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All Outputs (60)

Ensuring children have the right knowledge and skills at the right time (2024)
Journal Article
Dockerty, K. (2024). Ensuring children have the right knowledge and skills at the right time. Primary science review : the primary science journal of the ASE, 15-17

Dr. Kelly Dockerty shares her thoughts on the implications for teacher training and practice, when considering the challenges highlighted by the Primary STEM Education Consultancy publication 'Links and Discrepancies between Maths and Science’ (2023)... Read More about Ensuring children have the right knowledge and skills at the right time.

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..

Training teachers during the COVID-19 pandemic: using live video for observation of practicum (2022)
Journal Article
Dockerty, K. (2022). Training teachers during the COVID-19 pandemic: using live video for observation of practicum. Research on Education and Media, 14(2), 15-21. https://doi.org/10.2478/rem-2022-0017

This article provides a vignette to exemplify how the training of teachers in primary schools in England was adapted in one context during the COVID-19 pandemic. One of the key challenges HEIs and Schools faced was how to continue to assess the pract... Read More about Training teachers during the COVID-19 pandemic: using live video for observation of practicum.

Cross-curricular real-world sustainable dilemmas (2022)
Journal Article
Dockerty, K., & Gleisinger, J. (2022). Cross-curricular real-world sustainable dilemmas. Primary Geography, 34-35

In this vignette of Initial Teacher Training, Kelly introduces the context and Jessie presents a project she devised in which pupils examined a problem-based scenario on a real-world sustainable development issue that was aligned to the National Curr... Read More about Cross-curricular real-world sustainable dilemmas.

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?.

Using video as a form of artistic communication: preparing for undergraduate assessment in Initial Teacher Education (ITE) (2021)
Journal Article
Dockerty, K. (2021). Using video as a form of artistic communication: preparing for undergraduate assessment in Initial Teacher Education (ITE). Research on Education and Media, 12(1), 22-33. https://doi.org/10.2478/rem-2020-0004

In a fast-evolving Higher Education (HE) landscape amid the COVID-19 Pandemic the need for a Lecturer in Education to be dynamic and innovative with assessment pedagogy is no longer a desired skill but mandatory. In response to the demand from studen... Read More about Using video as a form of artistic communication: preparing for undergraduate assessment in Initial Teacher Education (ITE).

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.

Narrating Sovereignty: The Covenant Chain in Intercultural Diplomacy (2019)
Journal Article
Hatton, H. (2019). Narrating Sovereignty: The Covenant Chain in Intercultural Diplomacy. Journal of early American history, 9(2-3), 118-144. https://doi.org/10.1163/18770703-00902015

This article considers Haudenosaunee recitals of the history of the Covenant Chain as a powerful communicative mechanism to define and assert sovereign identity and rights in the context of intercultural diplomacy. It reflects initially on the metaph... Read More about Narrating Sovereignty: The Covenant Chain in Intercultural Diplomacy.

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.

MorpethNewsTV interview with Dr Karen Lowing: Time Schools Spoke up for Northumbrian (2019)
Digital Artefact
(2019). MorpethNewsTV interview with Dr Karen Lowing: Time Schools Spoke up for Northumbrian. [YouTube]

Language enthusiasts striving to preserve and promote Northumbrian face an uphill struggle in schools.

That was one of the messages spelled out at Morpeth today at an event which bangs the drum for the County’s native tongue.

The Roland Bibby M... Read More about MorpethNewsTV interview with Dr Karen Lowing: Time Schools Spoke up for Northumbrian.

The Education Researcher is Dead; Long Live the Education Researcher! Closure from Crisis in Education Research (2019)
Presentation / Conference Contribution
Lowing, K., & Govender, N. (2019, September). The Education Researcher is Dead; Long Live the Education Researcher! Closure from Crisis in Education Research. Paper presented at ECER 2019, Hamburg

This paper reconsiders seemingly obsolete paradigm wars in education research, as a means to explain the continuing peripheralization of ‘context’ driven (Koutsouris and Norwich, 2018) qualitative and teacher-centred models of enquiry. Quietly enduri... Read More about The Education Researcher is Dead; Long Live the Education Researcher! Closure from Crisis in Education Research.