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Ri se spring 2012

  1. 1. spring 2012The School of EducationResearch EventsResearch ForumThe School of Education Research Forum is open to all members ofacademic and research staff within the school, as well as the school’sVisiting Professors and PhD students.The remaining event for this year will take place on the following date: Research in the School of Education20th June 2012PhD student support group meetingsThe monthly supervisor and PhD student group meetings continueto provide a forum for discussion of methodological matters relatedto individual projects. These meetings are informal and relaxed butprovide opportunities for critical discussion and reflection aroundthe PhD process. Forthcoming meetings will be held on:17th May 2012 18th October 201214th June 2012 15th November 201212th July 2012 13th December 201213th September 2012 All meetings are from 4.30-6pmPhD training daysThe School runs PhD training days for students, potential studentsand supervisors. The days take place termly and provide:• A platform for students to disseminate their work and receive feedback in a supportive environment• An opportunity for students to exchange information• The chance for students to hear from established researchers on matters of interest or concern to them• An opportunity for potential students to find out what it is like to study for a PhDThe next PhD training session will take place on:3rd & 4th May 2012 @ School of Education Research Student ConferenceSchool of Education Research & Enterprise CommitteeIn line with changes at the University, the School of Education has anewly constituted Research and Enterprise Committee. This is chairedby Professor Richard Rose and has representatives from researchersand students within the School. The Committee meets regularly andthe forthcoming dates are:2nd May 2012 at 3pm13th June 2012 at 3pm p7 Researcher Profile p8 News & Events p14 PhD News iNSiDE Estelle Tarry a senior lecturer Research updates from Updates from our and researcher in education the School of Education PhD Students
  2. 2. CONTENTS3 Research updates 8 News & Events 14 PhD News Sheena Bell and Andrew Smith from CeSNER are taking part7 Researcher Profile 12 Research Publications in an exciting European project to promote inclusion in further education and vocational training in England and across Europe. TilE - Towards inclusive learning WELCOME Environments in Vocational A characteristic of research activity in the School of Education is its diversity. Our work encompasses a wide Education and Training (VET) range of topics, addressing issues of critical importance TILE is a 24 month international At the end of November, two of our There will be a workshop in June to children, young people and those who work with project funded by the European partners from OCVC joined us in at The University of Northampton them. It is undertaken by a wide range of people: Commission, led by universities and Finland, along with representatives in which partners from all countries colleges from Finland, Estonia and from the three other countries. We will participate, and this will include • Our professors lead a number • Our students (both Masters the Czech Republic. The University received a warm welcome in a chilly a Dissemination Event: anyone who of major international and and undergraduate level) of Northampton and OCVC (Oxford Jyväskylä for our first meeting. We is interested in attending should national initiatives; are enthusiastically involved and Cherwell Valley College of were welcomed by Maija Hirvonen contact Sheena (sheena.bell@ • Our Doctoral students are in their own dissertations; Further Education) are the English from JAMK, the University of Applied northampton.ac.uk) or Andy (andy. increasingly active as their • And our associates – at a variety partners. The project’s purpose is: Sciences and other members of the smith@northampton.ac.uk) for research gathers pace; of levels – continue to demonstrate To develop and pilot a ‘Roadmap for support team from the university. further details • Our academic staff, industriously their value to the School’s research the Inclusion of students with SEN Partners from the Vocational College balance a substantial teaching effort by their inputs to many of for professionals in VET learning in Kokkola in Finland were also in load with an ever-expanding set our activities. environments’. The tool being attendance, as were partners from of research projects; developed will be a set of indicators the University of Tartu and Tartu for inclusion of students with SEN Vocational Training Centre in Estonia, Diversity is also reflected in the settings in which research is being and disability in VET, which will be and The University of Masaryk in the undertaken. This ranges from Early Years settings to mainstream primary translated into 3 other languages Czech Republic. We took part in aFollow us and secondary schools, to specialist settings which address particular and disseminated in a variety of ways, series of workshops and discussions educational needs. Our focus is sometimes directed to policy issues at including a website which will allow over four days, and continued to a regional or national level. Moreover, research takes place in our locality, www.facebook.com/ countries across Europe to access collaborate on indicators for inclusive across the East Midlands (this helping to enhance the important role of the TheUniversityofNorthampton adapt and use the tool. policies which Finnish colleges had University in a regional context), at national level for governments, and, been preparing and which have been @SoEUniNorthants charities and at international level. Sheena and Andy have so far been piloted in January within our partner involved leading the development institutions. Despite all the intensive The content of this issue of RISE reflects the variety of characteristics UniNorthamptonSoE of a dissemination plan, gathering work, we managed to spend some that I have summarised above. It demonstrates, above all, that the School baseline data about SEN in VET in time getting to know each other, of Education is proactive in seizing opportunities to explore key issues in England, and adapting and piloting including a wonderful dinner and education, and to do so in ways which are both principled and inclusive the Policies’ Indicators of the sauna at a traditional Finnish venue and which also result in useable outputs for teachers and others working Roadmap with our partner college. by a lake. with children and young people.2 | cONteNts www.northampton.ac.uk/education ReseaRch Updates | 3
  3. 3. The impact of training on Promoting the conditionsTeaching AssistantsÕ professional for positive behaviour:development: Opportunities, impact, A research report forbarriers and future strategy the National College the National college for school Leadership has recently published theThe School of EducationÕ s Cristina Devecchi and Julian Brown are now putting the last touches report of the research undertaken by professor philip Garner. the study examinedto a report on training opportunities for teaching assistants. The research was supported by the views of school-leaders regarding their role in promoting the conditions for positivecolleagues Paul Sedgwick and Mary Doveston, who aided the initial planning of the project behaviour in order that Ô every child can succeedÕ .and Ken Bland, who acted as critical reviewer of the study.The objectives of the study, The study applied a two-phased Despite the fact that ‘ the workcommissioned by Leicester mixed method approach which of support staff is becoming This study provides a series of It is hoped that the case-studies, Professor Garner has alreadyCity Council, were: included an online and postal more varied and demanding’ commentaries on existing research which were filmed, will be used as presented the findings of the survey sent to every TA (1,600ca) (TDA, 2005, p. 3), the evidence• To identify which training and ground-level knowledge part of the NCSL’s Middle Leadership study at the British Educational and CPD manager (173) in the shows that training seems to and professional development regarding pupil behaviour, with professional development initiative. Leadership, Management and local authority, and semi- have the greatest impact on the TAs received; a particular emphasis on the role Links to this will also subsequently Administration Society National structured interviews with TAs personal sense of achievement• To identify barriers which might of school leaders in the promotion appear on the University’s own Conference (Cambridge), and CPD managers. A mixed of TAs, but little or no impact on prevent some TAs from taking of positive behaviour in schools. Behaviour2Learn website the Teacher Education Policy method approach was chosen their career progression. With training opportunities; Four leadership-related issues (www.behaviour2learn.co.uk). in Europe (TEPE) Annual because it seemed to be the most regard to impact on children’s are explored during the project: Conference in Vienna, and, to• To inform future strategy appropriate to acknowledge both learning, TAs and CPD managers The study identifies the importance • School cultures, relationships the Universities Council for the for the content and delivery general practices shared across perceive that training has had an of the use of key individual professional and behaviour Education of Teachers (UCET) of continuing professional all schools and the unique impact, but only the analysis of the characteristics on the part of school Annual Conference. In addition, development for TAs. characteristics of each school interviews with TAs and members • Partnerships and communities leaders: papers are also being prepared and individual TA’s experience of the senior leadership team can• Consequently, the study asked • Professional characteristics • Motivation; for a range of professional and (Greene, 2005, p. 209). shed light on this aspect. Yet, we the following questions: and behaviour • Use of positive affirmations; academic journals believe more research is needed• Which training opportunities So far the evidence of the training to understand the pedagogical • Promoting inclusion, • Modelling positive behaviour; do TAs take and are available provided to TAs confirms that nature of TAs’ support limiting exclusion. training is varied, localised and • Recognition of personal to them? dependent on in school factors Each of these themes is highlighted strengths and capabilities.• What impact do TAs and in the report, and a set of case- as much as national policy. It also signals that there are line managers think training studies of schools have also The preliminary findings from the certain institutional leadership has on TAs and pupil been completed. These use the survey raise a number of questions characteristics which affect underachievement? commentaries of school leaders as to the nature, impact and quality pupil behaviour:• What barriers prevent of the training provided for TAs. (occupying different roles within TAs in taking up training They also raise questions as to the schools and services) to indicate • Distribution of Leadership; opportunities? way schools made, and will make, approaches which have been • Promotion of professional decisions, as to whether to train successful in addressing learning; TAs, and if so, in which way. behaviour challenges. • Encouraging calculated risk-taking; • Redefining pupil ‘behaviour’.4 | ReseaRch Updates www.northampton.ac.uk/education ReseaRch Updates | 5
  4. 4. RESEARCHER PROFILE:Knowledge Transfer Partnership (KTP): DR ESTEllE TARRYSchool of Education and the National Estelle has been working as a Senior lecturer at TheAssociation of Independent Schools and university of Northampton for the past 6 years. initially she taught on the BA (Hons) learning and TeachingNon-maintained Special Schools (NASS) degree (BAlT), working with Teaching Assistants aspiring to gain Qualified Teacher Status (QTS), and was the Course leader from 2008-2011. Recent publications Presently Estelle is developing the Certificate for Teaching Assistants Tarry, E. (2011), BritishDeveloping awareness of mental health concerns in children in an International Context (CTAIC). This has involved working with the international schools:and young people with complex special educational needs Council of British International Schools (COBIS) and researching into the The deployment and deployment of Teaching Assistants in British International Schools. This training of teaching has drawn on Estelle’s 7 years international experience as a Head of School assistants, in the Journal ofThis 2 year KTP evolved from The resource is intended to: of a variety of international schools in Thailand, Netherlands and Sri Lanka,previous research commissioned References Research in International • Promote greater staff confidence working with both the International Primary Curriculum (IPC) and Nationalby NASS which identified particular Fergusson, A., Howley, M. & Education, Volume 10 Issue 3 in identification of mental health Curriculum of England and Wales.worries amongst school staff in Rose, R. (2008) ‘Responding pp. 293 - 302. concerns;relation to overlaps between an to the Mental Health Needs of Estelle completed her Doctorate in Education (EdD) at the University • Develop tools to observe,individual’s usual behavior, which Young People with Profound and of Bath in 2008, which involved researching international schools, Tarry, E. (2011), ‘Is West really monitor and record thosemay be characteristic of their Multiple Learning Disabilities international education and international students. Whilst being a best? Social and cultural concerns systematically;primary area of need or diagnosis, and Autistic Spectrum member of the Council of International Schools (CIS), she was part tensions: international • Provide guidance on signposting Disorders.’ 5, 240-251 of an accreditation team in Melbourne, Australia.and, behaviours which may indicate students experience having concerns to appropriatea mental health need (Fergusson, studied at British universities’, colleagues both within and Rose, R., Howley, M., Fergusson, Estelle, along with Dr. Anna Cox, has just completed research into theHowley & Rose, 2008; Rose, A. and Jament, J. (2009) Mental in Journal of Further and external to the school. parental expectations of Primary schooling and the support provided byHowley, Fergusson & Jament, 2009). health and special educational schools to a single Indian community in the Midlands. Estelle has also Higher Education, Vol. 35,As a result of this research, a KTP This KTP is a good example of needs: exploring a complex visited South Africa and has investigated Democracy and Citizenship; No.1, p.p-69-87.was established with the aim of outcomes which are a direct result relationship. British Journal of post apartheid, with Tide-Global Learning.producing an e-learning training of research carried out in the Special Education 36 (1) 3 - 8 Cox, A., Jament, J. andresource, currently being developed School of Education. The resource Estelle also teaches on the MA in Education programme and is a PhD Tarry E., (2011), ‘Anby the KTP Associate, Rachel will be launched at the annual NASS Supervisor, supporting both full and part-time students, specialising in investigation into parentalAllan, and supervised by the conference in October 2012 aspects of education in the United Kingdom and other countries, such expectations of PrimarySchool of Education’s Marie Howley as Ghana and Zimbabwe. Estelle is a Fellow of the Royal Society of Arts schooling and the supportand Ann Fergusson. and the National Academy of Higher Education provided by schools to a single Keralite community in an English county’ in Procedia - Social and Behavioral Sciences on ScienceDirect, Volume 15, Pages 66-71.6 | ReseaRch Updates www.northampton.ac.uk/education ReseaRcheR pROFILe | 7
  5. 5. THE SCHOOl Internationalisation ofOF EDuCATiONRESEARCH Research on Special Early Years Sector EndorsedFORuM Education Foundation Degree (EYFD):The School of EducationResearch Forum is open to Student trip to Hungarianall members of academic andresearch staff within the school,as well as the school’s Visiting Kindergartens, March 2012Professors and PhD students.The purpose of the forum, All the students who went on On this trip, the students were They will focus on:which is a working meeting, this trip are second year students expected to observe the sessions, • The environment and howis to raise the profile of research studying for their Foundation as well as the overall setting, children use the environmentswithin the school, increasing Degree in Early Years. This is a and record their observations. availablebidding activity, supporting work-based course; students work They will use their observationscolleagues in submission of • How the child is viewed in their early years’ setting for to make comparisons and analysework for publication, and, most of the week and then attend differences, to inform their • How children learnincreasing research capacity. University one day a week. They are understanding of the different • The role of the adultThe aim is to give colleagues an all experienced practitioners who ways in which children’s • Approaches to physicalopportunity to present aspects may have experience of state run development can be supported. developmentof their research, and to come nurseries (3-5 years); schools (4-5 • Risk takingtogether for practical writing years); private nurseries (0-5 years); • Relationships.and bidding activities. preschools (3-5 years) or children’s A one day seminar was held on January 18th in Rome, at the centres (0-5 years).Last year’s Research Forums Universita’ del Foro Italico, on the topic of the internationalisation ofwere very well received by staffand students. The remaining research on the inclusion of children with special educational needs.event for this year will take place The seminar, hosted by the Dean of on recent research on the trainingon the 20th June 2012. the Faculty of Education, Prof. Lucia of TAs and the impact of trainingPlease contact Pam Cormack de Anna, included a meeting with PhD on children’s achievement carried(pam.cormack@northampton. students and an afternoon session in out with colleague Julian Brownac.uk) if you would like to attend; which academics from Italy, England and with input from Paul Sedgwickshe will be sending around an and Spain discussed the practice of and Mary Doveston;internal invitation to staff and inclusion in their countries. a comparative paper co-authoredstudents nearer to the time. The School of Education’s Cristina with Dr Filippo Dettori (2012), Devecchi was invited to speak about Universita’ di Sassari, on the role her research on the deployment of TAs and support teachers in and training of teaching assistants. England and Italy. Cristina’s input drew from: The presentation was well received the research carried out with and raised interest on the nature colleagues Mary Doveston, Paul and features of TAs in English Sedgwick and Johnson Jament schools, since this form of support (2010) on the impact of gaining is not present in Italian schools. HLTAs status on the deployment It is hoped that this exchange and use of HLTAs; of ideas is the start of a future collaboration between Italy and England on topics which are of common interest.8 | News & eveNts News & eveNts | 9
  6. 6. RESEARCH SEMiNARS ANDDROP-iN luNCH MEETiNgSThis research seminar was conducted by Dr Bénédicte Halba, Institute Disability, Capability and Educationfor Research and Information on Volunteering (iriv), Paris, and was called – Research Seminar‘Breaking the waves – Preparing students for tomorrow’s challenges - Cristina Devecchi, in collaboration disability, special educational needsthe Lifelong learning perspective’. with Sue Ralph, the editor of and education. The seminar, the JORSEN and visiting Professor at first of its kind, was well attended,Dr Bénédicte Halba is the President Dr Halba is also the director of The University of Northampton, and including by members of staff andof the Institute for Research and its Newsletter les rives de l’Iriv Nidhi Singal from the University of PhD students from Northampton.Information on Volunteering (www.benevolat.net). She initiated Cambridge, organised a seminar The proceedings of the seminar(iriv, www.iriv.net ). She presented and directed the pilot project titled ‘Disability, capability and were video recorded and furtherher doctoral thesis on Economics Leonardo da Vinci (2003-2006), education’ on Friday 16th March. publications of the papersof sport in Europe (University Paris Assessing a Voluntary Experience The seminar, hosted at the Faculty presented will be availableSorbonne, 1996), published in 1997 of Education, University of by contacting Cristina (cristina.(Economica, Paris). She has (www.eEuropeassociations.net) Cambridge, was sponsored by devecchi@northampton.ac.uk).worked for the Ministry for Youth and received an award for excellent Nasen, the Education, Equality If you would like more informationand Sports (1991–1994) and was in practice in addressing the priorities and Development research group about the capability approach,charge of a study on the Economic of the Copenhagen process in Cambridge, and The University or about the themes and issuesimpact of sport in 12 European and promoting an enhanced of Northampton. discussed during the seminar,countries (published at Dalloz European cooperation in vocational please contact Cristina foreditors, Paris, 1995). education and training in Helsinki, The seminar provided a forum for more information. in December 2006. national and international speakersDr Halba has been an expert who are working with the capabilityfor the Council of Europe in two Dr Halba has been a lecturer approach in relation to issues ofworkforces: “Economic impact at the University of Evry-Valof sport” and “Volunteering” d’Essonne, in France and Vienna University, Austria, since 2000.(1992-1994). In 1997, she founded She is currently working on the Individual Education Plans in Ireland,the Institute for Research andInformation on Volunteering (iriv) European All-in-HE project in an Emerging Systemwith the aim of improving partnership with colleagues from several countries, including Emma In the latest of a series of regular drop-in lunchtime research seminarsknowledge and practice within for School of Education staff and students, Richard Rose reported onthe nonprofit sector. She is Sims, Anita Devi and Richard Rose from The University of Northampton, an aspect of Project IRIS from Ireland. The focus was on the emergenceresponsible for the implementation of individual education planning in a country where at present this is notof the research and studies of the and is working on further research bids with colleagues from within a requirement. Data was presented from more than 400 research interviewsInstitute, for the updating of its to form the basis of discussion around school control of developing supportwebsite, and, for training the School of Education agendas and its potential for shaping national legislation.programmes and conferences. Other lunchtime drop-in sessions which have taken place recently have been: MAW-MAW: was a lunch time research opportunity which explored the potential for bidding for European funds (on a topic relating to student marginalisation in HE) and was very well attended by tutors, doctoral students, MA students and administrators. It was also an opportunity to see the open spaces of the new Sulgrave used.10 | News & eveNts News & eveNts | 11
  7. 7. Latest conference papers Latest books & articlesPhilip Garner has presented a The School of Education’s Judy Sayers, also from The School The School of Education’s Books Articleskeynote paper, entitled “Partnership, Eunice Lumsden has delivered of Education, was invited to attend Paul Bracey was invited to take partinnovation and research to improve papers at the following conferences: and speak at a new conference in a Symposium - Commemorating The School’s Marie Howley has also The School of Education’spractice” to the National Association which focused on: A Mathematics 1916, the Battle of the Somme and had a book published recently: Steve Cullingford-Agnew has • TACTYCT Conference, York. Paperof School-Based Teacher Trainers Education Perspective on early World War 1: Questions for Education, reported that he has just had - Complementary but Essentially Mesibov, G. and Howley, M. (2011)on 15th March at the University of Mathematics Learning between the atBelvedere House, St Patrick’s an article published in the latest Different: The Early Years EL ACCESO AL CURRICULO PORCumbria in Lancaster. Poles of Instruction and Construction College, Drumcondra, Dublin 9, edition of Education Today. Professional and the Early Years ALUMNOS CON TRASTORNOS (POEM) which took place at Goethe 29th-30th March 2012 This is issue 62.1 (Spring 2012). Teacher, 11th-12th November 2011. DEL ESPECTRO DEL AUTISMO:The Northampton Centre for Learning University, Frankfurt, Germany, fromBehaviour (NCfLB) took part in a 60 • BECERA British Conference, The panel discussion will be: uso del Programa TEACCH para This paper was presented at (the) Birmingham. Paper - Individual 27th-29th February 2012, an invitation- favorecer la inclusion. Autismo Avila ECER (European Conference onminute video conference with only event. ‘How should Education respondProgramme Heads from UNICEF in and Collective Perspectives on Educational Research), September to the issues arising from the The School’s Denise Hevey,New York in March. Philip Garner & Early Years Professional Status She presented a paper drawing from 2011, and is entitled ‘Preparing forthcoming commemorations?’ has just had a book published:Chris Gittins (an NCfLB colleague) Converged, 15-16th February 2012. her PhD together with a colleague, student teachers to use ICT to The panel comprised: support pupils with Specialreported on and discussed the results • Global Conference on Childhood, Patti Barber, from the Institute of Miller, L., & Hevey, D. 2012 Policy Washington D C. Paper - The Early Paul Bracey (University Learning Difficulties’.of a literature review and guidance Education, UCL. The paper was issues in the early years (Critical Years Professional in England, 28th of Northampton)notes for Country Offices, based on entitled: It is quite confusing isn’t it? issues in the early years). London: -31st March 2012. Carmel Gallagher (University Estelle Tarry, also from The Schooltheir study of School-based Violence Sage Publications Ltd Abstract: of Ulster/ QUB) of Education, had an articlein 22 low/middle Income countries. Marie Howley, also from The School The focus of this paper was to identify Mike Cronin (Boston College) Taken from Amazon.co.uk: published in December 2011:They said that this was: of Education, delivered a keynote and discuss the ways in which a Brian Crowley (Pearse Museum) Providing a unique and critical Tarry, E. (2011), British international“Possibly the first time that The conference presentation recently: specialist mathematics teacher, insight into some of the most Chair: Daire Keogh (St Patrick’s schools: The deployment andUniversity of Northampton’s logo has considered locally to be an ambassador significant issues affecting Early Howley, M. (2011) ‘Using TEACCH College). training of teaching assistants,been displayed in a seminar room of for the subject, presented key conceptual Years Policy, this book has chapters Structured Teaching to Promote in the Journal of Research inthe United Nations building!” knowledge about partitioning to young from leading authorities and Curriculum Access for Learners International Education, Volume children (5-6 years old) during a whole researchers in the field and draws 10 Issue 3 pp. 293 - 302Chris went on to say “The University’s onthe Autism Spectrum,’ at the class activity. The case study reported on current research, addresses keyvideo-conferencing facilities and SEGUNDO CONGRESO here examined observation and interview debates and considers international The research which informed thissupport are brilliant - I encourage INTERNACIONAL DE AUTISMO, data to identify the teacher’s rationale for perspectives. article was carried out on behalf ofcolleagues to explore the full November 2011, Murcia, Spain. her strategies, methods and resources the Council of British Internationalpotential of this medium”. Topics covered include: used to support her teaching objectives. Schools (COBIS), and investigates When analysing the data unexpected • Policy making the role of Teaching Assistants in pedagogical questions arose regarding • Poverty, disadvantage and international schools and their the teacher’s choice of resources and social exclusion training needs. use of language to support children’s • Promoting infant mental health mathematical thinking and learning. • Safeguarding and well-being The structure of the session was very • Enhancing children’s potential confusing to the learning. • Parenting policies and skills The conference paper can be found • National strategies versus online at: http://cermat.org/poem2012/ professional autonomy The paper is under revision for • The marketisation of Early inclusion in a book (published Years provision by Springer) relating to early Democracy as a fundamental mathematics learning, to be value in Early Years. published next year.12 | ReseaRch pUBLIcatIONs www.northampton.ac.uk/education ReseaRch pUBLIcatIONs | 13
  8. 8. Children with SEN making PHDthe Transition from Primary READiNgto Secondary School gROuPBY PHil EllENDER BY CARMEl CAPEwEll In October 2011, The School ofphil ellender joined the school of education as a Research degree student, Education’s Cristina Devecchi suggested a Phd Readinghaving previously worked as a principal educational psychologist during a group which would focus on theperiod of huge changes in the educational experiences of children with seN, philosophical ideas found in some journal articles. It provides thewith increased emphasis on inclusive approaches to meeting their needs. opportunity to engage in debatesThis has been reflected in international agreements and also in about ideas not directly connected with our PhD topic. As a supervisor,UK Government legislation and reports during this period. Cristina wants to enable students The School of Education to become fully fledged members Pupils face schools in an English Local • Worries about personal of the academic community, increased Authority to improve the transition organisation in a larger school defending and formulating their demands as they move experience for children. with different subjects each requiring specific materials. own ideas and critiquing those of others. PhD Student Conference from spending most of the During the previous academic year, Phil worked with three secondary The eight primary and three To develop critical thinking, the 3rd & 4th May 2012 day with a single class schools who were expecting to include children with SEN secondary schools visited during this research all make arrangements person presenting the paper will summarise it, put forward their Ð planningteacher in their primary school to statements in their 2011 intake. to introduce children to their new own arguments assessing thethe organisational and relationship This gave rise to a list of 20 primary school in advance of transfer, with paper, and suggesting questions BY MEANu BAJwA-PATElcomplexities of needing to work with schools, from which 8 children and additional activities for children for discussion. To further broaden their parents agreed to be involved. with SEN. horizons, attendees are encouraged As you are no doubt aware, the might be improved to allow forseveral different adults during the These pupils, their parents and to bring a fellow PhD student from 3rd annual School of Education more interaction and discussion.week in the secondary setting. Ongoing research will involve school staff were interviewed about another discipline to cross-fertilise PhD conference is now only a Consequently, this year’sPhil’s research investigates the their expectations during and after post-transition interviews with the few short months away. However, conference features interactive ideas and develop our thinking. Theexperiences of children with SEN the transition process. What has same participants, to investigate it may surprise you to know that afternoon workshop sessions. group may also be an excellent waystatements as they make this emerged so far is that the children the extent to which reality differs the conference organisers, better of developing the skills that will be To ensure we maintained the highpotentially difficult transition from interviewed looked forward with a from expectation, and to identify known as SCOG, started their useful at viva. Further details about quality of our keynote speakers,mainstream primary to mainstream mixture of excitement and concern. those features which participants planning months ago. Utilising the next meeting are available from we sent out invitations early andsecondary school. It explores those felt were most effective in facilitating the available empirical evidence Pam Cormack (pam.cormack@ are very pleased to have on boardsocial, academic and personal Most optimism was expressed transition. It is intended that the we drew up a list of positives from northampton.ac.uk). Michael Shevin, Lani Florian,organisation matters which are about the prospect of enhanced outcome of this study will include the last conference to build upon. opportunities for sport, science published information for pupils, These included: Wendy Messenger, Jane Tarr andoften mentioned by children as and school lunch! There were parents and schools Nick Clough as our guests. Asof concern to them at time of • Quality of presentations three broad areas of concern: you can imagine, with such a welltransition. He is using mixed • Delegate packs, and, of course, planned event, spaces at this year’smethods research involving • Social concerns ranging from • Lunch/ catering conference will be in high demand,qualitative (interview and focus making new friendships to fear ...and one or two areas so please do book yours early, and,group) and quantitative of bullying; for development. if you are still looking to present a(questionnaire) elements. • Academic concerns relating paper or poster, please contactHis research explores the views The data suggested that the two to the anticipated increased Pam Cormack to check availabilityof children, parents and school day format was positive, however, amount/complexity of the work (pam.cormack@northampton.ac.uk).staff about this process, and the anecdotally, we felt that the and decreased support for theirapproaches taken by mainstream format of the afternoon sessions specific difficulties;14 | phd News www.northampton.ac.uk/education phd News | 15