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.
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
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.
Alex Kendall, Associate Dean of Research and Business Development, in partnership with: University of Beira Interior (Portugal), Capa Anatolio Teacher Training School (Turkey), National Institute for Training and Career Development in Education (Bulgaria), Novancia Business School Paris (France), University of Žilina (Slovakia).
Aims of research
PaCCT aimed to:
- achieve a better understanding of approaches to CPD in each of the countries
- identify and share examples of good practice
- develop a framework for effective practice
Name: Mary-Rose Puttick
Role at BCU: PhD Student / Assistant Lecturer
- Issues faced by refugees / asylum seekers which influence marginalization / integration
- Inter-cultural communication with second-language parents around U.K. legislation such as Safeguarding, FGM, and Prevent
- Complex identities of culturally-diverse migrant mothers attending Family Learning classes
- Empowering second-language parents with low-literacy skills in their first language by drawing on alternative cultural ‘literacies’
Research you are currently working on: I am currently working on my PhD in which I am exploring the concepts of identity and community from the perspective of culturally-diverse, second-language mothers in Birmingham Family Learning classes. Within this I’m also looking at the impact that the government’s Prevent strategy has had on these women. I am aiming to volunteer with some of these groups and to explore creative methods to represent their voices, drawing upon their trajectories and cultural histories.
Research methodologies you are using: At the moment I’m exploring some creative methodologies such as Laurel Richardson’s crystallization process as a way to incorporate the voices of parents from different countries in diverse ways which may be more fitting to their cultural traditions and histories such as oral testimonies, poetry, as well as other art forms
Current issues, thoughts and reflections on education & research: The experiences I have gained in teaching ESOL/Family Literacy in adult/community education for the past 12 years has really stimulated my interest in the complex identities of individuals from diasporic communities and how these can be influenced by wide-ranging social, political and cultural factors from the different countries in which they have lived. These factors can create inclusion and exclusion within and between cultural groups. I’m hoping that by carrying out research into this area, it will help to produce some practical outcomes in different educational contexts, such as improving communication strategies between schools and second-language parents, and providing Family Learning classes which are more tailored to the specific needs of different cultural groups.
Most influential research you have read/seen: I’ve recently read two books by Irene Gedalof and Fatema Mernissi which both originated from their PhD theses and which have been really inspiring in directing me with my current research. Gedalof’s ‘Against Purity’ focuses on the imbalances of white Western feminism in terms of gender with other forms of difference such as race, ethnicity, and nation and points to the consideration of multiple factors by Indian feminists in considering the identities of women from diasporic communities. Fatema Mernissi was a Moroccan feminist and sociologist. I’ve read one of her books so far ‘Beyond the Veil’ which questions predominant discourses of Islam being the main cause of oppression for Muslim women and focuses instead on the political manipulation of religion.
Advice for new researchers: One of my supervisors advised me to write regularly, even very rough drafts. I have found this really useful in helping me to keep track of what I’ve been reading and to get into the habit of frequent critical/analytical writing.
Mini fact about you: Some of my favourite things to do are: cycling, yoga, charity shopping, art galleries, and visiting my family in San Diego.
Carolyn Blackburn attended a prestigious Award Ceremony for her Winston Churchill Memorial Trust Travelling Fellowship recently. In this blog entry she reflects on the ceremony.
On Wednesday 18th May, I travelled to London with 128 other Fellows to receive my Winston Churchill Fellowship Medallion from Professor Brian Clarke at a prestigious biennial award ceremony. The event was held at Church House near Westminster.
Church House has significant Churchillian associations as during the Blitz, Winston Churchill requisitioned Church House as a makeshift Houses of Parliament after the originals had been damaged by bombing. It was also from Church House that he made his famous speech announcing the sinking of the Bismarck on 24th May 1941. It was an ideal venue to hold the event.
The Agenda for the event included a talk from Brian about his own Fellowship following an introduction from the Chair of the Advisory Council, Anne Boyd and a presentation from the Chief Executive Julia Weston. The Hon Jeremy Soames made the concluding remarks before Afternoon Tea was served for Fellows and guests.
The Travelling Fellowships provide opportunities for UK citizens to go abroad on a worthwhile project of their own choosing, with the aim of enriching their lives through their global experiences – and to bring back the benefit to others in their UK profession or community through sharing the results of their new knowledge.
Twenty two Fellows received awards in the Children and Young People category of which I was proud to be one of them. It was inspiring to hear about Fellows travels across the Globe with projects ranging from child exploitation to mental health interventions to FGM and everything inbetween. My own Fellowship was about Relationship Based Early Intervention Services for Children with Complex Disabilities and I’m delighted to say that since returning to the UK, I’ve been elected as Board Member of Eurlyaid, had an article published in the International Journal of Birth and Parenting Education, presented my findings at EASPD’s conference in Moldova – entitled Growing Together in Early Childhood Intervention, had a paper accepted at BCU Wellbeing conference and been granted funding from BCU to explore Early Care and Education for Young Children Born Prematurely.
Professor Brian Clarke praised all the Fellows for their outstanding achievements, and said that:
“I know from personal experience that the Fellowship represents a wonderful opportunity. I am continually amazed and inspired by the Churchill Fellows dedication and commitment to making a difference in so many areas affecting today’s society.”
You can read more about Carolyn’s journey to New Zealand on her personal blog https://drblackburnblog.wordpress.com/