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All Outputs (22)

The Reflective Approach to Teaching Practicum Debriefing (RATPD): A Tool for Activating Key Cognitivist Principles and Achieving Reflective Teaching Practicum Outcomes. (A Research-based thought piece) (2025)
Journal Article
Minott, M. (online). The Reflective Approach to Teaching Practicum Debriefing (RATPD): A Tool for Activating Key Cognitivist Principles and Achieving Reflective Teaching Practicum Outcomes. (A Research-based thought piece). Reflective practice, https://doi.org/10.1080/14623943.2025.2541426

This research-based thought piece presents an opinion or perspective on a topic, backed by evidence and insights derived from research. It draws readers’ attention to the pervasive nature
of reflection, reflective teaching, learning, and the Reflect... Read More about The Reflective Approach to Teaching Practicum Debriefing (RATPD): A Tool for Activating Key Cognitivist Principles and Achieving Reflective Teaching Practicum Outcomes. (A Research-based thought piece).

Fixed ‘Formative-Specific' Assessment Rubrics and ‘Formal’ Formative Assessment: Evolving formative assessment processes for a large-scale international student-taught master’s Education module (2025)
Journal Article
Minott, M., Holmes, A., & Hopkins, P. (2025). Fixed ‘Formative-Specific' Assessment Rubrics and ‘Formal’ Formative Assessment: Evolving formative assessment processes for a large-scale international student-taught master’s Education module. Enhancing Teaching and Learning in Higher Education, 2, 95-130. https://doi.org/10.62512/etlhe.21

Assessment rubrics are a central component of developing students’ assessment literacy. They are usually used both for the summative assessment of learning, and, formatively, to develop students’ understanding of the standard of work required to be s... Read More about Fixed ‘Formative-Specific' Assessment Rubrics and ‘Formal’ Formative Assessment: Evolving formative assessment processes for a large-scale international student-taught master’s Education module.

How head teachers can create a supportive workplace where teachers feel valued and respected (2024)
Journal Article
Minott, M. (2025). How head teachers can create a supportive workplace where teachers feel valued and respected. Management in Education, https://doi.org/10.1177/08920206241281621

This opinion piece proposes a solution to the issue of some head teachers or principals failing in both their words and actions to recognize and acknowledge the importance of teachers and their professional abilities and contributions.

Here’s Why you should use the Reflective Approach to Teaching Practicum Debriefing (RATPD): Insights into its Usefulness, Benefits, and Challenges from over a decade of research. (2024)
Journal Article
Minott, M. (2024). Here’s Why you should use the Reflective Approach to Teaching Practicum Debriefing (RATPD): Insights into its Usefulness, Benefits, and Challenges from over a decade of research. Essays in Education, 30(2), Article 2

Presently, a common occurrence is seeking customers’ views on products and services. Recently, I contacted my local bank for a replacement bank card, and within a few days, I got a “we value your feedback” email in my inbox. This essay, which aims to... Read More about Here’s Why you should use the Reflective Approach to Teaching Practicum Debriefing (RATPD): Insights into its Usefulness, Benefits, and Challenges from over a decade of research..

Looking for another assessment tool that activates the principles of AaL (Assessment as Learning)? Look no further than the RATPD! (2024)
Journal Article
Minott, M. (2024). Looking for another assessment tool that activates the principles of AaL (Assessment as Learning)? Look no further than the RATPD!. Essays in Education, 30(1), Article 1

Frequently discussed in the literature on assessment, are the ideas of assessment of learning (AoL), assessment for learning (AfL) and assessment as learning (AaL). This review paper draws the readers’ attention to the idea of assessment as learning... Read More about Looking for another assessment tool that activates the principles of AaL (Assessment as Learning)? Look no further than the RATPD!.

Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module. (2023)
Journal Article
Minott, M. (2023). Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module. Reflective practice, 24(6), 721-735. https://doi.org/10.1080/14623943.2023.2246909

This action research study aimed to ascertain the usefulness of a modified version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy in ascertaining the degree to which students in a United Kingdom university faculty of e... Read More about Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module..

A discursive psychological examination of educators’ experiences of children with disabilities accessing the Internet: a role for digital resilience (2023)
Journal Article
Hammond, S. P., D'Arcy, J., Minott, M., & Krasniqi, E. (2023). A discursive psychological examination of educators’ experiences of children with disabilities accessing the Internet: a role for digital resilience. Information, Communication and Society, https://doi.org/10.1080/1369118x.2023.2185103

Educators have an increasingly important role in supporting children with disabilities to connect with and through the Internet. Children with disabilities encounter more risks in connected environments than their peers. These risk experiences are li... Read More about A discursive psychological examination of educators’ experiences of children with disabilities accessing the Internet: a role for digital resilience.

Changing Conversations: Empowering vulnerable children in a connected world. (2022)
Report
Minott, M., Hammond, S., D’Arcy, J., Boswell, F., Krasniqi, E., & Birkenhead, J. (2022). Changing Conversations: Empowering vulnerable children in a connected world. Internet Matters

Executive Summary:
There are millions of vulnerable children growing up in the United Kingdom (UK). For example, in England alone, there are over a million children registered as having special educational needs and approximately one in six childr... Read More about Changing Conversations: Empowering vulnerable children in a connected world..

Computer-based examinations: unearthing exam invigilators’ perspectives, tacit work-related knowledge, and skills via reflection-on-experience (2022)
Journal Article
Minott, M. A. (2022). Computer-based examinations: unearthing exam invigilators’ perspectives, tacit work-related knowledge, and skills via reflection-on-experience. Journal of Perspectives in Applied Academic Practice, 9(3), 15-21. https://doi.org/10.14297/jpaap.v9i3.465

The purpose of this small qualitative study is two-fold: first, to show how ‘reflection-on-experience’ enacted through interviews can unearth the tacit work-related knowledge and skills exam invigilators developed on the job and second, to continue r... Read More about Computer-based examinations: unearthing exam invigilators’ perspectives, tacit work-related knowledge, and skills via reflection-on-experience.

A Case for a Reflective Approach to Teaching Practicum Debriefing with Implications for Teacher Educators and Education. (2021)
Journal Article
Minott, M. (2021). A Case for a Reflective Approach to Teaching Practicum Debriefing with Implications for Teacher Educators and Education. Teacher Education Advancement Network Journal, 13(1), 73-85

Over the past 30 years, the teaching profession has embraced the notion of the teacher as a reflective practitioner, which has led to an increased emphasis on teacher education programmes offering learning experiences that model and encourage reflect... Read More about A Case for a Reflective Approach to Teaching Practicum Debriefing with Implications for Teacher Educators and Education..

Thought piece: to what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study? (2021)
Journal Article
Minott, M. (2022). Thought piece: to what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study?. Reflective practice, 23(1), 81-87. https://doi.org/10.1080/14623943.2021.1982687

This thought piece draws the readers’ attention to the pervasive nature of reflection, reflective teaching and learning and the use of questions. Specifically discussed; are the theoretical framework that guides the piece, reflective teaching, the re... Read More about Thought piece: to what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study?.

Exam Preparation: Concerns of London Upper Secondary School Students with Implications for Teachers and Teaching (2020)
Journal Article
Minott, M. A. (2020). Exam Preparation: Concerns of London Upper Secondary School Students with Implications for Teachers and Teaching. Journal of Educational Research and Practice, 10(1), 338-350. https://doi.org/10.5590/jerap.2020.10.1.21

The aim of this qualitative case study was to ascertain factors impacting the examination preparation process and causing concerns for London upper secondary students, to learn steps taken to reduce and/or resolve the concerns, and to discuss the imp... Read More about Exam Preparation: Concerns of London Upper Secondary School Students with Implications for Teachers and Teaching.

To what extent is 'thinking on your feet'/reflection-in-action relevant to the role of Further and Higher Education examination invigilators? Implications for examination policy and practice. (2020)
Journal Article
Minott, M. (2020). To what extent is 'thinking on your feet'/reflection-in-action relevant to the role of Further and Higher Education examination invigilators? Implications for examination policy and practice. Journal of Perspectives in Applied Academic Practice, 8(1), 52-58. https://doi.org/10.14297/jpaap.v8i1.398

The aim of this small-scale grounded approach qualitative study was to examine the extent to which the skill of 'thinking on your feet'/reflection-in-action is relevant to the role of further and higher education examination invigilators, particularl... Read More about To what extent is 'thinking on your feet'/reflection-in-action relevant to the role of Further and Higher Education examination invigilators? Implications for examination policy and practice..

“Teacher characteristics they value”: London upper secondary students’ perspectives (2020)
Journal Article
Minott, M. (2022). “Teacher characteristics they value”: London upper secondary students’ perspectives. Educational studies, 48(1), 33-43. https://doi.org/10.1080/03055698.2020.1740879

The purpose of this qualitative study is to provide answers to the research question, “What teacher characteristics do London upper Secondary school students value?” Using convenient or opportunity sampling, 51 Grade 12 and 13 students ages 16–18 in... Read More about “Teacher characteristics they value”: London upper secondary students’ perspectives.

Building work-related knowledge about examination invigilation through reflective journaling (2020)
Journal Article
Minott, M. (2020). Building work-related knowledge about examination invigilation through reflective journaling. Journal of Workplace Learning, 32(2), 97-107. https://doi.org/10.1108/JWL-06-2019-0068

Purpose: The purpose of the self-study is two-fold: first, to aid in redressing the lack of attention given to the professional development i.e., the building of practical or work-related knowledge of examination invigilators and second, to forward t... Read More about Building work-related knowledge about examination invigilation through reflective journaling.

Encouraging Postgraduate Dissertation Students’ Deep Reflection-on-Learning: A Case for a Reflective Approach to Evaluating Students’ Learning (2019)
Journal Article
Minott, M. (2019). Encouraging Postgraduate Dissertation Students’ Deep Reflection-on-Learning: A Case for a Reflective Approach to Evaluating Students’ Learning. Journal of Education and Practice, 10(33), 29-36. https://doi.org/10.7176/jep/10-33-06

Over the past 30 years, the teaching profession has embraced the notion of the teacher as a reflective practitioner, which has led to an increased emphasis on teacher education programs offering learning experiences that model and encourage reflectiv... Read More about Encouraging Postgraduate Dissertation Students’ Deep Reflection-on-Learning: A Case for a Reflective Approach to Evaluating Students’ Learning.

A multinational perspective on aspects of schooling to which Newly Qualified Teachers (NQTs) could contribute. (2019)
Journal Article
Minott, M. (2019). A multinational perspective on aspects of schooling to which Newly Qualified Teachers (NQTs) could contribute. Teacher Education Advancement Network Journal, 11(1), 95-105

The purpose of this grounded approach study is to provide answers to the research question ‘what aspect(s) of schooling could newly qualified teachers contribute to, and why?’ Via emails, 22 newly qualified teachers (NQTs) from 10 countries provided... Read More about A multinational perspective on aspects of schooling to which Newly Qualified Teachers (NQTs) could contribute..

Reflective teaching, inclusive teaching and the teacher’s tasks in the inclusive classroom: a literary investigation (2019)
Journal Article
Minott, M. (2019). Reflective teaching, inclusive teaching and the teacher’s tasks in the inclusive classroom: a literary investigation. British Journal of Special Education, 46(2), 226-238. https://doi.org/10.1111/1467-8578.12260

This article has three aims: to continue the process of giving credence to reflective teaching, which is integral to effective teaching and learning; to make explicit the connections between reflective teaching and inclusive teaching; and to identify... Read More about Reflective teaching, inclusive teaching and the teacher’s tasks in the inclusive classroom: a literary investigation.

External Examination Invigilators’ (EEIs) Beliefs and Inference About Activities They Consider Important: Implication for Examination Policy (2018)
Journal Article
Minott, M. A. (2018). External Examination Invigilators’ (EEIs) Beliefs and Inference About Activities They Consider Important: Implication for Examination Policy. Journal of Perspectives in Applied Academic Practice, 6(1), 47-54. https://doi.org/10.14297/jpaap.v6i1.258

The aim of this small-scale grounded approach qualitative study was to examine the beliefs of selected external examination invigilators (EEIs) and infer the kinds of activities they consider important. The importance of this study rested in the fact... Read More about External Examination Invigilators’ (EEIs) Beliefs and Inference About Activities They Consider Important: Implication for Examination Policy.