Dr Kelly Dockerty K.Dockerty@hull.ac.uk
Senior Lecturer in Education and Registered Scientist (RSci)
Dr Kelly Dockerty K.Dockerty@hull.ac.uk
Senior Lecturer in Education and Registered Scientist (RSci)
Professor Jonathan Glazzard J.Glazzard@hull.ac.uk
Rosalind Hollis Professor of Education for Social Justice
This project will involve student teachers reflecting on aspects of teaching the English National Curriculum, and the scope of interweaving or the possible encumbrance of supporting children's understanding about aspects of social and climate justice. There is additional scope to support teachers to better understand the relevant underpinning legislation for example, the Equality Act and associated guidance for schools, Diversity and Inclusion Strategy 2018-2025, and the 2030 Agenda for Sustainable Development.
The three broad research questions of the study are:
How confident are trainee teachers in supporting/ designing lessons in the curriculum e.g., in National Curriculum subjects, that may address social or climate justice aspects?
What barriers and enablers to social and climate justice aspects do trainee teachers encounter when implementing the curriculum?
How has social or climate justice aspects explored in teaching practice influenced (or not) trainee's identities as future teachers?
Type of Project | Internally Funded: Research |
---|---|
Project Acronym | SIE-SCJ-TENC Study |
Status | Project Live |
Funder(s) | University of Hull |
Value | £0.00 |
Project Dates | Jan 1, 2025 - Sep 30, 2025 |
This project contributes to the following UN Sustainable Development Goals |
|
ECPE PPF: Engaging young people in the circular plastics economy Oct 1, 2019 - Nov 30, 2020
1-2-1 Academically asymmetrical paired mentoring: Improving GCSE science attainment amongst disadvantaged students Jan 1, 2021 - Jul 31, 2022
A previous RCT pilot study (Sharpe, Abrahams & Fotou, 2017) found that academically asymmetrical paired mentoring intervention (the one-to-one pairing of undergraduate STEM students with disadvantaged Year 11 students) had a statistically significant...
Read More about 1-2-1 Academically asymmetrical paired mentoring: Improving GCSE science attainment amongst disadvantaged students.
ASCENTS 1-2-1 Jan 1, 2023 - Dec 31, 2025
A previous RCT pilot study (Sharpe, Abrahams & Fotou, 2017) found that academically asymmetrical paired mentoring intervention (the one-to-one pairing of undergraduate STEM students with disadvantaged Year 11 students) had a statistically significant...
Read More about ASCENTS 1-2-1.
HEIF: Teacher to Researcher: supporting pupils mental health and well-being with a whole-school approach Mar 1, 2024 - Jul 31, 2024
This is a collaborative project. The project will be user-led, benefitting from existing relationships between two University of Hull academics and two Academy Trusts, with the relationships centred on partnership and knowledge exchange. There is a m...
Read More about HEIF: Teacher to Researcher: supporting pupils mental health and well-being with a whole-school approach.
Promoting awareness of healthy brains and wellbeing: co-developing educational resources Sep 23, 2024 - Jul 7, 2025
This is a collaboration between the Faculty of Arts, Cultures, and Education and Faculty of Health, and a registered Hull charity P.A.U.L For Brain Recovery. The aim of the project is to support learners in Hull to understand the importance of brain...
Read More about Promoting awareness of healthy brains and wellbeing: co-developing educational resources.
About Repository@Hull
Administrator e-mail: repository@hull.ac.uk
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Apache License Version 2.0 (http://www.apache.org/licenses/)
SIL OFL 1.1 (http://scripts.sil.org/OFL)
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