RiSE (Research in School of Education ) newsletter Issue01


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RiSE (Research in School of Education ) newsletter Issue01

  1. 1. Research in the School of Education newsletter RiSE April 2010 Interview with Michael Shevlin Trinity College, Dublin (Project Iris partner) Estonian Schools project Developing new teaching skills Inaugural PhD Student Conference By PhD students, for PhD students Also inside: PhD news, Forthcoming research conferences, AFID conference, Recent staff publications
  2. 2. Contents Conference challenges education researchers ......3 Welcome Research student Welcome to this first edition of ‘RiSE’ (Research in the School conference ..........................3 of Education) the School of Education’s newsletter about research and knowledge transfer. Forthcoming research conferences ........................3 The ‘RiSE’ acronym suggests progression and positivity and recent research successes in the School could certainly be described using such terms. The newsletter is also intended Supporting personal to ‘do what it says’ in the title – provide information about the wide range of research and social development and related activity of the School. in Estonia ............................4 Student enquiry is being increasingly flagged as a major component in virtually all of the School’s teaching programmes, from foundation degree, through BA, PGCE and Master’s Project Iris ...........................5 level provision. The number of Doctoral students joining us is increasing rapidly. These activities are enriched and supported by all colleagues within the School of Education, Interview with who are engaged in virtually every dimension of the research spectrum – whether Michael Shevlin .................5 personal enquiry, research and consultancy commissioned by regional partners, or major national and international initiatives. PhD News ...........................6 RiSE seeks to reflect the diversity and excitement of these various developments and interests. Hopefully it will communicate a strong existing ethos within the School of Recent staff Education that research is an important aspect of the work we all do rather than an publications ........................7 activity that is bolted-on. Importantly, the value of research to our students, to local and regional communities and to national policy-makers, is drawn from our capacity to link Education research theory, practice and enquiry. seminar series ....................7 Professor Philip Garner If you would like to be featured in future editions of this publication, or would like more information, please email education@northampton.ac.uk Written and produced by The University of Northampton’s School of Education and Marketing and External Relations department. All submissions are the property of RiSE newsletter. Content © 2010 The University of Northampton, School of Education. Editor Pam Cormack pam.cormack@northampton.ac.uk Thanks to all The University of Northampton’s staff and School of Education partners who contributed to this newsletter 2 l RiSE l Web www.northampton.ac.uk/education l Email education@northampton.ac.uk
  3. 3. Conference challenges Forthcoming research education researchers conferences Professor Richard Rose, from the School of Education, Irish Association of Teachers was recently invited to be one of the keynote speakers in Special Education Annual at the 19th Asian Federation on Intellectual Disabilities Conference St Patrick’s College, Drumcondra Conference (AFID). 10-12 June 2010 presentations given by young people www.iatse.ie/conference.aspx with learning disabilities from India, American Educational Japan, Bangladesh and Malaysia. They Research Association spoke about the impact of current Conference developments in education on their lives and how their opportunities are affected Denver, Colorado by the actions of education policy 30 April to 4 May 2010 makers, teachers and researchers. International Conference on Researchers attending the conference Special Education The conference, held every two years, were challenged to consider how they Kyrenia, North Cyprus took place in Singapore in November consult and engage with people with 16-18 April 2010 2009 and brought together researchers learning disabilities when planning and www.icose2010.org and teachers from around the Asian conducting research. They were also region. Keynote presentations were also London International reminded of the need to ensure that given by Professor Tai-Hwa Emily Lu from Conference on Education research reports were accessible to a Taiwan, Professor Libby Cohen from the diverse audience of potential users. This (LICE-2010) US and Professors Trevor Pamenter and is an important point for all who are London, UK Nicholas Lennox from Australia. involved in research with children and 6-8 September 2010 However, for many of the delegates, the young people. The next AFID conference www.liceducation.org highlights of the conference were the will be held in South Korea in 2011. 20th European Early Childhood Education Research Association Conference Research student conference Birmingham 6-8 September 2010 In May 2010, research students from the School of www.eecera2010.org Education will host a conference for fellow research The British Educational students, supervisors and MA students who wish to learn Research Association Conference more about PhD research. Warwick University 1-4 September 2010 Professor Richard Rose, both from www.bera.ac.uk the School of Education, and External PhD Supervisor and Visiting Professor The Inclusive and Supportive Roy Evans – will give feedback on Education Conference (ISEC) the presentations. Belfast The keynote address will be given by 2-5 August 2010 Dr Jo-Anne Dillabough, a Canadian www.isec2010.org researcher currently working at the The European Conference on University of Cambridge, whose work Educational Research has focused on cross-national social and The theme of the conference is Helsinki cultural exclusions, particularly in cities. ‘Researching learning; learning 25-27 August 2010 to research’. It will feature papers Professor Ann Shelton Mayes, Dean of www.eera--ecer.eu presented by research students from the School of Education, will open the both The University of Northampton day’s events. 20th Asian Conference on and other universities, and a series Intellectual Disabilities Conference organisers, Mellina of poster presentations by Doctoral Ramada Plaza Jeju Hotel, Julu Ferro-Costa Aston, Dr Mary Feng Yan student supervisors. Island, South Korea and Dr Johnson Jament will oversee After the presentations – a panel electronic publication of conference 21-26 August 2011 including Professor Philip Garner and proceedings for delegates. www.acid2011korea.org Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 3
  4. 4. Supporting personal and social development in Estonia Staff from The University of Northampton’s Centre for Special Needs Education and Research (CeSNER) have been working with colleagues at the University of Tartu and the University of Tallinn in Estonia, in the research and development of provision and practice for young people with Emotional and Behavioural Difficulties (EBD) since 2001. An essential part of this collaboration In 2009 the school was awarded focus, through creative expression, on has been to support Estonian EBD funding from the European Social issues that impact on the students’ lives schools in extending their skills and Fund. This will help to develop the and experiences. The group process experiences in supporting the personal social educational curriculum to provides opportunities for students to and social development of young include innovative approaches that work through difficulties and tensions people. CeSNER have provided schools engage students in a range of activities as well as experience group cohesion, with a range of supportive professional promoting self-esteem, co-operative emotional security and trust. activities including training seminars, working and creative expression. It will The collaboration is due to continue research partnerships, exchanges also support a focused professional until September 2011. CeSNER will lead and the development of practice development and training programme on providing advice on appropriate based initiatives. for staff. social curriculum activities related to Successful practice related to Barry Groom, Senior Lecturer with the students’ social and emotional education for young people with CeSNER, has been working with learning; supporting the school in the EBD, across international contexts, the school for several years. He has development of strategies to embed indicates that the school curriculum helped to support the introduction of approaches within professional should include activities that promote creative group work which provides practice; and undertaking professional social and emotional aspects of students with a safe structure to build development and training initiatives learning. This provides students with self-esteem and friendship; promote with staff. positive experiences that help build co-operation and trust; consider issues Four teachers from Kaagvere independent lives. such as conflict resolution, resilience school recently spent ten days in building and anger management; and One school to have benefitted Northamptonshire, and Barry will be to develop emotional expression and is Kaagvere School in Tartu, a visiting Estonia in March with a number understanding. school for girls with a range of of students from The University of psychological, social, emotional and A range of pro-social skills are Northampton who have volunteered to behavioural difficulties. developed through the activities that work in the school. 4 l RiSE l Web www.northampton.ac.uk/education l Email education@northampton.ac.uk
  5. 5. Project Iris Researchers from The University of Northampton’s Centre for Special Needs Education and Research (CeSNER) are currently working on a three-year study of special and inclusive education in Ireland. Project IRIS (Inclusive Research in focus groups with key service users Irish Schools) will explore the way in and providers, and the construction of which support services and resources case studies in a sample of schools. are used by primary, post-primary This project, the largest ever funded and special schools, and how the in Ireland, builds upon a long curriculum is delivered to those with established partnership between special educational needs. researchers from Northampton and Professor Richard Rose and Mary Dublin. Details of the project can be Doveston are working with colleagues found at www.projectiris.org Interview with Michael from Trinity College, Dublin, and Shevlin, Senior Lecturer in For details of other research projects the Institute of Child Education and at the School of Education, please visit Special Education at Trinity Psychology Europe on the project, College, Dublin the school’s web pages at which is funded by the National www.northampton.ac.uk/education Council for Special Education What kind of work have you in Ireland. done with The University of The project is looking at all aspects Northampton? of special and inclusive education Richard Rose and I began working through a national survey, interviews, together on a project for the Irish Disability Authority, which resulted in a book called ‘Encouraging Voices’ – about pupil participation. Currently we are collaborating on Project IRIS, a study of special and inclusive education in Ireland . What kind of outputs have you seen on the research? There have been a number of conference presentations, published papers in international journals and chapters in books. Richard and I have also joint authored a book which is due to be published in May. What are the advantages of working in partnership with The University of Northampton? The key advantage is that no matter what you bring to the party, there is a lot coming back. It’s a reciprocal relationship and you find out what informs your colleagues, which is very encouraging. In academia there is an over-emphasis on the individual, as the expert or the star. In education, we learn an enormous amount from each other. I feel the advantage lies in working with like-minded people, exploring issues, developing different perspectives and then bringing that expertise to the forefront. Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 5
  6. 6. PhD News PhD success At the School of Education we are proud of the successes of our Doctoral students. Dr Mary Feng is just one example of the outstanding quality of students we see. Mary originally came to Northampton to study for the MA Education. On completion of this degree she decided to stay here to develop her research for a Doctorate. She received her PhD at the graduation ceremony at Northampton’s The Derngate Theatre in February 2010. Her thesis explored Chinese teachers’ understanding of special educational needs and their responses to the need to increase their skills and responsibilities in addressing the requirements of such pupils. This is a relatively new research area in China and Mary’s work makes an important contribution to our understanding of the subject within this context. During her time at The University of Northampton, Mary worked alongside researchers on several projects, including research into extended services in schools. She has published papers in several academic journals Researcher profile and currently has a contract to write a book based Dr Paul Bracey is a PhD supervisor in the upon her thesis. School of Education. For more information on how to apply for an M.Phil or PhD programme, please visit our School web pages at Paul’s teaching career has included a number of years in an www.northampton.ac.uk/education inner city Birmingham school and two years lecturing at the University of Birmingham. He completed his PhD at Birmingham in 2008, where he undertook research into teacher perceptions of an Irish dimension to the history curriculum in primary and secondary schools. Since joining the School of Education at The University of Northampton in 1997 he has been involved in writing a number of articles which relate an Irish dimension to issues associated with diversity in teaching. Paul is a director of the Northampton Black History Association, which has investigated historical materials related to the population of black people in Northampton. He was greatly involved in producing teaching resources based on these materials – some of which have been provided to schools in the county and most are on sale through the Northamptonshire Black History Association. He is currently involved in a project to evaluate the use of these teaching resources and identify examples of how teachers are relating their knowledge of black history to their teaching. Paul is involved in PhD supervision as well as teaching undergraduate programmes in the School of Education. To contact Paul, email paul.bracey@northampton.ac.uk 6 l RiSE l Web www.northampton.ac.uk/education l Email education@northampton.ac.uk
  7. 7. PhD student group Recent staff publications PhD students and supervisors from the School of Education Staff from the School of Education (highlighted) meet once a month to share have had the following works published recently. ideas, issues and experiences. McPhillips T, Bell S and Doveston M (2009) Identification and intervention for primary pupils with dyslexia in Ireland and England: finding The informal meetings enable researchers a path through the maze. Reach, Journal of Special Needs Education to bring along their work, seek opinions and in Ireland. ideas or simply catch up with what others are doing. The meetings run from 4.30-6pm on a Bell S (2009) Exploring support for dyslexic adults in the English workforce: Thursday and are open to all PhD students, lessons learnt from the story of an adult dyslexia group Support for potential students and supervisors. Learning 24 (2) Pp. 73-80. The dates of meetings this academic year are Garner P (2009) Research Report: Boy Friendly Teaching. Funded by the 22 April, 27 May, 17 June and 15 July. Training and Development Agency for Schools (TDA). Jones K, Doveston M and Rose R (2009) The motivations of mentors: promoting relationships, supporting pupils, engaging with communities. PhD training days Pastoral Care in Education. 27(1), Pp. 41-51. The School of Education runs Murray J (2009) Studying the Worlds of Young Children, in Waller, T. (Ed.) An Introduction to Early Childhood (2nd edition) London: Sage. PhD training days for students, Pp. 138-151. potential students and Foreman-Peck L and Murray J (2009) Action Research and Policy. In supervisors which cover a range Bridges, D., Smeyers, P. and Smith, R. Evidence-Based Education Policy: of issues. What Evidence? What Basis? Whose Policy? Oxford: Blackwell. Pp. 138-156. Rose R, Smith A and Feng Y (2009) Supporting pupils and families: A Wherever possible we take a lead on subjects case study of two English extended secondary schools. Management in for the meetings from our students. A recent Education. 23 (2), Pp. 57-62. training day included a session on constructing literature reviews which was suggested by two Rose R, Howley M, Fergusson A and Jament J (2009) Mental health of our students. and special educational needs: exploring a complex relationship. British Journal of Special Education. 36 (1) Pp. 3-8. The training days take place termly and provide: Rose R (2009) Encouraging engagement: an emerging role for school • n opportunity for students to A based family workers in English secondary schools International Journal of exchange information School Disaffection 6 (1) Pp. 5-11. • he chance for students to hear from T Rose R and O’Neill A (2009) Classroom support for inclusion in England established researchers on matters of and Ireland: an evaluation of contrasting models. Research in Comparative interest or concern to them and International Education. 4 (3) Pp. 250-261. • n opportunity for potential students to find A Rose R and O’Neill A (2009) Research Report: A Value out what it is like to study for a PhD for Money and Policy Review Initiative, Special Needs • platform for students to disseminate their A Assistant Scheme. Funded by the Department of work and receive feedback in a supportive Education and Science, Ireland. environment Burgess H and Shelton Mayes A (2009) An • chance for PhD supervisors to keep A exploration of higher level teaching assistants abreast of the work of students and tutors perceptions of their training and development in with whom they may not have significant the context of school workforce reform. Support for contact Learning. 24 (1), Pp. 19-25. PhD training days are as follows: Smith A, Griffiths S and Rose R (2009) Extended Schools: An Investigation into the 14 May 2010, Annual Research Student Development and Enhancement of Initial Teacher Conference, 9am-4pm, Knowledge Education Capacity. Funded by the Training and Exchange Conference Room Development Agency for Schools. 7 October 2010, 2-4.30pm Smith A (2009) Darren: a case study in 10 February 2011, 2-4.30pm school-college liaison. Support for Learning. 24 (4) 12 May 2011, Annual Research Pp. 185-190. Student Conference Loxley P, Dawes L, Nicolls L and Dore B Teaching Primary Science: Promoting Enjoyment and Developing Understanding. Longman Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 7
  8. 8. School of Education research seminar series ‘Engaging young children in research on inclusion’ 27 May 2010, The University of Northampton The University of Northampton’s School of Education is running a series of research seminars throughout 2010. The next seminar will be looking at ongoing research into engaging children in conversations about joining in and learning together in the classroom – concepts linked to notions of belonging and participation that are fundamental to successful inclusive experiences. Guest Speaker Dr Phyllis Jones, Associate Professor, the University of South Florida Dr Phyllis Jones is an active researcher with interests related to parents, inclusion, teacher learning and the voices of children and families. Her PhD research related to teacher thinking about pupils with profound and multiple learning disabilities. During the seminar, Phyllis will share the methodology she has developed to support greater involvement of young children, including those with disability labels, in the inclusion discourse. She will also share some of the insights gained from the children about the value of joining in and learning together, and what factors help and hinder this process. For further information and to book a place, please contact Pam Cormack Telephone 01604 893401, email pam.cormack@northampton.ac.uk