The Knowledge Transfer Partnership between the School of Education and the National Association of Independent Schools and Non-maintained Special Schools aims to develop an e-learning training resource on identifying and addressing mental health concerns in children with complex special educational needs. The resource is intended to promote staff confidence, provide tools to systematically observe and record concerns, and guidance on referring concerns within and outside of schools. This KTP arose from previous research which identified that school staff found it difficult to distinguish behaviors related to special needs from those indicating potential mental health issues. The training resource currently under development will help address this issue and be launched at the NASS annual conference in October 2012.

1. spring 2012
The School of Education
Research Events
Research Forum
The School of Education Research Forum is open to all members of
academic and research staff within the school, as well as the school’s
Visiting Professors and PhD students.
The remaining event for this year will take place on the following date:
Research in the School of Education
20th June 2012
PhD student support group meetings
The monthly supervisor and PhD student group meetings continue
to provide a forum for discussion of methodological matters related
to individual projects. These meetings are informal and relaxed but
provide opportunities for critical discussion and reflection around
the PhD process. Forthcoming meetings will be held on:
17th May 2012 18th October 2012
14th June 2012 15th November 2012
12th July 2012 13th December 2012
13th September 2012 All meetings are from 4.30-6pm
PhD training days
The School runs PhD training days for students, potential students
and 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 PhD
The next PhD training session will take place on:
3rd & 4th May 2012 @ School of Education Research Student Conference
School of Education Research & Enterprise Committee
In line with changes at the University, the School of Education has a
newly constituted Research and Enterprise Committee. This is chaired
by Professor Richard Rose and has representatives from researchers
and students within the School. The Committee meets regularly and
the forthcoming dates are:
2nd May 2012 at 3pm
13th 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. CONTENTS
3 Research updates 8 News & Events 14 PhD News
Sheena Bell and Andrew Smith from CeSNER are taking part
7 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 a
Follow 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. The impact of training on Promoting the conditions
Teaching AssistantsÕ professional for positive behaviour:
development: Opportunities, impact, A research report for
barriers and future strategy the National College
the National college for school Leadership has recently published the
The 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 examined
to 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 positive
colleagues 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 work
commissioned 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 already
City 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. RESEARCHER PROFILE:
Knowledge Transfer Partnership (KTP):
DR ESTEllE TARRY
School of Education and the National Estelle has been working as a Senior lecturer at The
Association of Independent Schools and university of Northampton for the past 6 years. initially
she taught on the BA (Hons) learning and Teaching
Non-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), British
Developing 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 of
This 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 National
by 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 those
may 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 appropriate
a 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 the
Howley & 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 by
Howley, 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. and
resource, currently being developed School of Education. The resource Estelle also teaches on the MA in Education programme and is a PhD Tarry E., (2011), ‘An
by the KTP Associate, Rachel will be launched at the annual NASS Supervisor, supporting both full and part-time students, specialising in investigation into parental
Allan, and supervised by the conference in October 2012 aspects of education in the United Kingdom and other countries, such expectations of Primary
School of Education’s Marie Howley as Ghana and Zimbabwe. Estelle is a Fellow of the Royal Society of Arts schooling and the support
and 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. THE SCHOOl Internationalisation of
OF EDuCATiON
RESEARCH
Research on Special Early Years Sector Endorsed
FORuM Education Foundation Degree (EYFD):
The School of Education
Research Forum is open to
Student trip to Hungarian
all members of academic and
research staff within the school,
as well as the school’s Visiting
Kindergartens, March 2012
Professors 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 how
is to raise the profile of research studying for their Foundation as well as the overall setting, children use the environments
within the school, increasing Degree in Early Years. This is a and record their observations. available
bidding activity, supporting work-based course; students work They will use their observations
colleagues in submission of • How the child is viewed
in their early years’ setting for to make comparisons and analyse
work for publication, and, most of the week and then attend differences, to inform their • How children learn
increasing research capacity. University one day a week. They are understanding of the different • The role of the adult
The aim is to give colleagues an all experienced practitioners who ways in which children’s • Approaches to physical
opportunity to present aspects may have experience of state run development can be supported. development
of their research, and to come nurseries (3-5 years); schools (4-5 • Risk taking
together 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 of
were very well received by staff
and 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 training
on the 20th June 2012. the Faculty of Education, Prof. Lucia of TAs and the impact of training
Please 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 Brown
ac.uk) if you would like to attend; which academics from Italy, England and with input from Paul Sedgwick
she 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-authored
students 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. RESEARCH SEMiNARS AND
DROP-iN luNCH MEETiNgS
This research seminar was conducted by Dr Bénédicte Halba, Institute Disability, Capability and Education
for 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 needs
the 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 and
of 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 further
her doctoral thesis on Economics Leonardo da Vinci (2003-2006), education’ on Friday 16th March. publications of the papers
of sport in Europe (University Paris Assessing a Voluntary Experience The seminar, hosted at the Faculty presented will be available
Sorbonne, 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 information
and 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 issues
impact 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 for
editors, Paris, 1995). education and training in Helsinki, The seminar provided a forum for more information.
in December 2006. national and international speakers
Dr Halba has been an expert who are working with the capability
for the Council of Europe in two Dr Halba has been a lecturer
approach in relation to issues of
workforces: “Economic impact at the University of Evry-Val
of 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 and
Information on Volunteering (iriv) European All-in-HE project in an Emerging System
with the aim of improving partnership with colleagues from
several countries, including Emma In the latest of a series of regular drop-in lunchtime research seminars
knowledge and practice within for School of Education staff and students, Richard Rose reported on
the 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 emergence
responsible for the implementation of individual education planning in a country where at present this is not
of 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 interviews
Institute, for the updating of its to form the basis of discussion around school control of developing support
website, 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. Latest conference papers Latest books & articles
Philip Garner has presented a The School of Education’s Judy Sayers, also from The School The School of Education’s Books Articles
keynote paper, entitled “Partnership, Eunice Lumsden has delivered of Education, was invited to attend Paul Bracey was invited to take part
innovation 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’s
practice” 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. Paper
of 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 POR
Cumbria 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, from
Behaviour (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 on
minute video conference with only event. ‘How should Education respond
Programme 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 Special
reported 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 School
their study of School-based Violence Sage Publications Ltd
Abstract: of Ulster/ QUB) of Education, had an article
in 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 and
University 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 in
the 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 - 302
Chris went on to say “The University’s onthe Autism Spectrum,’ at the class activity. The case study reported on current research, addresses key
video-conferencing facilities and SEGUNDO CONGRESO here examined observation and interview debates and considers international The research which informed this
support are brilliant - I encourage INTERNACIONAL DE AUTISMO, data to identify the teacher’s rationale for perspectives. article was carried out on behalf of
colleagues to explore the full November 2011, Murcia, Spain. her strategies, methods and resources the Council of British International
potential 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. Children with SEN making PHD
the Transition from Primary READiNg
to Secondary School gROuP
BY PHil EllENDER BY CARMEl CAPEwEll
In October 2011, The School of
phil ellender joined the school of education as a Research degree student, Education’s Cristina Devecchi
suggested a Phd Reading
having previously worked as a principal educational psychologist during a group which would focus on the
period of huge changes in the educational experiences of children with seN, philosophical ideas found in some
journal articles. It provides the
with increased emphasis on inclusive approaches to meeting their needs. opportunity to engage in debates
This 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 planning
teacher in their primary school to statements in their 2011 intake. to introduce children to their new own arguments assessing the
the 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-PATEl
complexities 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 for
several 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’s
Phil’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. The
experiences 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 way
statements 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 high
potentially 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 and
secondary school. It explores those felt were most effective in facilitating the available empirical evidence
Pam Cormack (pam.cormack@ are very pleased to have on board
social, 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 and
often mentioned by children as
and school lunch! There were parents and schools Nick Clough as our guests. As
of concern to them at time of • Quality of presentations
three broad areas of concern: you can imagine, with such a well
transition. He is using mixed • Delegate packs, and, of course, planned event, spaces at this year’s
methods 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 contact
His research explores the views The data suggested that the two
to the anticipated increased Pam Cormack to check availability
of 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 their
approaches taken by mainstream format of the afternoon sessions
specific difficulties;
14 | phd News www.northampton.ac.uk/education phd News | 15