Victoria’s research is exploring different approaches to assessment without levels in schools, comparing them with assessment for Key Stage 1 and 2 SATs.
Kirsty’s research is investigating how the assessment of composing in UK secondary school examinations is impacting the teaching and learning of composing within schools.
Becky’s research looks at creative writing in Key Stage Four, exploring English teachers’ creative writing pedagogies, including how they shape teaching practice.
Eddie’s research is on Family Learning Birmingham, an initiative which aims to provide guidance for parents or carers who are either unemployed, on benefits or have very few qualifications by providing a way for families to learn together.
Aim of research
- improve student understanding of employability as a dynamic, lifelong concept
- offer students the opportunity to investigate, analyse and describe the literacy practices of workplaces and placements that they encountered whilst at university
- identify and evaluate workplace literacies in structured contexts
- make contributions that add value to employers
- encourage tutors to co-investigate workplace literacies with their students
- provide a meta-narrative of workplace literacies across different occupations
- embed overt instruction of workplace literacies into curriculum design across different disciplines
Martin Fautley (Birmingham City University), Pam Burnard and John Finney (Cambridge University), Pauline Adams (Institute of Education), Jonathan Savage (Manchester Metropolitan University).
- How can composers and teachers be supported to work most effectively together?
- How do professional composers make judgements about the quality of compositions and what are the indicators of progression? What correlation is there between these criteria and those of exam boards?
- What does creative progression look like – for example the difference between a Year 7 and a Year 9 composition – and how can we ensure progression within the secondary curriculum, particularly given the genre-based approach?
- What are the challenges around assessing creativity and how can students be supported to take risks, fail and experiment in a system where assessment is central?
To read more go to: http://www.bcu.ac.uk/research/stories/listen-imagine-compose
To read full REF report download the pdf: Birmingham City University – 25 – Creativity in Education
PhD student Shannon Ludgate of the School of Education talks about her research on children’s use of touchscreen technology. Shannon describes her research and what she hopes to achieve during the course of her PhD.
Martin Fautley, Professor of Education, Victoria Kinsella, Research Fellow in Education (Creativity), Phil Taylor, MA Education and Masters in Teaching and Learning Course Director, Jane O’Connor, Reader in Childhood Studies
The National Foundation for Youth Music has awarded grants to support 10 Exchanging Notes projects across England. Each project (a partnership between a school and specialist music provider) works with young people at risk of low attainment, disengagement, or educational exclusion to see how participation in regular music-making activities can enable achievement of musical, educational and wider outcomes. Researchers in the School of Education are supporting the project over a four-year period through the evaluation of the educational and musical outcomes of these new models.
Aim of research
This project aims to:
- See how participation in regular music-making activities can enable achievement of musical, educational and wider outcomes
- Explore these benefits across a variety of different musical approaches and styles
- Stimulate fresh thinking and support the aspirations set out in the National Plan for Music Education.
Read more here: http://www.bcu.ac.uk/research/stories/exchanging-notes
The International Society on Early Intervention holds a major conference very three to four years. This years’ conference focused on the rights of all children to develop to their full potential and to participate without barriers in all aspects of society Encouraging and supporting the inclusion of children with developmental delays and disabilities in natural environments, including family settings, child care, and preschool programs, is at the core of maximizing children’s rights. Indeed, the concept of full participation is consistent with two United Nations treaties that address these rights: Convention on the Rights of the Child and Convention on the Rights of Persons with Disabilities. The conference was dedicated to Ulf Janson who dedicated, devoted much of his professional life to promoting the rights of young children with disabilities, understanding the nature of social inclusion, and advocating for the full inclusion of all children and their families and Franz Peterander, Ph.D. Professor, Ludwig-Maximilians University reminded us of his commitment to ECI.
In this conference, early intervention was proposed as a basic right of all vulnerable children, and was explored from many perspectives. Issues related to access, equity, quality, and accountability were considered to be paramount. Strengthening families, training professional personnel, promoting social-emotional development, conducting reliable, valid, and culturally appropriate assessments, exploring issues related to institutional care and deinstitutionalization, examining the impact, prevention, and treatment of trauma, abuse, and neglect, testing and evaluating new strategies and techniques to promote a child’s development to the fullest, and developing approaches to enhance social inclusion were among the topics included. The development and evaluation of policies in individual countries or regions within countries to ensure that early intervention is among the rights of young children provided an important context.
Children and young people from Adolf Fredick’s Music School opened the conference with an assertion that ‘Children Rule the World’
The conference opened with an inspirational and moving performance from Adolf Fredrik’s Music School Youth Chorus. Following this, there were opening addresses from Anders Gustavsson, Ph.D. Professor, Stockholm University, Astrid Söderbergh Widding, Ph.D, President, Stockholm University and Mike Guralnick. During his address Mike announced Barry Carpenter’s recent award of Commander of the Order of the British Empire in recognition to his service to the field of Special Education Needs. Barry is an Independent Education Consultant from the UK and Carolyn has worked with Barry on research projects and publications.
The conference proceeded with plenary and parallel sessions focussed on a wide range of topics that were provided by and for 600 delegates from 55 countries. In addition delegates were invited to a wine and canapés at the Stockholm Town Hall where Nobel Peace Prizes are awarded.
Mike Guralnick described the conference as a landmark event in early intervention
Mike Guralnick, Chair of ISEI, described the conference as a landmark event in Early Intervention, stressing that there is currently a humanitarian crisis for vulnerable children. He explained that we need a systems based approach to services which must be coordinated within a team and work with parents. There needs to be universal agreement that every child has a right to early intervention.
Professor Ăkesson talked about growing up in Sweden
Professor Eva Björck Åkesson talked about an ecological transactional model and a biopsychosocial perspective which was focused on the preschool as an environment for participation, interaction, and development in the context of early intervention in Sweden. She explained that engagement and togetherness needs to be further researched and we need to be solution oriented, as there are many challenges to overcome in the field of early intervention.
Dr. Emily Baron Vargas talked about Building Sustainable National Systems for Early Childhood Intervention from her work at the RISE Institute that assists nations to develop strategic plans, systems, and programs for early childhood intervention (ECI) and hosts the Early Childhood Development (ECD) Task Force of the Global Partnership on Children with Disabilities.
Dr. Pia Rebello Britto (Global Chief and Senior Advisor, Early Childhood Development, UNICEF, New York) urged us to take Early Childhood Interventions into the sustainable development era. She argued that all children need good nutrition, stimulation and safety and protection in order to thrive. However, significant numbers of children around the world do not experience these basic human rights, which leads to unmet human potential. It is the role of the early childhood intervention community to change this. She challenged us to mobilise resources and raise the profile of this with policy makers.
There were a series of Master Lectures provided by international speakers on a wide range of EI subjects. A number of members of Eurlyaid attended and presented at the conference.
I presented two parallel sessions on a) Young children’s use of private speech in early years settings from my PhD findings and b) Applying relational pedagogy and professional love to early childhood intervention services
Carolyn Blackburn presenting findings from her Churchill Fellowship
The full programme for the conference can be found here https://depts.washington.edu/isei/ISEI_Program.pdf. The next conference will be held in Sydney in 2019.
Aim of research
This study aims to explore the early care and education experiences of children born prematurely through reports from parents. Research questions include:
- What are the early social experiences of young children born prematurely (as reported by parents)?
- What are parents’ memories of their children’s developmental milestones?
- Where children are attending early years settings, what are parents experiences of this, were there any difficulties/problems in finding suitable childcare provision?
- What advice/support do early years workers need to support children born prematurely and their families?
Read more here: http://www.bcu.ac.uk/research/stories/born-early