School of Education

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Spellbound...?: A hermeneutic response to disillusionment in the contemporary university

Universities occupy an important place in the world’s economies, and the idea and purpose of the university is a question that has historically received considerable attention. In recent years, a state of disillusionment among UK academics has been observed, and attributed in part to a belief that the economic mandate of the contemporary university has become alienated from its academic mission. This thesis aims to further explore and understand this disillusionment in context, through eliciting the experiences and conceptions of teachers, students, and managers—groups that are also, in a sense, alienated from one another—and ‘bringing them into conversation’. The thesis presents a framework of ideas pertaining to disillusionment as a state of mind, including disenchantment as a corresponding state of world and its opposite, enchantment. It uses these concepts to build a theory of disillusionment in the university, drawing on a novel methodology that is informed by philosophical hermeneutics and justified in …

Type: thesis
Creators: Jordan, Lindsay Ellen;
Year: 2020
Access: openAccess
Status: Live|Last updated:April 4, 2022 11:15 AM
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“I am a Health Visitor now”: An Investigation of Student Health Visitors’ perceptions of their Professional Identity

In many health care professions professional identity is considered to be important because it aids recruitment and retention and improves quality of care. Professional identity in nursing has been examined in depth in relation to students joining the profession but it has not been considered in detail in relation to those who change roles in nursing. Professional identity in health visiting is significant because health visiting has a complex history from independent practice to a specialist branch of nursing. Health visitors are qualified nurses who complete a year-long post-qualification course and this thesis explores whether these preparation and transition programmes have a role in their professional identity development. Therefore, this study aims to examine professional identity in an under-researched professional group and to identify implications for educationalists involved in the professional preparation of HVs. This study involved a narrative inquiry wherein five student health visitors took part…

Type: thesis
Creators: Goodman-Brown, Jane;
Year: 2020
Access: openAccess
Status: Live|Last updated:April 1, 2022 11:06 AM
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Exploring service development to scaffold cross-disciplinary critical maker-learning in a Higher Education Academic Library makerspace: A Case Study through the lens of Cultural-Historical Activity Theory

This thesis is a US-based case study that analyses the evolution of a university academic library makerspace service supporting experiential maker-learning. Tensions and contradictions are analysed around cross-disciplinary needs, and the developing pragmatics of practice to support inclusive, sustainable maker-learning. The research goal was to address the twin concerns of understanding the nature of the learning occurring and to critically appraise the particular learning affordances the library service offers in this context. Data was obtained from students and academics across disciplines and professional staff in the research contexts of maker-learning occurring in lessons, training, and free activity in the makerspace. Critical understanding was achieved through an engagement with key educational concepts relevant to maker-learning (e.g., ZPD: Zone of Proximal Development, Vygotsky, 1978) in a Cultural-Historical Activity Theory (CHAT, Engeström,1987) framework. The key findings include a new understand…

Type: thesis
Creators: Curry, Robert;
Year: 2021
Access: embargoedAccess
Status: Live|Last updated:April 1, 2022 9:51 AM
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Capitalising on linguistic diversity via a bidialectal intervention programme to improve linguistic performance and sociolinguistic awareness in two proximal varieties

Extensive theoretical and empirical research conducted in settings where proximal varieties are used simultaneously has highlighted the benefits associated with capitalising on linguistic diversity in education. In fact, long-standing research on bidialectal models of instruction which use the dialectal native variety in tandem with the standard language has shown that linguistic diversity, when recognised, respected and promoted, can improve students’ scholarly performance dramatically, while promoting social, cultural, pedagogical, cognitive and linguistic advancement. Yet, national policies on language and literacy curricula still reinforce approaches which favour the standard language(s), while linguistic bias and oppression still occur, even when bidialectal education policies are part of official language policies: evaluations on theoretically bilingual/bidialectal programmes point to covert monolingual/monodialectal aims, screening and assessment methods. Addressing a gap in research, this study seeks …

Type: thesis
Creators: Ayiomamitou, Ioli;
Year: 2018
Access: openAccess
Status: Live|Last updated:March 21, 2022 11:04 AM
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Teaching and learning writing at primary school: an exploration of writing environments, transcription and text generation

Introduction: Children’s writing skill continues to cause concern. While research into interventions is on-going, little is known about writing in natural classroom environments or the effects of individual differences on everyday performance. This project examined real-life handwritten work in primary school, focussing on transcription and its relationship with text-generation in different classroom writing environments (i.e. whether content is teacherdetermined, child-determined, or generated jointly by teachers and children). Method: Nine Year 5 teachers were interviewed about their classroom practice, training, and beliefs relating to writing tuition. All handwritten work by 135 children from one week was photographed and transcribed. Amount written and spelling accuracy were compared between children, classes and writing environments. Relationships between transcription and word-level text generation were examined. Compositional quality of child-generated writing was scored and factors drawn from the ent…

Type: thesis
Creators: Molyneaux, Annabel Margaret;
Year: 2019
Access: openAccess
Status: Live|Last updated:March 14, 2022 11:49 AM
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Engineering Tolerance: Origins of Multicultural Education Policies in the Atlantic World from 1941 to 1988

This study aims to trace the lines of communication between the United Kingdom, United States, Canada, and France from the early 1940s through 1989 on one subject of policymaking— attempts to shape the minds of citizens through education and schooling. Resulting policies were remarkably similar, in that these were policies that reorganized schools systems and repurposed education to establish in their children a new, more tolerant, and open mind-set. This shift into an interconnected transnational framework should deepen and broaden the scale and scope of my work’s novelty and contribution to the field. In particular, seeking to establish a direct correlation between the United Kingdom and comparators in the Atlantic World, with the United Kingdom as a locus for the greater transnational development of multicultural education policies, will be an original contribution to the discipline. The examination of this thesis was a transnational one that tracked the open dialogue between comparator nations and the res…

Type: thesis
Creators: Bashor, Melanie;
Year: 2016
Access: openAccess
Status: Live|Last updated:March 14, 2022 10:21 AM
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Do Student Nurses experience a Theory-Practice Gap? A Case Study

Receiving mixed messages between what they learn at university and what they observe occurring in the clinical learning environment can make learning nursing skills a difficult, challenging, and complex process for students. A theory-practice (T-P) gap has previously been acknowledged within nursing (Rolfe 2002, Maben, Latter and Macleod Clark 2006, Monaghan 2015), yet no clear definition of the concept exists. Therefore a concept analysis of the term ‘theory-practice gap’ was initially undertaken in order to seek clarification of the concept and to provide an original and operational definition for the research study that followed. This interpretivist study aimed to gain an insight from second-year nursing students regarding their experiences, if any, of a T-P gap as they learned to administer intramuscular injections (IMI). Yin’s (2003) single case study with embedded units design was used as a methodological construct for the research providing the researcher with the ability to analyse the data within, be…

Type: thesis
Creators: Greenway, Kathleen;
Year: 2018
Access: openAccess
Status: Live|Last updated:March 11, 2022 12:50 PM
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Education as a political experience: A phenomenology of citizenship education in Israel

The thesis presents a study of citizenship education, by examining how it is taught in Israel. Its primary aim is to understand the relation between politics and education as it manifests in interactions between teachers and students. The study includes interviews with Israeli teachers about their practice, alongside a philosophical inquiry into the educational requirements of political life. Political phenomenology is introduced as a methodological basis for a new understanding of citizenship education. The first chapter explores the tenuous relationship between education and politics, and points to the specific dangers it poses in the Israeli case. The second chapter reviews the assumptions concerning pedagogy and politics within different accounts of citizenship education. The third chapter examines how these accounts influence Israeli educational discourse, through analysis of policy documents and educational research into citizenship education. Hannah Arendt’s conception of citizenship as political actio…

Type: thesis
Creators: Gideon, Ido;
Year: 2017
Access: openAccess
Status: Live|Last updated:March 11, 2022 12:38 PM
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Choices, Choices, Choices: The Nature of Children’s Agency Within a Forest School Context

The use of Forest Schools (FS) to promote outdoor learning has become increasingly popular over the last decade or so. The FS approach embraces a woodland environment and espouses a child-centred pedagogy. Six principles outlining the key features of FS underpin the ways that FS leaders (FSLs) have been trained to uphold the central tenets and generate a constructivist ethos within the outdoor environment. Policy regarding principled FS practice in England, however, can be interpreted and enacted by FSLs and supporting adults in various ways. Much research has focussed on the benefits and outcomes for participants of FS, however there has been no investigation into the multiple ways that child-centred learning is exemplified within a FS context, and the range of adult practices that promote this. Characterising child-centredness as child agency, this research sought to explore how, where and when children’s agency was evidenced within FS settings. This research project was designed to adopt an ethnographic ap…

Type: thesis
Creators: Martin-Millward, Tracey;
Year: 2020
Access: embargoedAccess
Status: Live|Last updated:March 2, 2022 10:51 AM
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Developing creativity within primary science teaching: What does it look like and how can classroom interactions augment the process?

This study contributes to the understanding of what it is that primary school teachers do (or could do) when engaging with their pupils to nurture creativity in science lessons. The research consists of a series of observations (i.e. three related cases), post-observational interviews with teachers concerning their practice and a survey of over 100 practising primary teachers. Lesson observations were examined through various analytical tools, which informed the generation of graphical representations to illustrate the teacher’s practices. The interview and survey data were analysed using frameworks developed from Ann Oliver’s ten ways to make science teaching creative and Dylan Wiliam’s five key formative assessment strategies. Interview data was also examined inductively to explore how far self-reports of creativity reflected observed practices. The deductive findings from the survey and interview data suggested teachers believed that they taught science through the child’s everyday experiences. This report…

Type: thesis
Creators: Frodsham, Sarah;
Year: 2017
Access: postEmbargoOpenAccess
Status: Live|Last updated:March 2, 2022 10:48 AM
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