cases from Manchester certified industrial schools, c. 1880–1920.
- Author
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Santoki, Makiko
- Subjects
- *
POOR children , *VOCATIONAL schools , *WORKING class , *EDUCATION , *PSYCHOLOGICAL vulnerability , *POOR laws , *CHILDREN , *TEENAGERS - Abstract
This paper analyses the factors central to the practices and realities of historical educational support for destitute and neglected children in the Manchester Certified Industrial Schools (MCIS) to determine how the schools acted to support the lives of children who were removed from parental guardianship. In nineteenth-century England, the most vulnerable children, destitute and often neglected (specifically, those considered to have improper guardianship), posed a serious challenge to public order in urban society. This study employs primary records to trace the experiences of four children during and after MCIS enrolment. Prior to the current study, none of these records had been used in research. The analysis of records demonstrates that MCIS officers supported and followed up students even after they were discharged to help them survive without their parents and become conventional members of society. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
42. Learning in lockdown: Using the COVID‐19 crisis to teach children about food and climate change.
- Author
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Kluczkovski, A., Lait, R., Martins, C. A., Reynolds, C., Smith, P., Woffenden, Z., Lynch, J., Frankowska, A., Harris, F., Johnson, D., Halford, J. C. G., Cook, J., Tereza da Silva, J., Schmidt Rivera, X., Huppert, J. L., Lord, M., Mclaughlin, J., and Bridle, S.
- Subjects
- *
COVID-19 , *TEACHING methods , *EVALUATION of human services programs , *AGRICULTURE , *GREENHOUSE gases , *DIET , *MENTAL health , *INTERVIEWING , *LEARNING strategies , *FOOD preferences , *STAY-at-home orders , *CLIMATE change , *CRISIS intervention (Mental health services) , *VIDEO recording - Abstract
Food systems are significant sources of global greenhouse gas emissions (GHGE). Since emission intensity varies greatly between different foods, changing food choices towards those with lower GHGE could make an important contribution to mitigating climate change. Public engagement events offer an opportunity to communicate these multifaceted issues and raise awareness about the climate change impact of food choices. An interdisciplinary team of researchers was preparing food and climate change educational activities for summer 2020. However, the COVID‐19 pandemic and lockdown disrupted these plans. In this paper, we report on shifting these events online over the month of June 2020. We discuss what we did and the reception to our online programme. We then reflect on and highlight issues that arose. These relate to: (1) the power dynamics of children, diet and climate change; (2) mental health, diet and COVID‐19; (3) engaging the wider science, agriculture and food communities; (4) the benefits of being unfunded and the homemade nature of this programme; (5) the food system, STEAM (science, technology, engineering, arts and mathematics) and diversity; and (6) how our work fits into our ongoing journey of food and climate change education. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
43. A new mobilities approach to re-examining the doctoral journey: mobility and fixity in the borderlands space.
- Author
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Smith McGloin, Rebekah
- Subjects
- *
BORDERLANDS , *BRITISH education system , *DOCTORAL degree , *DOCTORAL students , *UNIVERSITIES & colleges - Abstract
This paper explores doctoral candidates' experiences of making progress through the doctoral space. We engage concepts associated with the 'new mobilities' paradigm (Urry, J. 2007. Mobilities. Cambridge: Polity Press) to provide insight into the candidate experience of the doctoral journey; exploring specifically the interplay between the fixed structure provided by institutional-level progression frameworks that are commonly implemented by UK universities to measure 'timely progress' across disciplines and the borderlands space that enables and facilitates intellectual freedom, creativity, becoming and adventure. Drawing on notions of 'moorings', 'home on the move', 'connectivity and transit spaces' and 'rhizomic thinking' we analyse narrative data generated through the reflective diaries of doctoral candidates at a modern university in the English Midlands to offer new insight into how universities can provide better doctoral education, that supports: candidates to make a contribution to knowledge; protects well-being; and facilitates timely completion. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
44. Does education foster trust? Evidence from compulsory schooling reform in the UK.
- Author
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Yang, Songtao
- Subjects
- *
COMPULSORY education , *EDUCATIONAL change , *STATISTICAL correlation , *PARAMETER estimation - Abstract
• This study estimates the effect of education on trust with a RD design. • Education and trust are positively and significantly correlated. • The OLS estimates may suffer from omitted variable bias. • RD estimates imply the effects of education on trust may be small. • We need to interpret the relationship between education and trust with caution. Although many studies document that education and trust are positively correlated, few studies examine whether this correlation represents a causal effect. This paper fills in the gap with data from the British Social Attitudes Survey. Firstly, using the OLS method, this paper finds that education and the three measures of trust—trust in people, trust in politicians, and trust in government—are all positively and significantly correlated. Secondly, to examine whether this correlation represents a causal effect, this paper exploits exogenous variation in educational attainment induced by the compulsory schooling reform in 1972. The regression discontinuity estimates suggest that the effects of education on the three measures of trust are all small and statistically insignificant. The findings imply that the OLS estimates may suffer from omitted variable bias and the effects of education on trust may be small. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
45. Creativity as a pastoral concern.
- Author
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Trotman, Dave
- Subjects
- *
CREATIVE ability , *PASTORAL care , *EDUCATION , *CURRICULUM , *YOUNG adults , *SECONDARY education - Abstract
In this paper, the author considers the contribution of creativity to pastoral care in education. Since its advent in English schools in the early 1970s, pastoral care has placed the affective realm and individual enrichment centre stage in both its curriculum aims and teaching approaches. These principles have, however, had much to contend with over the past 50 years; from the obtrusive effects of state intervention in schools, to the challenges confronting young people growing up in increasingly complex societies. For many teachers and practitioners, engaging young people in creative pursuits has come to be regarded as a necessary counterpoint to increasingly performative school cultures and an essential means to enabling vibrant forms of positive self-expression. The power of creative activities has received new impetus as a pastoral concern in light of two national trends. The first as creative arts provision in the curriculum in English state secondary schools declines as a consequence of Government qualification reforms, and second as an increasing number of young people are referred to Alternative Educational Provision with mental health issues. As a consequence, many pastoral educators have turned or, indeed, returned to creativity and creative practices as a primary means of supporting and enriching the lives of young people, particularly for those who now struggle in contemporary school environments. In light of these developments and drawing on research and practice in the field of creativity and pastoral care, this paper aims to cast further light on creativity in pastoral education. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
46. Looking back at leisure: an abridged version of ‘the growth of many leisures? Three decades of leisure studies 1982–2011’.
- Author
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Collins, Mike
- Subjects
- *
LEISURE , *POSTHUMOUS works of literature , *HIGHER education , *INFORMATION sharing , *EDUCATION - Abstract
In the summer of 2014, Professor Mike Collins – one of the four founding members of the Leisure Studies (LS) Association – submitted a paper to LS that offered a retrospective review of the first 30 years of the journal (1982–2012). Sadly, whilst the paper was under review, Professor Collins passed away. Mike’s commentaries have always been significant; we include this piece in this particular issue of the journal because it underpins the range of articles we have selected that we feel address some of the central tenets of ‘leisure’. Held alongside the Editors introduction, this article speaks as much as anything else to the state of the field, its futures and its potentialities. Serving as a companion piece that looks to the multiple pasts, genealogies and histories of leisure (and indeed LS), we, the Editors, offer below a necessarily abridged and posthumous version of Professor Collins’ original submission to the journal. Any omissions, errors, mis-representations and mis-understandings are the result of our own editorial hand for which we unreservedly apologise. We hope we have been able to keep the spirit, critique and engaging style that, no doubt, Mike would have presented in a final version of this manuscript. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
47. The mainstreaming of charities into schools.
- Author
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Power, Sally and Taylor, Chris
- Subjects
- *
CHARITIES , *SCHOOLS , *FUNDRAISING , *EDUCATION , *ALTRUISM - Abstract
This paper focuses on the ‘mainstreaming’ of charities into schools. There have been growing concerns about the permeation of business and business values in education, but relatively little attention has been paid to the ways in which schools are increasingly engaged in the ‘business’ of fundraising for charities. Drawing on survey data from the WISERDEducation Multi-Cohort Study (WMCS), the paper outlines young people’s relationship with charities. The data show that young people have a high degree of engagement with charities, in which schools play a significant part. There are likely to be many positive aspects to this engagement, inasmuch as it fosters and reflects young people’s sense of collective responsibility. However, there are also issues about the extent to which this high level of involvement marginalises other approaches to promote the social good and increases the permeation of business values and business into school. The paper concludes that the current mainstreaming of charities into schools is not necessarily a self-evident ‘good’ and that this under-researched phenomenon deserves greater critical attention within and outwith schools. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
48. Universities, supporting schools and practitioner research.
- Author
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Constable, Hilary
- Subjects
- *
UNIVERSITIES & colleges , *CURRICULUM , *TEACHING , *EDUCATION , *SCHOOLS - Abstract
Practitioner research, as one example of research supported by universities, has developed in unexpected ways, some of them unhelpful and has not always generated the benefits predicted. This paper argues that practitioner research has become shaped more by the needs of universities than by the schools and teachers it was hoped it would serve. The paper goes on to explore the idea that the promise of practitioner research has been so beguiling that it has commandeered more than a wise share of attention in universities and that this has been at the expense of exploring some other avenues of engagement with schools. The paper notes that the evolution of practitioner inquiry has taken place at a time when regimes of accountability driven by central government have been visible globally and when universities and schools each had significant pressures to fulfil policy imperatives. The pressure towards performance has in England drawn the attention of universities and schools away from, rather than towards, each other: schools to revised curricula and performance, universities to research and funding. Practitioner research became developed as a skeleton for higher degrees and in that arena universities came to have a role in promoting and at the same time inhibiting and possibly damaging its development. Hopes that practitioner research would come to contribute to mainstream research were not fulfilled and both educational and more especially practitioner research remain problematic in the wider university research agenda. One response is to renew efforts to improve existing approaches and examples of this are now widespread. However, the paper observes that, at present universities’ support for schools seems to reflect only a small part of their much wider expertise and argues that education departments in universities might think much more radically about the range of expertise that they can offer schools, a more imaginative exploration. The paper continues by noting that the challenge for university departments of education of working together equally with schools and teachers is easy to aspire to, but not to fulfil, and this impacts on working with the authentic concerns of schools and on sharing expertise. Further opportunities are available: beyond education departments: for example, other university departments have expertise that education departments might link with which has hitherto remained unexplored. Additional areas which remain under-researched are the processes of incorporating educational change and in making judgments about educational initiatives. Readers are reminded that the accidental barriers produced by the categories of research, teaching and administration are accountancy categories and may demand creative and determined responses. The paper concludes that there is too much to lose by not exploring these or other wider possibilities and much to gain by doing so including opportunities in research. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
49. Post-racial pedagogy - challenges and possibilities.
- Author
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Singh, Gurnam
- Subjects
- *
RACE discrimination in education , *DISCRIMINATION in education , *SCHOOL rules & regulations , *SECONDARY education , *SECONDARY school students , *PREVENTION - Abstract
Against the backdrop of ongoing discussions about how best to conceptualise, confront and ultimately eradicate racism, this paper seeks to critically examine the relevance of ‘post-racial’ thinking, both in a general sense, but also in relation to education. The argument is framed around a concern that multi-cultural, and to a lesser extent, anti-racist approaches have become hostage to the very same essentialising practices around ‘race’ thinking that they seek to challenge. This is best illustrated in the plethora of racial, ethnic, geographic, national and religious categories that are currently deployed my many educational institutions in the furtherance of ‘equality and diversity’ policy objectives. In setting out some of the underpinning ideas and controversies linked with the idea of ‘post-racial’, the paper offers some tentative suggestions as to how a ‘post-racial pedagogy’ could be manifested in pedagogical practices. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
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50. "Some of us need to be taken care of": young adults' perspectives on support and help in drug reducing interventions in coercive contexts in Denmark and the UK.
- Author
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Frank, Vibeke Asmussen, Thom, Betsy, and Herold, Maria Dich
- Subjects
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SUBSTANCE abuse prevention , *SOCIAL support , *EDUCATION , *HEALTH services accessibility , *PSYCHOLOGY of drug abusers , *HELP-seeking behavior , *INTERVIEWING , *PATIENT-centered care , *CRIMINALS , *EXPERIENCE , *PATIENTS' attitudes , *HEALTH , *TEENAGERS' conduct of life , *PUBLIC welfare , *PATIENT-professional relations , *CONTROL (Psychology) , *CRIMINAL justice system , *PSYCHOLOGICAL resilience ,MEDICAL care for teenagers - Abstract
This paper provides an account of young people's experiences of and perspectives on help and support in drug reducing interventions. It is based on interviews with young people age 14–25 who were in contact with the Criminal Justice System (CJS) and, at the same time, participated in a drug reducing intervention. The interview data forms part of the EU funded EPPIC project. Two main themes emerged from the young peoples' accounts that cut across different types of interventions and social systems in both countries. The first revolves around the 'system' of welfare, criminal justice, health and educational services and the barriers young people encountered in navigating the system to find help. The second revolves around the young people's experiences with professionals, including what they appreciated and what they found problematic in professionals' approach to them. Basing our analysis on data from two different countries, we are able to emphasize similarities in the young peoples' perspectives, despite being enrolled in different drug reducing and CJS interventions. The insights gained indicate a need for systems and service changes that can facilitate a better balance between building individual resilience and providing appropriate, timely and adequate support within a 'resilience-building' environment. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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