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Reconceptualising early years teacher training: policy, professionalism and integrity (2019)
Journal Article
Traunter, J. (2019). Reconceptualising early years teacher training: policy, professionalism and integrity. Education 3-13, 47(7), 831-841. https://doi.org/10.1080/03004279.2019.1622498

This paper seeks to identify the impact of the undergraduate Early Years Initial Teacher Training (EYITT) qualification on the emerging professional identity of a group of undergraduate students. The research explored the practical and academic self-... Read More

Engaging with young children’s voices: implications for practitioners’ pedagogical practice (2019)
Journal Article
Shaw, P. A. (2019). Engaging with young children’s voices: implications for practitioners’ pedagogical practice. Education 3-13, 49(7), 806-818. https://doi.org/10.1080/03004279.2019.1622496

The paper seeks to extend the knowledge and understanding of how engaging with young children’s voices in a meaningful way, can alter practitioners’ pedagogical practice and thus create environments for learning that are more inclusive. It draws on t... Read More

Alternative provision free schools: Educational fireworks or sparks of optimism for excluded young people? (2015)
Book Chapter
Hope, M. A. (2015). Alternative provision free schools: Educational fireworks or sparks of optimism for excluded young people?. In C. Cooper, S. Gormally, & G. Hughes (Eds.), Socially just, radical alternatives for education and youth work practice, 107-126. Palgrave Macmillan UK. https://doi.org/10.1057/9781137393593_6

For those of us who have spent our professional lives working alongside children and young people who are disaffected with education, re-imagining education — or more specifically, re-imagining schools — is crucial. Could it be possible for the state... Read More

Passing on the reins of responsibility? Comparing school principals’ values and practices in a ‘wicked’ reality (2014)
Journal Article
Wright, N., & Bottery, M. (2014). Passing on the reins of responsibility? Comparing school principals’ values and practices in a ‘wicked’ reality. Contemporary educational leadership, 1(4), 51-70

This study stemmed from concerns about school leaders' responses to the current global environmental situation. The issue was tack- led by asking what priority they gave to envi- ronmental issues in their schools by examining their perceptions about... Read More

Content in ESOL: what do learners find useful and important? (2014)
Journal Article
Nickson, M. (2014). Content in ESOL: what do learners find useful and important?. Language Issues, 25(2), 17-24

This research investigated course content in ESOL classes by asking ESOL learners to evaluate the usefulness and importance to them of a range of topics which they may encounter in their language class. A survey was administered to 117 learners rangi... Read More

Exploring inclusive practices in primary schools : focusing on children’s voices (2014)
Journal Article
Adderley, R., Hope, M., Hughes, G., Jones, L., Messiou, K., & Shaw, T. (2014). Exploring inclusive practices in primary schools : focusing on children’s voices. European journal of special needs education, 30(1), 106-121. https://doi.org/10.1080/08856257.2014.964580

This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children about how the practices of teachers helped and/or hindered their sense of inclusion in classr... Read More

Lessons from the future: ICT scenarios and the education of teachers (2005)
Journal Article
Williams, P. (2005). Lessons from the future: ICT scenarios and the education of teachers. Journal of education for teaching : JET, 31(4), 319-339. https://doi.org/10.1080/02607470500280209

This paper reviews significant events of the last 25 years in schools and teacher education in England and looks ahead to the next 25 years. Various scenarios for the future are examined and the potential is considered for new forms of teachers' init... Read More