Showcasing Research Papers
Showcasing Research Papers
@ the School of Education (SoE)
@ the School of Education (SoE)
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Below is a showcase of articles from the School of Education.
Below is a showcase of articles from the School of Education.
Arthur, L. and Souza, A. (2020). All for one and one for all? Leadership in Complementary Schools. Educational Management Administration and Leadership. https://journals.sagepub.com/doi/full/10.1177/1741143220971285
Arthur, L. and Souza, A. (2020). All for one and one for all? Leadership in Complementary Schools. Educational Management Administration and Leadership. https://journals.sagepub.com/doi/full/10.1177/1741143220971285
This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey (n¼14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school’s circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools.
This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey (n¼14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school’s circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools.
Arthur, L. (2019). Evaluating student satisfaction - restricting lecturer professionalism: outcomes of using the UK national student survey questionnaire for internal student evaluation of teaching. Assessment & Evaluation in Higher Education, vol. 45, no. 3, pp. 331-344. https://www.tandfonline.com/doi/abs/10.1080/02602938.2019.1640863
Arthur, L. (2019). Evaluating student satisfaction - restricting lecturer professionalism: outcomes of using the UK national student survey questionnaire for internal student evaluation of teaching. Assessment & Evaluation in Higher Education, vol. 45, no. 3, pp. 331-344. https://www.tandfonline.com/doi/abs/10.1080/02602938.2019.1640863
In the neo-liberal context of a UK university, responding to student feedback in order to raise student satisfaction levels is important in improving National Student Survey (NSS) scores. This article focuses on the impact of a UK university’s new student feedback questionnaire - for individual modules - which was based on the NSS questions. The evaluation of this approach raised issues relating to performativity, professionalism and ‘provision’, the latter defined as the university’s contract with each student, including the aspects that affect the student learning experience but are beyond the lecturers’ control, for example, class sizes, timetables. The research draws on survey data (N = 101) to identify lecturers’ views to enable a richer understanding of student responses to the new system. The results indicate that by recognising the impact of provision university managers may be better able to develop systemic improvements to student experience and (in the UK) a corresponding uplift in NSS and Teaching Excellence Framework (TEF) results. The article also suggests that ‘provision’ should be added to the concepts of performativity and professionalism and puts forward a model linking performativity, professionalism and provision to the relationships between university managers, academics and students.
In the neo-liberal context of a UK university, responding to student feedback in order to raise student satisfaction levels is important in improving National Student Survey (NSS) scores. This article focuses on the impact of a UK university’s new student feedback questionnaire - for individual modules - which was based on the NSS questions. The evaluation of this approach raised issues relating to performativity, professionalism and ‘provision’, the latter defined as the university’s contract with each student, including the aspects that affect the student learning experience but are beyond the lecturers’ control, for example, class sizes, timetables. The research draws on survey data (N = 101) to identify lecturers’ views to enable a richer understanding of student responses to the new system. The results indicate that by recognising the impact of provision university managers may be better able to develop systemic improvements to student experience and (in the UK) a corresponding uplift in NSS and Teaching Excellence Framework (TEF) results. The article also suggests that ‘provision’ should be added to the concepts of performativity and professionalism and puts forward a model linking performativity, professionalism and provision to the relationships between university managers, academics and students.
Arthur, L. (2016). Communities of practice in higher education: professional learning in an academic career. International Journal for Academic Development, vol. 21, no. 3, pp. 230-241. https://www.tandfonline.com/doi/abs/10.1080/1360144X.2015.1127813?journalCode=rija20
Arthur, L. (2016). Communities of practice in higher education: professional learning in an academic career. International Journal for Academic Development, vol. 21, no. 3, pp. 230-241. https://www.tandfonline.com/doi/abs/10.1080/1360144X.2015.1127813?journalCode=rija20
This article focuses on the life history of a university academic, and the ways in which he learned in different communities of practice during his career. This account raises questions about the applicability of Lave and Wenger’s (1991) theory to a knowledge-based organisation, and argues that both the external context and the individuals within the community impinge on learning. It suggests that the role of academic staff developers may vary depending on the CoP and should include developing networks, facilitation, providing relevant expertise, improving harmony within CoPs and harnessing the benefits of internationally dispersed CoPs.
Arthur, L. & Cox, E. (2014) From evaluation to research, International Journal of Research & Method in Education, 37:2, 137-150. https://www.tandfonline.com/doi/abs/10.1080/1743727X.2013.795529
Arthur, L. & Cox, E. (2014) From evaluation to research, International Journal of Research & Method in Education, 37:2, 137-150. https://www.tandfonline.com/doi/abs/10.1080/1743727X.2013.795529
Traditionally there has been a tension between evaluation research and so-called pure research which has resulted in evaluation research seldom being recognized by the UK Research Assessment Exercises. The newly configured Research Excellence Framework (REF) will use similar criteria to judge research, notwithstanding the introduction of ‘impact’ to the assessment criteria. However, there are increasing numbers of academics employed in Higher Education who focus on evaluation studies as part of their work. This work, whilst providing the institution with valuable funding, draws them away from pure research and unless they can find ways to establish their credibility in terms of research publications, their careers may be affected. Drawing on the researchers’ own experience of evaluation research, together with focus group data, this article is concerned with ways in which evaluation can be developed to become research that will be recognized by the academic community for REF purposes. The article explores the similarities between research and evaluation in relation to purpose, knowledge production, politics, objectivity, generalizability and confidentiality, and presents a number of recommendations to help academics use evaluation findings as research.
Traditionally there has been a tension between evaluation research and so-called pure research which has resulted in evaluation research seldom being recognized by the UK Research Assessment Exercises. The newly configured Research Excellence Framework (REF) will use similar criteria to judge research, notwithstanding the introduction of ‘impact’ to the assessment criteria. However, there are increasing numbers of academics employed in Higher Education who focus on evaluation studies as part of their work. This work, whilst providing the institution with valuable funding, draws them away from pure research and unless they can find ways to establish their credibility in terms of research publications, their careers may be affected. Drawing on the researchers’ own experience of evaluation research, together with focus group data, this article is concerned with ways in which evaluation can be developed to become research that will be recognized by the academic community for REF purposes. The article explores the similarities between research and evaluation in relation to purpose, knowledge production, politics, objectivity, generalizability and confidentiality, and presents a number of recommendations to help academics use evaluation findings as research.
Arthur, L. & Cox, E. (2014) From evaluation to research, International Journal of Research & Method in Education, 37:2, 137-150. https://www.tandfonline.com/doi/abs/10.1080/1743727X.2013.795529
Arthur, L. & Cox, E. (2014) From evaluation to research, International Journal of Research & Method in Education, 37:2, 137-150. https://www.tandfonline.com/doi/abs/10.1080/1743727X.2013.795529
Traditionally there has been a tension between evaluation research and so-called pure research which has resulted in evaluation research seldom being recognized by the UK Research Assessment Exercises. The newly configured Research Excellence Framework (REF) will use similar criteria to judge research, notwithstanding the introduction of ‘impact’ to the assessment criteria. However, there are increasing numbers of academics employed in Higher Education who focus on evaluation studies as part of their work. This work, whilst providing the institution with valuable funding, draws them away from pure research and unless they can find ways to establish their credibility in terms of research publications, their careers may be affected. Drawing on the researchers’ own experience of evaluation research, together with focus group data, this article is concerned with ways in which evaluation can be developed to become research that will be recognized by the academic community for REF purposes. The article explores the similarities between research and evaluation in relation to purpose, knowledge production, politics, objectivity, generalizability and confidentiality, and presents a number of recommendations to help academics use evaluation findings as research.
Traditionally there has been a tension between evaluation research and so-called pure research which has resulted in evaluation research seldom being recognized by the UK Research Assessment Exercises. The newly configured Research Excellence Framework (REF) will use similar criteria to judge research, notwithstanding the introduction of ‘impact’ to the assessment criteria. However, there are increasing numbers of academics employed in Higher Education who focus on evaluation studies as part of their work. This work, whilst providing the institution with valuable funding, draws them away from pure research and unless they can find ways to establish their credibility in terms of research publications, their careers may be affected. Drawing on the researchers’ own experience of evaluation research, together with focus group data, this article is concerned with ways in which evaluation can be developed to become research that will be recognized by the academic community for REF purposes. The article explores the similarities between research and evaluation in relation to purpose, knowledge production, politics, objectivity, generalizability and confidentiality, and presents a number of recommendations to help academics use evaluation findings as research.
Bachkirova, T., Arthur, L., Reading, E. (2015). Evaluating a Coaching and Mentoring Programme: Challenges and Solutions. International Coaching Psychology Review, 10: 2, 175-189. https://psycnet.apa.org/record/2015-48361-006
Objectives: This paper describes an independently conducted research study to develop appropriate measures and evaluate the coaching/mentoring programme that the London Deanery had been running for over five years. It also aims to explore specific challenges in the evaluation of a large-scale coaching programme and to suggest new solutions.
Design: The challenges to evaluation included the need to use established but also context-relevant measures and the need for a rigorous but also pragmatic design that took into account a number of practical constraints. Overall it was a mixed method research design consisting of a within-subject quantitative study with support of a qualitative grounded theory methodology conducted in parallel.
Method: The selected measures for the quantitative part of the study included employee engagement, selfefficacy and self-compassion. An additional questionnaire SWRQ (Specific Work-Related Questionnaire) was developed as the result of a qualitative investigation with stakeholder representatives. It included a selfestimation by the coached clients of the extent to which they could attribute each change to the coaching received rather than any other factor. The qualitative part of the study included interviews with stakeholders and the analysis of responses to an open question in the SWRQ.
Results: 120 (78 per cent) of matched responses pre- and post-coaching were analysed and seven stakeholders interviewed. The results of the quantitative and qualitative analysis show improvement in all chosen scales. The analysis also shows that coaching was a major contributor to these changes.
Conclusions: The paper argues for the development of additional methods in outcome research on coaching programmes that are aligned with the main principles and philosophy of coaching as a practice.
Finch, J., Schaub, J., & Dalrymple, R. (2014) Projective Identification and the Fear of Failing: Making Sense of Practice Educators' Experiences of Failing Social Work Students in Practice Learning Settings. Journal of Social Work Practice 28(2).139-54. https://doi.org/10.1080/02650533.2013.854754
Finch, J., Schaub, J., & Dalrymple, R. (2014) Projective Identification and the Fear of Failing: Making Sense of Practice Educators' Experiences of Failing Social Work Students in Practice Learning Settings. Journal of Social Work Practice 28(2).139-54. https://doi.org/10.1080/02650533.2013.854754
The study focuses on emotional processes that may arise for practice educators when working with struggling or failing students in practice learning settings. Informed by a thematic review of the literature exploring the phenomenon of ‘failing to fail’, the study draws on two UK qualitative studies that highlighted the emotional distress experienced by practice educators when working with a marginal or failing student. The study draws key examples from these prior studies and argues that the psychoanalytic concept of projective identification offers a plausible and illuminating account of the states of mind experienced and reported by some practice educators in the ‘failing to fail’ dilemma. The notion is proffered as a conceptual framework for practice educators to explore and apply to their own practice as a means of making explicit unconscious states of mind, helping to recognise and rationalise these, thus supporting confidence in making appropriate assessment decisions.
The study focuses on emotional processes that may arise for practice educators when working with struggling or failing students in practice learning settings. Informed by a thematic review of the literature exploring the phenomenon of ‘failing to fail’, the study draws on two UK qualitative studies that highlighted the emotional distress experienced by practice educators when working with a marginal or failing student. The study draws key examples from these prior studies and argues that the psychoanalytic concept of projective identification offers a plausible and illuminating account of the states of mind experienced and reported by some practice educators in the ‘failing to fail’ dilemma. The notion is proffered as a conceptual framework for practice educators to explore and apply to their own practice as a means of making explicit unconscious states of mind, helping to recognise and rationalise these, thus supporting confidence in making appropriate assessment decisions.
Stepanyan, K., Mather, R., & Dalrymple, R. (2014) Culture, role and group work: A social network analysis perspective on an online collaborative course. British Journal of Educational Technology 45(4). 676-693. https://doi.org/10.1111/bjet.12076
Stepanyan, K., Mather, R., & Dalrymple, R. (2014) Culture, role and group work: A social network analysis perspective on an online collaborative course. British Journal of Educational Technology 45(4). 676-693. https://doi.org/10.1111/bjet.12076
This paper discusses the patterns of network dynamics within a multicultural online collaborative learning environment. It analyses the interaction of participants (both students and facilitators) within a discussion board that was established as part of a 3‐month online collaborative course. The study employs longitudinal probabilistic social network analysis (SNA) to identify the patterns and trends within the network. It conjectures and tests a set of hypotheses concerning the tendencies towards homophily/heterophily and preferential attachment. The paper presents identified interaction network patterns in relation to cultural differences. It also evaluates network dynamics by considering participant roles and group work in the course under study. Results of social network analyses are reported along with measures of statistical confidence in findings. The potential for extending exploratory SNA methods and visualisation techniques in educational research are discussed here.
This paper discusses the patterns of network dynamics within a multicultural online collaborative learning environment. It analyses the interaction of participants (both students and facilitators) within a discussion board that was established as part of a 3‐month online collaborative course. The study employs longitudinal probabilistic social network analysis (SNA) to identify the patterns and trends within the network. It conjectures and tests a set of hypotheses concerning the tendencies towards homophily/heterophily and preferential attachment. The paper presents identified interaction network patterns in relation to cultural differences. It also evaluates network dynamics by considering participant roles and group work in the course under study. Results of social network analyses are reported along with measures of statistical confidence in findings. The potential for extending exploratory SNA methods and visualisation techniques in educational research are discussed here.
Kotzor, S., Zhou, B. & Lahiri, A. (2020). (A)symmetry in vowel features in verbs and pseudoverbs: ERP evidence, Neuropsychologia 143, 107474. DOI: 10.1016/j.neuropsychologia.2020.107474.
Kotzor, S., Zhou, B. & Lahiri, A. (2020). (A)symmetry in vowel features in verbs and pseudoverbs: ERP evidence, Neuropsychologia 143, 107474. DOI: 10.1016/j.neuropsychologia.2020.107474.
Abstract
Abstract
This paper examines the processing of height and place contrasts in vowels in words and pseudowords, using mismatch negativity (MMN) to determine firstly whether asymmetries resulting from underlying representations found in the processing of vowels in isolation will remain in a word context and secondly whether there is any difference in the way these phonological differences manifest in pseudowords. The stimuli are two sets of English ablaut verbs and corresponding pseudowords (sit ~ sat/*sif ~ *saf and get ~ got/*gef ~ *gof) contrasting in vowel height ([high] vs. [low]) and place of articulation ([coronal] vs. [dorsal]). In line with previous research, the results show a processing asymmetry for place of articulation in both words and nonwords, while different vowel heights result in symmetrical MMN patterns. These findings confirm that an underspecification account provides the best explanation for featural processing and that phonological information is independent of lexical status.
This paper examines the processing of height and place contrasts in vowels in words and pseudowords, using mismatch negativity (MMN) to determine firstly whether asymmetries resulting from underlying representations found in the processing of vowels in isolation will remain in a word context and secondly whether there is any difference in the way these phonological differences manifest in pseudowords. The stimuli are two sets of English ablaut verbs and corresponding pseudowords (sit ~ sat/*sif ~ *saf and get ~ got/*gef ~ *gof) contrasting in vowel height ([high] vs. [low]) and place of articulation ([coronal] vs. [dorsal]). In line with previous research, the results show a processing asymmetry for place of articulation in both words and nonwords, while different vowel heights result in symmetrical MMN patterns. These findings confirm that an underspecification account provides the best explanation for featural processing and that phonological information is independent of lexical status.
Kotzor, S., Molineaux, B. J., Banks, E. & Lahiri A. (2016). “Fake” gemination in suffixed words and compounds in English and German. Journal of the Acoustical Society of America 140(1), 356–367. DOI: 10.1121/1.4955072
Kotzor, S., Molineaux, B. J., Banks, E. & Lahiri A. (2016). “Fake” gemination in suffixed words and compounds in English and German. Journal of the Acoustical Society of America 140(1), 356–367. DOI: 10.1121/1.4955072
Abstract
Abstract
In languages with an underlying consonantal length contrast, the most salient acoustic cue differentiating singletons and geminates is duration of closure. When concatenation of identical phonemes through affixation or compounding produces “fake” geminates, these may or may not be realized phonetically as true geminates. English and German no longer have a productive length contrast in consonants, but do allow sequences of identical consonants in certain morphological contexts, e.g., suffixation (green-ness; zahl-los “countless”) or compounding (pine nut; Schul-leiter “headmaster”). The question is whether such concatenated sequences are produced as geminates and realized acoustically with longer closure duration, and whether this holds in both languages. This issue is investigated here by analyzing the acoustics of native speakers reading suffixed and compound words containing both fake geminate and non-geminate consonants in similar phonological environments. Results indicate that the closure duration is consistently nearly twice as long for fake geminates across conditions. In addition, voice onset time is proportionally longer for fake geminates in English while vowel duration shows few significant differences (in German sonorants only). These results suggest that English and German speakers articulate fake geminates with acoustic characteristics similar to those found in languages with an underlying length contrast, despite no longer displaying the contrast morpheme-internally.
In languages with an underlying consonantal length contrast, the most salient acoustic cue differentiating singletons and geminates is duration of closure. When concatenation of identical phonemes through affixation or compounding produces “fake” geminates, these may or may not be realized phonetically as true geminates. English and German no longer have a productive length contrast in consonants, but do allow sequences of identical consonants in certain morphological contexts, e.g., suffixation (green-ness; zahl-los “countless”) or compounding (pine nut; Schul-leiter “headmaster”). The question is whether such concatenated sequences are produced as geminates and realized acoustically with longer closure duration, and whether this holds in both languages. This issue is investigated here by analyzing the acoustics of native speakers reading suffixed and compound words containing both fake geminate and non-geminate consonants in similar phonological environments. Results indicate that the closure duration is consistently nearly twice as long for fake geminates across conditions. In addition, voice onset time is proportionally longer for fake geminates in English while vowel duration shows few significant differences (in German sonorants only). These results suggest that English and German speakers articulate fake geminates with acoustic characteristics similar to those found in languages with an underlying length contrast, despite no longer displaying the contrast morpheme-internally.
Kotzor, S., Wetterlin, A, Roberts, A. C. & Lahiri, A. (2016). Processing of phonemic consonant length: semantic and fragment priming evidence from Bengali. Language and Speech 59(1), 83–112. DOI: 10.1177/0023830915580189
Kotzor, S., Wetterlin, A, Roberts, A. C. & Lahiri, A. (2016). Processing of phonemic consonant length: semantic and fragment priming evidence from Bengali. Language and Speech 59(1), 83–112. DOI: 10.1177/0023830915580189
Abstract
Abstract
Six cross-modal lexical decision tasks with priming probed listeners’ processing of the geminate–singleton contrast in Bengali, where duration alone leads to phonemic contrast ([pata] ‘leaf’ vs. [pat:a] ‘whereabouts’), in order to investigate the phonological representation of consonantal duration in the lexicon. Four form-priming experiments (auditory fragment primes and visual targets) were designed to investigate listeners’ sensitivity to segments of conflicting duration. Each prime derived from a real word ([kʰɔm]/[gʰenː]) was matched with a mispronunciation of the opposite duration (*[kʰɔmː]/*[gʰen]) and both were used to prime the full words [kʰɔma] (‘forgiveness’) and [gʰenːa] (‘disgust’) respectively. Although all fragments led to priming, the results showed an asymmetric pattern. The fragments of words with singletons mispronounced as geminates led to equal priming, while those with geminates mispronounced as singletons showed a difference. The priming effect of the real-word geminate fragment was significantly greater than that of its corresponding nonword singleton fragment. In two subsequent semantic priming tasks with full-word primes a stronger asymmetry was found: nonword geminates (*[kʰɔmːa]) primed semantically related words ([marjona] ‘forgiveness’) but singleton nonword primes (*[gʰena]) did not show priming. This overall asymmetry in the tolerance of geminate nonwords in place of singleton words is attributed to a representational mismatch and points towards a moraic representation of duration. While geminates require a mora which cannot be derived from singleton input, the additional information in geminate nonwords does not create a similar mismatch.
Six cross-modal lexical decision tasks with priming probed listeners’ processing of the geminate–singleton contrast in Bengali, where duration alone leads to phonemic contrast ([pata] ‘leaf’ vs. [pat:a] ‘whereabouts’), in order to investigate the phonological representation of consonantal duration in the lexicon. Four form-priming experiments (auditory fragment primes and visual targets) were designed to investigate listeners’ sensitivity to segments of conflicting duration. Each prime derived from a real word ([kʰɔm]/[gʰenː]) was matched with a mispronunciation of the opposite duration (*[kʰɔmː]/*[gʰen]) and both were used to prime the full words [kʰɔma] (‘forgiveness’) and [gʰenːa] (‘disgust’) respectively. Although all fragments led to priming, the results showed an asymmetric pattern. The fragments of words with singletons mispronounced as geminates led to equal priming, while those with geminates mispronounced as singletons showed a difference. The priming effect of the real-word geminate fragment was significantly greater than that of its corresponding nonword singleton fragment. In two subsequent semantic priming tasks with full-word primes a stronger asymmetry was found: nonword geminates (*[kʰɔmːa]) primed semantically related words ([marjona] ‘forgiveness’) but singleton nonword primes (*[gʰena]) did not show priming. This overall asymmetry in the tolerance of geminate nonwords in place of singleton words is attributed to a representational mismatch and points towards a moraic representation of duration. While geminates require a mora which cannot be derived from singleton input, the additional information in geminate nonwords does not create a similar mismatch.
McGregor, D. and Frodsham, S. (2019) Epistemic insights : Contemplating tensions between policy influences and creativity in school science British Educational Research Journal 45 (4) p.770 - 790 (click here)
McGregor, D. and Frodsham, S. (2019) Epistemic insights : Contemplating tensions between policy influences and creativity in school science British Educational Research Journal 45 (4) p.770 - 790 (click here)
Abstract
Abstract
Creativity and the way it could be supported in schools is understood differently by policy makers, practitioners and scientists. This article reviews, with a chronological lens, the development of policies that include teaching creativity and teaching for creativity. The epistemic tensions between the intentions of government and the nature of creativity as it emerges in learning or scientific work is introduced and reflected upon. There have been more than nine key educational policies that have been introduced over the last 50 years. Each of these are considered in this article and related to the ways that creativity is understood and expected to be taught, supported or enacted in schools by policy makers. In light of the need to support creativity as a key twenty‐first‐century skill, to ultimately enable current students (who will become the next generation of scientists) to develop the capabilities to address global concerns, this article highlights issues related to this issue. Epistemic insights are offered that relate to the development of aspects of creativity, including questioning, developing alternate ideas, ‘seeing’ things differently, innovation, curiosity, problem solving and evaluating. The ways that policy related to creativity in science appears not to recognise how creativity can be reified in these ways in schools suggests the need for rapid review, especially in light of the upcoming international creativity tests in 2021.
Creativity and the way it could be supported in schools is understood differently by policy makers, practitioners and scientists. This article reviews, with a chronological lens, the development of policies that include teaching creativity and teaching for creativity. The epistemic tensions between the intentions of government and the nature of creativity as it emerges in learning or scientific work is introduced and reflected upon. There have been more than nine key educational policies that have been introduced over the last 50 years. Each of these are considered in this article and related to the ways that creativity is understood and expected to be taught, supported or enacted in schools by policy makers. In light of the need to support creativity as a key twenty‐first‐century skill, to ultimately enable current students (who will become the next generation of scientists) to develop the capabilities to address global concerns, this article highlights issues related to this issue. Epistemic insights are offered that relate to the development of aspects of creativity, including questioning, developing alternate ideas, ‘seeing’ things differently, innovation, curiosity, problem solving and evaluating. The ways that policy related to creativity in science appears not to recognise how creativity can be reified in these ways in schools suggests the need for rapid review, especially in light of the upcoming international creativity tests in 2021.
McGregor, D., Frodsham, S. and Wilson, H. (2020) The nature of epistemological opportunities for doing, thinking and talking about science : Reflections on an effective intervention that promotes creativity. Research in Science and Technological Education https://doi.org/10.1080/02635143.2020.1799778
McGregor, D., Frodsham, S. and Wilson, H. (2020) The nature of epistemological opportunities for doing, thinking and talking about science : Reflections on an effective intervention that promotes creativity. Research in Science and Technological Education https://doi.org/10.1080/02635143.2020.1799778
Abstract
Abstract
Background
Background
Randomised Control Trials (RCT) involving large numbers of schools, teachers and pupils, can provide statistically significant evidence that an intervention ‘works’, or makes a difference to learning. However, often the quantitative data collected to illustrate the extent of impact is insufficient to illustrate exactly ‘how’ the intervention was enacted, what was done and ‘why’ it was successful. This paper collates a range of forms of data from an innovative professional training programme to indicate the nature of the promoted strategies that comprise the ‘intervention’ and consider how they worked in practice.
Randomised Control Trials (RCT) involving large numbers of schools, teachers and pupils, can provide statistically significant evidence that an intervention ‘works’, or makes a difference to learning. However, often the quantitative data collected to illustrate the extent of impact is insufficient to illustrate exactly ‘how’ the intervention was enacted, what was done and ‘why’ it was successful. This paper collates a range of forms of data from an innovative professional training programme to indicate the nature of the promoted strategies that comprise the ‘intervention’ and consider how they worked in practice.
Purpose
Purpose
To illustrate how a mixed methods approach is required to substantiate the nature, as well as the extent of impact, of an educational intervention. Namely, Thinking Doing and Talking Science (TDTS).
To illustrate how a mixed methods approach is required to substantiate the nature, as well as the extent of impact, of an educational intervention. Namely, Thinking Doing and Talking Science (TDTS).
Sample
Sample
The project reported on here involved 42 schools in a south east county in England, UK. 21 were the ‘experimental’ schools and 21 were ‘control’ schools.
The project reported on here involved 42 schools in a south east county in England, UK. 21 were the ‘experimental’ schools and 21 were ‘control’ schools.
Design and Methods.
Design and Methods.
The project was an Educational Endowment Fund (EEF) RCT designed to assess the impact of the TDTS intervention.
The project was an Educational Endowment Fund (EEF) RCT designed to assess the impact of the TDTS intervention.
Results
Results
Quantitative data showed TDTS had a statistically significant impact on the academic attainment of nine and ten-year olds, by at least three months. Various forms of qualitative data provided here offer evidential insights illustrating how and why the intervention had the impact it did on thinking and attainment.
Quantitative data showed TDTS had a statistically significant impact on the academic attainment of nine and ten-year olds, by at least three months. Various forms of qualitative data provided here offer evidential insights illustrating how and why the intervention had the impact it did on thinking and attainment.
Conclusions
Conclusions
Designing research projects that examine both the nature and extent of impact on pupils’ learning requires a mixed methods approach. This necessarily involves the statistical comparison of quantitative evidence from both the experimental and control school groupings. However, in addition to the quantitative data, qualitative evidence is required to elicit the precise nature of the intervention. This included observations during the professional development sessions, lesson transcripts, evaluative questionnaire data and interviews characterise a successful science learning intervention.
Designing research projects that examine both the nature and extent of impact on pupils’ learning requires a mixed methods approach. This necessarily involves the statistical comparison of quantitative evidence from both the experimental and control school groupings. However, in addition to the quantitative data, qualitative evidence is required to elicit the precise nature of the intervention. This included observations during the professional development sessions, lesson transcripts, evaluative questionnaire data and interviews characterise a successful science learning intervention.
McGregor, D., Baskerville, D., Anderson, D. and Duggan, A. (2019) Examining the use of drama to develop epistemological understanding about the Nature of Science : A collective case from experience in New Zealand and England. International Journal of Science Education https://www.tandfonline.com/doi/abs/10.1080/21548455.2019.1585994
McGregor, D., Baskerville, D., Anderson, D. and Duggan, A. (2019) Examining the use of drama to develop epistemological understanding about the Nature of Science : A collective case from experience in New Zealand and England. International Journal of Science Education https://www.tandfonline.com/doi/abs/10.1080/21548455.2019.1585994
Abstract
Abstract
Understanding the nature of science (NoS) is perplexing for young children because it is concerned with not only understanding how evidence is generated but also what kind of meanings can be made from information collected. However, acting as a scientist-in-role, making independent decisions about what information to collect and deciding how to go about it, can enable students to experience scientific practices that empower them to better appreciate and understand the NoS. This paper illustrates how drama processes, in two international settings in Wellington, New Zealand and Oxford, United Kingdom encouraged nine to ten-year-old children to engage in the scientific ‘as-if’ world. The data collected from these two locations was analysed deductively to illustrate how working-in-role can influence the nature of learning and shape the scientific practices experienced that consequently inform how the NoS is understood. The children in Wellington (New Zealand) worked in-role as atmospheric scientists to design a reduced-emissions race track. The class in Oxford (UK) adopted the role of technological scientists theorising about properties of materials to create and test original carriers designed to transport a range of everyday objects. How drama promoted working-in-role to experience scientific practices supporting the understanding of the NoS, are discussed. The findings suggest that being in-role as a scientist offered learners various opportunities to be agentive, to think and act scientifically, better appreciate the nature of work that scientists do and consequently appreciate the NoS.
Understanding the nature of science (NoS) is perplexing for young children because it is concerned with not only understanding how evidence is generated but also what kind of meanings can be made from information collected. However, acting as a scientist-in-role, making independent decisions about what information to collect and deciding how to go about it, can enable students to experience scientific practices that empower them to better appreciate and understand the NoS. This paper illustrates how drama processes, in two international settings in Wellington, New Zealand and Oxford, United Kingdom encouraged nine to ten-year-old children to engage in the scientific ‘as-if’ world. The data collected from these two locations was analysed deductively to illustrate how working-in-role can influence the nature of learning and shape the scientific practices experienced that consequently inform how the NoS is understood. The children in Wellington (New Zealand) worked in-role as atmospheric scientists to design a reduced-emissions race track. The class in Oxford (UK) adopted the role of technological scientists theorising about properties of materials to create and test original carriers designed to transport a range of everyday objects. How drama promoted working-in-role to experience scientific practices supporting the understanding of the NoS, are discussed. The findings suggest that being in-role as a scientist offered learners various opportunities to be agentive, to think and act scientifically, better appreciate the nature of work that scientists do and consequently appreciate the NoS.
Payne, R (2020) The Shock of the New, International Journal of Art and Design Education, https://onlinelibrary.wiley.com/doi/abs/10.1111/jade.12317
Payne, R (2020) The Shock of the New, International Journal of Art and Design Education, https://onlinelibrary.wiley.com/doi/abs/10.1111/jade.12317
Abstract
Abstract
Since 2017 I have examined the impact of shifting professional practices demonstrated by students of an Artist Teacher MA programme at an English university. Students repeatedly discuss the transformative nature of the course, and through an impact case study I have interrogated the conditions which enable profound changes to occur. Emerging findings indicate that pedagogies of uncertainty enacted within an inclusive community foster students’ experiences of visibility, being heard and valued professionally. This resulting pedagogic context encourages students to take risks in a safe environment and supports them to build sustainable practices applicable to educational and artistic communities alike. In this article I argue that pedagogic conditions which enable these ways of being are just as crucial now, as we live through an extraordinary global crisis. I engaged in an autoethnographic analysis of how findings from the artist teacher impact case study can inform my current working conditions during the COVID‐19 pandemic. Through reflexive journaling and art practice I documented my experiences of transferring face‐to‐face content to remote learning platforms. In the process I consider what can be learnt from established artist teacher practices, communities and the values that underpin them whilst I support an online teaching and learning community. Crucially I am concerned with how the opportunities and challenges afforded through remote learning shape my professional practices, and the extent to which pedagogies of uncertainty evident in the artist teacher impact case study are borne out through remote working.
Since 2017 I have examined the impact of shifting professional practices demonstrated by students of an Artist Teacher MA programme at an English university. Students repeatedly discuss the transformative nature of the course, and through an impact case study I have interrogated the conditions which enable profound changes to occur. Emerging findings indicate that pedagogies of uncertainty enacted within an inclusive community foster students’ experiences of visibility, being heard and valued professionally. This resulting pedagogic context encourages students to take risks in a safe environment and supports them to build sustainable practices applicable to educational and artistic communities alike. In this article I argue that pedagogic conditions which enable these ways of being are just as crucial now, as we live through an extraordinary global crisis. I engaged in an autoethnographic analysis of how findings from the artist teacher impact case study can inform my current working conditions during the COVID‐19 pandemic. Through reflexive journaling and art practice I documented my experiences of transferring face‐to‐face content to remote learning platforms. In the process I consider what can be learnt from established artist teacher practices, communities and the values that underpin them whilst I support an online teaching and learning community. Crucially I am concerned with how the opportunities and challenges afforded through remote learning shape my professional practices, and the extent to which pedagogies of uncertainty evident in the artist teacher impact case study are borne out through remote working.
Souza, A and Arthur, L. (2020). The impact of leadership on the professional development of teachers in complementary schools. Management in Education, vol. 34, no. 4, pp. 141-148. https://journals.sagepub.com/doi/full/10.1177/0892020620942509
Leadership in complementary schools is an under-researched area of studies. This article aims to address this gap in the literature by reporting on a study which focused on Brazilian complementary schools in the UK. Distributed leadership is adopted as a theoretical framework to analyse the relationship between leadership style and professional development provision. The data were collected via an online questionnaire and individual semi-structured interviews with leaders as well as focus group interviews with teachers and teaching assistants. We report on one of the schools and argue that the contextual constraints in which they operate lead to high levels of collaboration between leaders, teachers and teaching assistants. Consequently, a Community of Practice (CoP) is developed. We discuss the benefits this CoP brings to the school and suggest that conscious efforts be made to cultivate this social unit of learning to ensure the professional development of teachers in complementary schools.
Thorpe, A., Arthur, L., Souza, A. (2018). Leadership Succession as an Aspect of Organisational Sustainability in Complementary Schools in England. Leading and Managing, vol. 24, no. 2, pp. 61-73. (click here)
Thorpe, A., Arthur, L., Souza, A. (2018). Leadership Succession as an Aspect of Organisational Sustainability in Complementary Schools in England. Leading and Managing, vol. 24, no. 2, pp. 61-73. (click here)
The article explores leadership succession as an aspect of organisational sustainability in complementary schools in England as an example of how schools in precarious circumstances seek to ensure their survival and growth. The schools provide part-time education outside of mainstream, state-funded school systems in many countries. Often established by migrant and minority ethnic groups to teach language, culture, religion and/or to consolidate state school learning, a lack of resources can threaten their stability and development. Using concepts from organisational sustainability and leadership succession planning, we analyse data collected from seven Brazilian and Chinese complementary school leaders in England. Our focus on the little researched context of complementary schools adds to the understanding of leading and managing in distinctive and challenging circumstances. Their inclusion in the debates and research can foster different insights into the ways that schools in diverse and challenging contexts seek to ensure their survival and growth.
The article explores leadership succession as an aspect of organisational sustainability in complementary schools in England as an example of how schools in precarious circumstances seek to ensure their survival and growth. The schools provide part-time education outside of mainstream, state-funded school systems in many countries. Often established by migrant and minority ethnic groups to teach language, culture, religion and/or to consolidate state school learning, a lack of resources can threaten their stability and development. Using concepts from organisational sustainability and leadership succession planning, we analyse data collected from seven Brazilian and Chinese complementary school leaders in England. Our focus on the little researched context of complementary schools adds to the understanding of leading and managing in distinctive and challenging circumstances. Their inclusion in the debates and research can foster different insights into the ways that schools in diverse and challenging contexts seek to ensure their survival and growth.
Walkington, H., Stewart, K., Hall, E., Ackley, E and Shanahan, J.O. (2020) Salient practices of award-winning undergraduate research mentors – balancing freedom and control to achieve excellence. Studies in Higher Education. https://www.tandfonline.com/doi/full/10.1080/03075079.2019.1637838
Walkington, H., Stewart, K., Hall, E., Ackley, E and Shanahan, J.O. (2020) Salient practices of award-winning undergraduate research mentors – balancing freedom and control to achieve excellence. Studies in Higher Education. https://www.tandfonline.com/doi/full/10.1080/03075079.2019.1637838
Abstract
Abstract
This paper contributes to research on teaching excellence by extending the current body of literature pertaining to mentoring pedagogies in undergraduate research settings across diverse social, institutional and disciplinary contexts. Our data comes from in-depth interviews with 32 international faculty who have received excellence awards for undergraduate research mentoring. The data reveal a freedom – control dialectic, illuminating the ways in which expert mentors negotiate the desire to create opportunities for students to experience freedom and creativity in research, yet maintain control over the topic, quality and outcomes. The research findings reveal a defining characteristic of award-winning mentors as an ability to establish and sustain a sense of challenge, while maintaining meaningful engagement and a sense of achievement amongst students. The findings show the importance of tailoring practice to the needs of particular student groups, and there are implications for institutional resourcing, as well as mentor training and development.
This paper contributes to research on teaching excellence by extending the current body of literature pertaining to mentoring pedagogies in undergraduate research settings across diverse social, institutional and disciplinary contexts. Our data comes from in-depth interviews with 32 international faculty who have received excellence awards for undergraduate research mentoring. The data reveal a freedom – control dialectic, illuminating the ways in which expert mentors negotiate the desire to create opportunities for students to experience freedom and creativity in research, yet maintain control over the topic, quality and outcomes. The research findings reveal a defining characteristic of award-winning mentors as an ability to establish and sustain a sense of challenge, while maintaining meaningful engagement and a sense of achievement amongst students. The findings show the importance of tailoring practice to the needs of particular student groups, and there are implications for institutional resourcing, as well as mentor training and development.
Hall, E., Walkington, H., Shanahan, J., Ackley, E, and Stewart, K. (2018) Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: An analysis of award-winning mentors. International Journal for Academic Development. https://www.tandfonline.com/doi/abs/10.1080/1360144X.2017.1412972
Hall, E., Walkington, H., Shanahan, J., Ackley, E, and Stewart, K. (2018) Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: An analysis of award-winning mentors. International Journal for Academic Development. https://www.tandfonline.com/doi/abs/10.1080/1360144X.2017.1412972
Abstract
Abstract
This study examines how Undergraduate Research (UR) mentoring fits into the career profile of award-winning UR mentors and the factors that motivate engagement as UR mentors. Twenty-four award-winning UR mentors in four countries were interviewed about their mentoring practices. Six themes emerged: (1) Academic Identity and Motivations; (2) Challenges to Academic Identity and Career Development; (3) Enhanced Research Productivity; (4) Recognition and Reward; (5) Institution Values Commitment and (6) Developing Other Mentors. The authors discuss these themes and how the findings can be utilized for academic development and identity formation for faculty.
This study examines how Undergraduate Research (UR) mentoring fits into the career profile of award-winning UR mentors and the factors that motivate engagement as UR mentors. Twenty-four award-winning UR mentors in four countries were interviewed about their mentoring practices. Six themes emerged: (1) Academic Identity and Motivations; (2) Challenges to Academic Identity and Career Development; (3) Enhanced Research Productivity; (4) Recognition and Reward; (5) Institution Values Commitment and (6) Developing Other Mentors. The authors discuss these themes and how the findings can be utilized for academic development and identity formation for faculty.
Hill, J. L., and Walkington, H. (2016) Developing Graduate Attributes through participation in undergraduate research conferences. Journal of Geography in Higher Education. https://www.tandfonline.com/doi/full/10.1080/03098265.2016.1140128
Hill, J. L., and Walkington, H. (2016) Developing Graduate Attributes through participation in undergraduate research conferences. Journal of Geography in Higher Education. https://www.tandfonline.com/doi/full/10.1080/03098265.2016.1140128
Abstract
Abstract
Graduate attributes are a framework of skills, attitudes, values and knowledge that graduates should develop by the end of their degree programmes. Adopting a largely qualitative approach and using semi-structured interviews, this paper outlines students’ experiences at a national undergraduate research conference over three years and evidences the graduate attributes developed. The students demonstrated intellectual autonomy, repurposing their work for presentation to a multidisciplinary audience through conversation with and benchmarking against peers. They gained confidence in expressing their identity as researchers and moved towards self-authorship, consciously balancing the contextual nature of their disciplinary knowledge with intra-personally grounded goals and values.
Graduate attributes are a framework of skills, attitudes, values and knowledge that graduates should develop by the end of their degree programmes. Adopting a largely qualitative approach and using semi-structured interviews, this paper outlines students’ experiences at a national undergraduate research conference over three years and evidences the graduate attributes developed. The students demonstrated intellectual autonomy, repurposing their work for presentation to a multidisciplinary audience through conversation with and benchmarking against peers. They gained confidence in expressing their identity as researchers and moved towards self-authorship, consciously balancing the contextual nature of their disciplinary knowledge with intra-personally grounded goals and values.
Walkington, H. Hill, J. L. and Kneale, P.E. (2016) Reciprocal Elucidation: a student led pedagogy in multidisciplinary undergraduate research conferences. Higher Education Research and Development. https://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1208155?journalCode=cher20
Walkington, H. Hill, J. L. and Kneale, P.E. (2016) Reciprocal Elucidation: a student led pedagogy in multidisciplinary undergraduate research conferences. Higher Education Research and Development. https://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1208155?journalCode=cher20
Abstract
Abstract
There is no previous study of the benefits of attending a national multidisciplinary conference dedicated to undergraduate researchers, despite the growing number of such conferences internationally. This paper addresses the gap in knowledge of the learning gains from these conferences, and reveals a student driven learning process, a multidisciplinary signature pedagogy. It presents the results of 90 in-depth interviews with student conference participants conducted over three consecutive years of a multidisciplinary National Conference of Undergraduate Research (2012–2014). This paper uniquely captures the student voice on their perceived learning gains from this experience. The results reveal that some students co-create a pedagogy of Foucauldian reciprocal elucidation, through a sense of ‘unfinishedness’, allowing them to reflect on their own learning in the light of divergent perspectives, questions and frames of reference. Bidirectional exchange of ideas and insights enabled students to ask and answer questions that transformed each other’s thinking, allowing them to arrive at understandings they could not have achieved by themselves. The opportunity to present research in an authentic setting beyond disciplinary and institutional contexts developed students’ skills and confidence, giving additional value over and above the recognised benefits of engaging in research. The undergraduate research conference is framed as a threshold experience for the development of self-authorship. Significant implications for practice include supporting constructive dialogues between students and the creation of authentic and professional multidisciplinary contexts for sharing research.
There is no previous study of the benefits of attending a national multidisciplinary conference dedicated to undergraduate researchers, despite the growing number of such conferences internationally. This paper addresses the gap in knowledge of the learning gains from these conferences, and reveals a student driven learning process, a multidisciplinary signature pedagogy. It presents the results of 90 in-depth interviews with student conference participants conducted over three consecutive years of a multidisciplinary National Conference of Undergraduate Research (2012–2014). This paper uniquely captures the student voice on their perceived learning gains from this experience. The results reveal that some students co-create a pedagogy of Foucauldian reciprocal elucidation, through a sense of ‘unfinishedness’, allowing them to reflect on their own learning in the light of divergent perspectives, questions and frames of reference. Bidirectional exchange of ideas and insights enabled students to ask and answer questions that transformed each other’s thinking, allowing them to arrive at understandings they could not have achieved by themselves. The opportunity to present research in an authentic setting beyond disciplinary and institutional contexts developed students’ skills and confidence, giving additional value over and above the recognised benefits of engaging in research. The undergraduate research conference is framed as a threshold experience for the development of self-authorship. Significant implications for practice include supporting constructive dialogues between students and the creation of authentic and professional multidisciplinary contexts for sharing research.
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