Excluded Lives Questions of Agency and Transformation in Practices of Exclusion from School
January 2024
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Chapter
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AGENCY AND TRANSFORMATION
The impact of school exclusion in childhood on health and well-being outcomes in adulthood: estimating causal effects using inverse probability of treatment weighting
December 2023
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Journal article
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British Journal of Educational Psychology
<p><strong>Background:</strong> Previous evidence has suggested a strong association between school exclusion and health outcomes. However, as health risks are themselves related to the risk of experiencing a school exclusion, it has been challenging to determine the extent to which school exclusion impacts later health outcomes, as opposed to reflecting a marker for pre-existing risks.</p>
<p><strong>Aim:</strong> The aim of the current study was to address this challenge in estimating the medium-to-long-term impact of school exclusion of health and well-being outcomes.</p>
<p><strong>Methods:</strong> To this end, we used an inverse propensity weighting approach in the Next Steps data set (N = 6534, from wave 1, 2014, to wave 8, 2015).</p>
<p><strong>Results:</strong> We found that after weighting for propensity of treatment scores estimated based on a wide range of factors, including previous health indicators, there was a significant effect of school exclusion on a wide range of health and well-being outcomes.</p>
<p><strong>Discussion:</strong> These results provide some of the most robust evidence to date that school exclusion harms long-term health outcomes.</p>
<p><strong>Conclusion:</strong> The findings suggest that policies should aim to reduce exclusion and ensure access to preventative health support for those who experience a school exclusion.</p>
health, FFR, inverse probability, longitudinal, school exclusion
Difference and school exclusion in a time of COVID-19
October 2023
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Journal article
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International Journal of Inclusive Education
The COVID-19 crisis has deepened educational and social inequalities and
exacerbated different forms of exclusion from education. This article reviews
current concerns about formal and informal disciplinary school exclusion in England.
Educational policy discourse in England has tended to seek individual reasons for
exclusion rather than develop an understanding of exclusion in the wider context of
education, social policy and the law. In contrast, this article attempts to advance a
multi-disciplinary theoretical understanding of the phenomenon of disciplinary school
exclusion by drawing on the related concepts of repair and maintenance, connective
specialisation, classification and categorisation. The article draws on conversations
with professionals and practitioners about the impact of the pandemic on practices of
exclusion in England. The conclusion calls for a more nuanced understanding of
vulnerability as a primary category in practices of exclusion. This would involve a
reconceptualisation of the concept of connective specialism, which assumes that
school exclusion cannot be treated as separate from the general welfare and
education systems, as a means of understanding vulnerability within an inclusive
education system.
FFR
School Exclusion, Inclusion, and Diversity: Implications for Initial Teacher Education
August 2023
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Chapter
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Studying Teaching and Teacher Education
39 Education, 3904 Specialist Studies In Education
Review: "The Inclusion Illusion. How children with special educational needs experience mainstream schools"
June 2023
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Journal article
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European Journal of Special Needs Education
39 Education, 3904 Specialist Studies In Education
Tensions in cultural identity and sense of belonging for internally displaced adolescents in Ukraine
May 2023
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Journal article
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Child Care in Practice
This article examines the cultural, educational and mental health consequences of large-scale internal displacement for children and adolescents from the Donbas to other parts of Ukraine. The research findings and methodological innovations of the study are discussed in the context of forced migration and displacement caused by the previous (2014) armed conflict in East Ukraine and Donbas with additional challenges posed by the Covid-19 pandemic. Our data collection was halted by the military action in Ukraine that started in February 2022 that has caused another wave of forced migration. We reflect on the experience gained from conducting research on sensitive topics of displacement using online methods in the environment of restricted access to schools and adolescents. The adolescents who were interviewed described their experiences of displacement, which for some had taken place nearly eight years before. Trauma from conflict and displacement can have mental health, educational and social consequences for displaced adolescents. These displaced young people and their families face, as internally displaced populations, a double-edged sword in their relationship with their new contexts. They often have numerous challenges in their settling in a new location and public sphere given the existing ethnic, cultural and language diversity of Ukraine and yet have the advantage of being able to adopt and adapt to their new socio-cultural contexts relatively quickly and minimise their pre-migration identities, if they so wish.
adolescents, East Ukraine, internally displaced persons (IDP), belonging, online research, education, cultural identity
Subject disciplines and the construction of teachers’ identities
March 2023
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Chapter
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The Palgrave Handbook of Teacher Education Research
This chapter addresses the question of teacher identity by focusing on the role that teachers’ identification with their subject disciplines plays in the formation of teachers’ identities. The chapter takes the starting point that teachers share a common pedagogical and moral imperative to teach children and young people about the subject that they have invested a considerable amount of time to learn themselves. All teachers, whether subject specialists or not, need to learn to acquire an ability to both understand the concepts that matter in a particular subject and the rules of evidence that are accepted within that discipline. It is the contention in this chapter that this conceptual understanding of what it means to teach a particular discipline in particular contexts that is central to the sociocultural identities of teachers. Although the chapter is concerned with the multiple subjects in schools and the identities of teachers of these subjects, it draws on examples from beginning teachers of English in particular as a subject as way of drawing attention to the contested nature of subject disciplines, school subjects, and subject teacher identity.
teachers, teaching and learning, subject disciplines, identity, pedagogy
Health, social, and educational needs of parents and children affected by imprisonment in Scotland
January 2023
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Chapter
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Prisoners’ Children: What are the Issues?
Identity formation in beginning English teachers
September 2022
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Chapter
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Theory and Practice in Second Language Teacher Identity
Developing the pedagogy necessary to teach a disciplinary subject to a variety of young people, alongside the ability to use formative and summative assessment to help their students to progress, are complex developmental processes for beginning teachers. Yet just as language and thought have potential developmental functions, so context has a formative role in identity formation. Beginning English teachers face at least two contexts that impact on their social situations of development: their position as learners, within the academic environment of a university; and within the specific professional contexts of their placement schools. These social situations intersect in complex and dialectical interplay between theory and practice. The focus on the complexity of identity development in this chapter develops a view of teaching and learning as a process through which beginning teachers as learners take on what is valued in a culture and, in turn, develop the agency that allows them to begin to contribute to that culture. The chapter will use the example of beginning teachers' learning to teach English within a school and university partnership.
English school subject, teaching and learning, SBTMR, beginning teachers, social situation of development, identity development
Learning to teach English and the language arts: a Vygotskian perspective on beginning teachers’ pedagogical concept development
August 2022
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Journal article
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English in Education
FFR
Theorising practices of inclusive pedagogy: a challenge for initial teacher education
July 2022
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Chapter
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Practical Theorising in Teacher Education: Holding Theory and Practice Together
This chapter addresses some of the tensions and challenges involved in practical theorising on inclusive pedagogy within the contexts of the contradictions found around issues of inclusion and special needs and disabilities policy and practice. One of the problems of focusing on inclusive pedagogy within initial teacher education is that has been hard to specify what inclusive practices in the classroom actually look like and how they might differ from pedagogical practice or reflective practice in general. Practical theorising combined with insights from inclusive pedagogy offers an approach that focuses on the student-teachers’ acquisition of adaptive skills, developed and underpinned by careful scrutiny of the ideas offered to them. Student-teachers working in special school settings can develop the flexibility, creativity and resilience to extend their knowledge and understanding of pedagogy, to sharpen their forensic teaching skills and to participate in inquiry-based practice to find the best way forward for the individual children and young people whom they teach.
What Counts as Evidence in the Understanding of School Exclusion in England?
June 2022
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Journal article
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FRONTIERS IN EDUCATION
Exclusion from school can be regarded as a seemingly simple but in fact a rather complex intervention in response to the “wicked problem” of behavior in schools. This manuscript will discuss what counts as evidence that may used to inform policy and judgments on practices of exclusion. The role of evidence, and how this is measured, has long been an issue of contention in educational research. This is particularly true for research that focuses on educational inequality and inclusion or exclusion. In this manuscript we will discuss issues concerning evidence with respect to two aspects of exclusion in England. Firstly, we will focus on questions concerning the scale of the problem, examining both the statistical evidence of official exclusions and data concerning the myriad of ways in which children may experience other forms of exclusion. Taken together, this indicates an under-estimate of the numbers of young people missing an education. We then move to a consideration of the evaluation of means of reducing exclusion, arguing for a shift from an individual to a systemic in context account that recognizes the role of cultural transmission and cultural historical theory.
evidence, missing education, inclusion, inequality, school exclusion
What counts as evidence in the understanding of school exclusion in England?
June 2022
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Journal article
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Frontiers in Education
Exclusion from school can be regarded as a seemingly simple but in fact a rather complex intervention in response to the “wicked problem” of behavior in schools. This manuscript will discuss what counts as evidence that may used to inform policy and judgments on practices of exclusion. The role of evidence, and how this is measured, has long been an issue of contention in educational research. This is particularly true for research that focuses on educational inequality and inclusion or exclusion. In this manuscript we will discuss issues concerning evidence with respect to two aspects of exclusion in England. Firstly, we will focus on questions concerning the scale of the problem, examining both the statistical evidence of official exclusions and data concerning the myriad of ways in which children may experience other forms of exclusion. Taken together, this indicates an under-estimate of the numbers of young people missing an education. We then move to a consideration of the evaluation of means of reducing exclusion, arguing for a shift from an individual to a systemic in context account that recognizes the role of cultural transmission and cultural historical theory.
evidence, missing education, inclusion, FFR, inequality, school exclusion
Learning lessons from the collaborative design of guidance for new build schools
March 2022
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Journal article
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European Educational Research Journal
This article focusses on the lessons learnt from the collaborative design of guidance for new build schools in England about the processes of school design, construction and occupation. The study involved headteachers, school building commissioners, teachers and wider school communities thinking about the pedagogic implications of the production of new school buildings. Professionals who had been involved with the development of new school buildings, and those currently involved, engaged in workshops to discuss their experiences of the process and designed guidance for those who would be involved in the future. This collaborative process pointed to possibilities but also significant potential risks involved in innovative school design. Theoretically, an activity theory framework was adopted to explore patterns of interaction and contradictions in the collaborative processes of the design, construction and occupation of new school builds and how these should be captured in a guidance document. We problematise the concept of innovation in the design of new build schools and the related risks. We suggest that collaborative school design calls for a new conception of collective action.
activity theory, collaborative design, new build schools, design research, FFR
Long-term labour market and economic consequences of school exclusions in England: evidence from two counterfactual approaches
February 2022
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Journal article
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British Journal of Educational Psychology
<p><strong>Background:</strong> Previous research suggests that school exclusion during childhood is a precursor to social exclusion in adulthood. Past literature on the consequences of school exclusion is, however, scarce and mainly focused on short-term outcomes such as educational attainment, delinquency, and mental health in early adolescence. Moreover, this evidence is based primarily on descriptive and correlational analysis, whereas robust causal evidence is required to best inform policy.</p>
<p><strong>Aims:</strong> We aimed to estimate the mid-to-long-term impact of school exclusion on labour market and economic outcomes.</p>
<p><strong>Sample:</strong> The sample included 6,632 young people who at the age of 25/26 in the year 2015 participated in the Next Steps survey of whom 86 were expelled from school and 711 were suspended between the ages of 13/14 and 16/17.</p>
<p><strong>Method:</strong> Using high quality existing longitudinal data, we utilized four approaches to evaluate the impact of school exclusion: logistic regression-adjustment models, propensity score matching, school fixed-effects analysis, and inverse propensity weighting. The latter two counterfactual approaches were used to estimate causal effects.</p>
<p><strong>Results:</strong> We found that school exclusion increased the risk of becoming NEET at the age of 19/20, and then remaining economically inactive at the age of 25/26, as well as experiencing higher unemployment risk and earning lower wages also at the age of 25/26.</p>
<p><strong>Conclusion:</strong> School exclusion has pervasive negative effects into adulthood. Policy interventions should focus on both prevention and mitigating its negative effects. Interventions aimed at re-integrating excluded individuals into education or vocational training could be key in reducing the risk of poor socio-economic outcomes and social exclusion.</p>
FFR
Practical Theorising in Teacher Education, Holding Theory and Practice Together
THE ROLE OF PRACTICAL THEORISING IN TEACHER EDUCATION: Formulation, critique, defence and new challenges
January 2022
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Chapter
|
Practical Theorising in Teacher Education: Holding Theory and Practice Together
The nature of the relationship between theory and practice in initial teacher education has been a perennial topic of international debate. After making the case that both theory and practice are essential in the preparation of teachers, the chapter outlines how the idea of ‘practical theorising' was originally developed as way of describing a process by which the two elements could be held together. Within England, the claim that there is no need for theory in initial teacher education was most memorably summarised in 2010 in a declaration by Michael Gove, then Secretary of State for Education, that teaching is a craft, ‘best learnt as an apprentice observing a master craftsman or woman'. Yet even the most enthusiastic adherents of evidence-based practice generally acknowledge that research findings can rarely be simply or straightforwardly applied within the complex world of the classroom.
The complex policy landscape of initial teacher education in England: what’s the problem represented to be?
August 2021
|
Chapter
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Teacher education policy and research: Global perspectives
Teacher education policy and practice in England differs from that of many other countries, even compared to other jurisdictions within the United Kingdom and, it has been suggested, is something of an outlier. Increasing government intervention in teacher education has led to a somewhat complex and, many might argue, confused policy landscape. Current teacher education policy and practice in England is framed by major policy reforms begun in 2010 and informed by the government’s White Paper The Importance of Teaching. These reforms were ostensibly about improving the quality of teacher education in England but the emphasis was on market-driven approaches. The government has introduced the Early Career Framework—a prescribed curriculum for all recently qualified teachers in their first two years of teaching, with full implementation from September 2021—and a revised Core Content Framework, with implementation from September 2020. This chapter presents a critical examination of the recent policy trajectory within initial teacher education in England, interrogating policies designed to bring more recruits into the profession by following a market ideology: increasing the choice of available pathways while treating teacher preparation as on-the-job training for work in a specific setting. We investigate the espoused dual imperatives of quality and quantity in teacher education and the resulting policies and practices as postulated ‘solutions’ in order to tease out their implicit problem representations and the implications that they entail.
SBTMR
International studies of school design - Lessons for Europe on innovation and risk
May 2021
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Journal article
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EUROPEAN EDUCATIONAL RESEARCH JOURNAL
This editorial sets out the context and agenda for this special issue of European Educational Research Journal, which brings together five accounts of research from diverse international contexts in relation to schools that are being designed and promoted as innovative learning environments (ILEs). The overall purpose is to advance what is known about innovation and the challenges and risks involved for those engaged in the design and occupation of ILEs. We begin by outlining some of the important considerations for researchers working in ILE projects that specifically place an emphasis on participatory approaches to innovation and put educational and social change, at the centre of the work. We then highlight some themes for readers to keep in mind as they consider the arguments developed in the papers.
innovation, international, Innovative learning environments, risk, school design
Conflicts in professional concern and the exclusion of pupils with SEMH in England
March 2021
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Journal article
|
Emotional and Behavioural Difficulties
Pupils with Social Emotional and Mental Health (SEMH) needs are disproportionately excluded from schools in England. Drawing on data collected from interviews with Local Authority Education Officers in 2017/18 in a project that looked at disparities in rates of permanent exclusion across the UK, this article explores how the influence of perverse incentives in the system, as well as the potentially different primary concerns of actors involved in inter-professional work, may undermine practices of inclusion in schools, and lead to the exclusion of pupils with SEMH. The review of existing literature and current analysis presented in this article highlight a number of potential factors which may be leading to the exclusion of pupils with SEMH in England. The data analysis and proposed theoretical frameworks contribute to the knowledge on ways in which the fragmentation of the English school system has failed many SEMH learners. Our argument here is that professional communication to support pupils with SEMH requires inter-professional understanding and respect for the primary concerns of different agencies. However, in circumstances of challenge and limited resources, there is a heightened risk that pupils with SEMH can become collateral casualties of policy change evacuated to the social margins of schooling.
Hinter-professional work, FFR, school exclusion, pupils with SEM
Research capacity-building in teacher education
March 2021
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Journal article
|
Oxford Review of Education
This paper reviews recent policy understandings of research capacity in teacher education in
the UK. It then draws on a case study from Wales to suggest a conceptualisation of research
capacity-building in teacher education that encompasses individual, organisational and
systemic levels while remaining sensitive to the particulars of professional practice in teacher
education. We argue that a rounded understanding of research-rich teacher education
practice and policy includes teacher educators based in universities, schools, colleges or
other settings, teachers and other education practitioners, students, school management,
governors, local authorities, policy makers, research funders, publishers. We recommend a
principled approach to public investment in capacity-building initiatives that embraces a
vision of collaborative research-rich professional practice and professional development
along all career stages and commits to sustaining more expansive understandings of
research culture in organisations, matched by appropriate recognition mechanisms.
FFR
Excluded lives special issue
January 2021
|
Journal article
|
Emotional and Behavioural Difficulties
Prevention of school exclusion is a major UK policy concern in the COVID-19 era of economic uncertainty, speculation about the possible futures for social cohesion, and alarming reports about the prevalence of children’s mental health difficulties and eroded sense of well-being and security. This Special Issue on school exclusion is drawn from the work of the multi-disciplinary and cross-jurisdictional research group Excluded Lives, founded in Oxford in 2014 and now involving the universities of Cardiff, Edinburgh, Oxford, Queen’s Belfast and the LSE. It adopts a broad view of exclusion including those who are excluded legally and illegally and those who go missing from school. The papers in this special issue represent perspectives on school exclusion across the four UK jurisdictions and from different disciplinary perspectives.
The Complex Policy Landscape of Initial Teacher Education in England: What’s the Problem Represented to Be?
January 2021
|
Chapter
|
Teacher Education Policy and Research
3901 Curriculum and Pedagogy, 3902 Education Policy, Sociology and Philosophy, 3903 Education Systems, 39 Education, 4 Quality Education
Introduction: The landscapes of poverty and education across the UK
September 2020
|
Book
Policy, education and poverty across the UK
September 2020
|
Chapter
|
Poverty in Education Across the UK: A Comparative Analysis of Policy and Place
Poverty and education in England: A school system in crisis
September 2020
|
Chapter
|
Poverty in Education Across the UK: A Comparative Analysis of Policy and Place
Poverty in Education Across the UK: A Comparative Analysis of Policy and Place
September 2020
|
Book
Nuanced interconnections of poverty and educational attainment around the UK are surveyed in this unique analysis. Across the four jurisdictions of England, Scotland, Wales and Northern Ireland, experts consider the impact of curriculum reforms and devolved policy making on the lives of children and young people in poverty. They investigate differences in educational ideologies and structures, and question whether they help or hinder schools seeking to support disadvantaged and marginalised groups. For academics and students engaged in education and social justice, this is a vital exploration of poverty's profound effects on inequalities in educational attainment and the opportunities to improve school responses.
Learning the pedagogy of potential: social inclusion and teacher education
February 2020
|
Chapter
|
Handbook on Promoting Social Justice in Education
Potential in education suggests the possibilities for learning and development for every child and young person. Yet the overwhelming evidence in England is that the potential of many young people is not currently met by school systems. The strong link between social disadvantage and poor educational outcomes is well documented in the research literature as have been the effects of poverty on young people’s health and well-being. Evidence from empirical research studies and statistical analyses has repeatedly shown that the most economically disadvantaged students with a special educational need have the poorest educational outcomes in England in terms of educational achievement and emotional well-being. England is the only jurisdiction UK where education is directly controlled by the education department of the central UK government. It is also, arguably, the jurisdiction where neoliberal rhetoric and neoconservative practice is most entrenched and where social inclusion is most threatened. For these reasons, England is an interesting context in which to explore the challenges for initial teacher education (ITE) programs to respond to rapidly changing and increasingly exclusionary policy and practice in the schools that preservice teachers may encounter in their teaching practice and future employment. This chapter argues that it is the responsibility of schools, teachers, and ITE programs to help reduce inequalities and promote social inclusion. A broad definition of social inclusion is adopted within the context of school education. The chapter sets the context of social inclusion and practices of social exclusion in the English education system. It examines approaches to social inclusion and social exclusion in ITE programs and considers questions of performativity within a dual stated commitment to accountability and inclusion. The chapter then considers the pedagogy of social learning in inclusive schools.
sociocultural, Vygotsky, social inclusion, performativity, social situation of development, pedagogy, school exclusion, initial teacher education, potential, disadvantage
Vygotsky
January 2020
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Chapter
|
The Palgrave Encyclopedia of the Possible
3901 Curriculum and Pedagogy, 39 Education, 3904 Specialist Studies In Education, Pediatric, 4 Quality Education
Understanding the structure of school staff advice relations: an inferential social network perspective
December 2019
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Journal article
|
International Journal of Educational Research
Understanding the structure of staff advice relationships and the factors that facilitate (and hinder) the flow of resources within schools is key to school improvement. Our study examines school staff advice networks for supporting vulnerable learners using Exponential Random Graph Models (ERGMs). We investigate the individual and structural mechanisms that shape these networks in six secondary schools and find evidence for the importance of mutuality, clustering and individual similarities. Educators tend to ask for advice from those in formal leadership or support positions, although informal hierarchies are also present. The study contributes with a novel application of an inferential social network approach to study patterns of advice relations among teachers, support staff and formal leaders in schools.
ERGMs, advice networks, school staff, FFR, social network analysis
Commentary to Part 1: Perspectives on the challenge of globalization
November 2019
|
Chapter
|
Culture in Education and Education in Culture
There is a growing worldwide unease about the effects of globalization on the education of school education particularly of those most marginalized in society. The impetus to compete in systems of education, whether at the international level through comparative data derived from PISA tests or through systems of school accountability at the national and institutional level, has come to dominate both discourse and practice in schools. This is a commentary on three chapters that reflect the sense that there is something drastically wrong with the way that young people are educated in modern education systems that are dominated by neoliberal ideology and the pressures of performativity. Although the articles emanate from particular social and cultural settings, there is a unifying thread in the chapters that education systems are failing many young people. All three chapters show a concern with Vygotsky’s contribution to an understanding of learning through his concept of the social situation of development. The chapter concludes with the consideration that learning must involve risk and uncertainty if young people are to learn through their engagement with social situations of development. In this sense, the cultures of institutions that resist neoliberal pressures of performativity are key to potential development of marginalized learners.
School staff advice-seeking patterns regarding support for vulnerable students
November 2019
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Journal article
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Journal of Educational Administration
<br/><strong>Purpose: </strong>Supporting the learning and wellbeing of vulnerable students is an important yet challenging part of school educators’ work. This study investigates advice-seeking patterns around the issue of supporting the learning and wellbeing of vulnerable students, among professional staff in six English secondary schools. The paper focuses on (1) investigating variation in advice-seeking patterns among schools, (2) exploring the association between these patterns and staff perceptions of the school climate for collaboration, and, (3) examining how these informal advice-seeking patterns relate to formal support arrangements in the schools.<br/><strong>Methodology: </strong>A mixed methods approach that combined findings from Social Network Analysis (SNA) with in-depth interviews was used.<br/><strong>Findings: </strong>It was found that advice-seeking patterns among staff vary substantively, even among similar schools. Furthermore, schools with more cohesive and reciprocal advice networks also showed a stronger climate for collaboration (i.e., mutual respect and distributed leadership). Also, formal organizational structures and informal advice-seeking structures showed coherence in our sample, as formally designated leaders, such as the Headteacher and the Special Educational Needs Coordinators (SENCOs), were generally highly central to their schools’ advice network.<br/><strong>Originality: </strong>This study advances the field as there is little research that examines the social networks of educators in England, and no previous studies that explore teacher advice-seeking networks in relation to supporting vulnerable students, internationally.
social network analysis, mixed methods, advice-seeking patterns, vulnerable students
Practices of exclusion in cultures of inclusive schooling in the United Kingdom
November 2019
|
Journal article
|
Revista Publicaciones
A tension has emerged in the United Kingdom over the last 30 years between policies designed to achieve educational excellence and policies seeking to achieve inclusive practice. The introduction of devolution across the jurisdictions of the United Kingdom has led to differences in practices developed from what were originally a common set of cultural and historical values and beliefs. Policy changes in England in particular have resulted in perverse incentives for schools to not meet the needs of students with Special Educational Needs and Disabilities and which can result in their exclusion from school. We illustrate the working of perverse incentives through a cultural historical analysis of the ways that professionals from different services may have different object motives. We argue for practices of inter-professional co-configuration and knotworking in order to meaningful relations and patterns of communication that join services around young people with Special Educational Needs and Disabilities.
Student teachers’ perceptions of the effects of poverty on learners’ educational attainment and well-being: perspectives from England and Scotland
October 2019
|
Chapter
|
Poverty Discourses in Teacher Education
3901 Curriculum and Pedagogy, 3903 Education Systems, 39 Education, 3 Prevention of disease and conditions, and promotion of well-being, 3.1 Primary prevention interventions to modify behaviours or promote wellbeing, 4 Quality Education
The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty
Exclusion from school in Scotland and across the UK: Contrasts and questions
July 2019
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Journal article
|
British Educational Research Journal
This article draws on findings from the first cross‐national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on a detailed analysis of the policy context in Scotland, where official permanent exclusion reduced to an all‐time low of just five cases in 2014/15. This is much lower than in Northern Ireland and Wales and in stark contrast to England, where exclusions have increased substantially since 2012. Our analysis seeks to understand Scotland's success in reducing exclusion and offers new insight into the ways in which national policies and local factors more generally shape schools and their practices and the consequent impacts for children and young people more broadly in the UK.
school exclusion/exclusion, disadvantage, behaviour, educational policy
Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience.
June 2019
|
Journal article
|
Emotional and Behavioural Difficulties
This article draws on findings from the first cross-national study of school exclusions in the four jurisdictions of the UK. It sketches factors associated with the past research with reductions in exclusions. It then reports interview data gathered in England in 2018 from five specialist officers working in two Local Authorities and a senior officer working for a national voluntary organisation. The officers describe good practice but also national, local and school level developments contributing to a deteriorating situation. These developments include unhelpful government guidance and regulations; school accountability frameworks affecting curriculum and leading to the neglect of Special Educational Needs; loss of Local Authority powers and funding resulting in reductions in support services. Data gathered for this study in other UK jurisdictions suggests that in Scotland and Northern Ireland, and to a lesser extent in Wales, a practice that avoids school exclusions has persisted more than in England.
behaviour, government policy, special education needs, school exclusion
After Warnock: the effects of perverse incentives in policies in England for students with Special Educational Needs
April 2019
|
Journal article
|
Frontiers in Education
FFR
Commentary to Part I: Perspectives on the Challenge of Globalization
January 2019
|
Chapter
|
CULTURE IN EDUCATION AND EDUCATION IN CULTURE: TENSIONED DIALOGUES AND CREATIVE CONSTRUCTIONS
Learning the Pedagogy of Potential: Social Inclusion and Teacher Education
January 2019
|
Chapter
|
Handbook on Promoting Social Justice in Education
3901 Curriculum and Pedagogy, 3902 Education Policy, Sociology and Philosophy, 39 Education, 3904 Specialist Studies In Education, 4 Quality Education
Double stimulation for reluctant readers: a literature circle intervention in a secondary English classroom
November 2018
|
Chapter
|
Classroom-based Interventions Across Subject Areas: Research to Understand What Works in Education
The research reported on in this chapter explored the impact of literature circles on reluctant readers aged 11–12 in a secondary school English classroom. The aim of this intervention was to determine whether literature circles could be more effective if older students (aged 17–18) acted as facilitators to students’ discussions. This research arose from discussions on a master’s in learning and teaching course between a practising English teacher and his academic supervisor. The research adopted Vygotsky’s principle of double stimulation as a methodological tool to investigate interaction and development. Findings showed that older students as successful readers can, in certain circumstances, positively contribute to improving younger students’ attitudes to reading when working in literature circles by becoming a secondary stimulus. The research represents an example of a theoretically driven reading intervention in a particularly challenging context. This study has research design implications for researchers of classroom activity concerning the relationship between mediated activity, students’ development, and the classroom environment.
Back to the future
October 2018
|
Chapter
|
The Future of English Teaching Worldwide
47 Language, Communication and Culture, 4702 Cultural Studies
Back to the Future: the restoration of canon and the backlash against multiculturalism in secondary English curricula.
September 2018
|
Chapter
|
The Future of English Teaching Worldwide Celebrating 50 Years from the Dartmouth Conference
This powerful collection will be of value to researchers, postgraduate students, literature scholars, practitioners, teacher educators, trainee and in-service teachers, as well as other parties involved in the teaching and study of English.
English language
Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England
June 2018
|
Chapter
|
Resisting Educational Inequality
3901 Curriculum and Pedagogy, 3903 Education Systems, 3904 Specialist Studies In Education, 39 Education, 3.1 Primary prevention interventions to modify behaviours or promote wellbeing, 3 Prevention of disease and conditions, and promotion of well-being, 4 Quality Education
Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England
June 2018
|
Chapter
|
Resisting Educational Inequality: Reframing policy and practice in schools serving vulnerable communities
SBTMR
Teacher Education and Family-School Partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries
April 2018
|
Journal article
|
Journal of Education for Teaching
Collaboration with parents is widely regarded as important in the education of children and young people, yet teachers rarely feel sufficiently prepared for this task. Several studies indicate that initial teacher education (ITE) programmes struggle to address issues of family-school partnerships (FSP). Our purpose in this study was to assess whether national ITE frameworks in seven European countries enable or constrain effective FSP preparation for preservice teachers. Our data, drawn from document analysis and national surveys, suggests that, despite the importance officially attributed to FSP at both governmental and ITE institutional levels, no single country presents a satisfactory picture in terms of FSP provision within their ITE programmes or in the extent to which preservice teachers are prepared to deal with the issue. Regardless of the existence (or not) of a national curriculum and variations, both in terms of legally-required competences and the amount of attention given to FSP in ITE programmes, it appears that simply making FSP compulsory is not the solution. Nor do national frameworks, in themselves, really appear to shape and direct the provision offered. Essentially FSP preparation still seems to depend upon the proclivities and expertise of individual teacher educators.
Family-school partnerships: a challenge for Teacher Education
April 2018
|
Journal article
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Journal of Education for Teaching
Research has shown that collaboration between educational institutions, teachers and families can influence pupils’ and students’ academic achievements, social development and sense of wellbeing in all levels of education (inter alia Castro et al. 2015; Desforges and Abouchaar 2003; Epstein 2001/2011; Jeynes 2007; Boonk, Geijselaers, Ritzen and Brand-Gruwel, 2018). Therefore, more than two decades ago, Shartrand and colleagues (1997) called for more attention towards teachers’ professional development concerning school collaboration with families. This call has been repeated many times over the years (Epstein and Sanders 2006, Epstein 2013, Evans 2013, Saltmarsh, Barr and Chapman 2014, Willemse et al. 2016). In particular, the lack of preparation of pre-service teachers has been highlighted as being problematic. Epstein and Sanders (2006) concluded a decade after Shartrand and colleagues that despite some progress having been made within initial teacher education (ITE) programmes that it was still the case that few pre-service teachers had access to full courses on Family-school partnerships (FSP). They also noticed that there was a lot of resistance to change within ITE programmes. More recent research has concluded that there remains a lack of attention to FSP in ITE (Epstein 2013; Willemse et al. 2016). As Epstein (2013, 117) emphasises: ‘More professors of education should feel comfortable and competent conducting a comprehensive course using an updated text that includes research readings, topics to discuss in class, field experiences, and short and long-term projects’. De Bruïne and colleagues (2014) also describe the struggle of teacher educators to improve the curriculum in times of already overloaded programmes and Evans (2013, see also Willemse et al 2017) in particular notice a lack of attention to FSP in ITE programmes for secondary education.
Preparation for family-school partnerships within initial teacher education programmes in England
April 2018
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Journal article
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Journal of Education for Teaching
The few studies conducted in Europe to date suggest that little attention is paid to pre-service teacher preparation for family-school partnerships (FSP) and that many teachers feel unprepared for such work. In England there has been little research in this area but a government review of best practice in parental involvement with schools concluded that ‘(t)eachers often lack the confidence and knowledge to work with parents …’. Given the apparent discrepancy between the need for teachers to be more knowledgeable about FSP and the lack of opportunity within initial teacher education (ITE) programmes to address the issues, we carried out a national survey of ITE providers in England in order to ascertain what provision is currently on offer. Our findings indicate that while there is overall recognition of the value of preparing trainee teachers to become confident and knowledgeable about home-school partnerships, ITE providers feel constrained by the lack of time available to them to explore this area in greater detail. The article concludes by discussing some of the challenges of both planning and delivering effective FSP provision within the ITE curriculum and how this might relate to future professional learning.
<p style="text-align:justify;"> On 8 June 2017, the Higher Education Funding Council for Wales commissioned a team from the University of Oxford to carry out an evaluation of the outcome of the HEFCW Strategic Development investment in WISERDEducation to date. WiserdEducation is a 3-year (1/07/2012- 31/07/2015), £930,9031 investment in developing educational research capacity and literacy in Wales, with a particular focus on research capacity in higher education institutions providing initial teacher education. As a result of non-funded extensions agreed with HEFCW in order to reinvest funds from areas of underspend in the first three years, the programme was in effect delivered over five years, ending in November 2017. </p>
SBTMR
Learning to Teach in England and the United States: The Evolution of Policy and Practice
November 2017
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Book
Learning to Teach in England and the United States studies the evolution of initial teacher education by considering some of the current approaches in England and the United States. Presenting empirical evidence from these two distinct political and historical contexts, the chapters of this thought-provoking volume illustrate the tensions involved in preparing teachers who are working in ever-changing environments. Grounded in the lived experiences of those directly affected by these shifting policy environments, the book questions if reforms that have introduced accountability regimes and new kinds of partnership with the promise of improving teaching and learning, have contributed to more powerful learning experiences in schools for those entering the profession.
SBTMR
Closing the Evidence Gap? The challenges of the research design of the Closing the Gap: Test and Learn project.
This chapter considers how the overall design of the Closing the Gap: Test and Learn project relates to the concept of a Randomised Controlled Trial (RCT). It provides the notions of RCTs as proposed by Goldacre and as commissioned and implemented by the Education Endowment Foundation. The chapter considers the extent to which test and learn project has been a major innovation in schoolled research development, as has been claimed by its designers. It examines the design issues and discusses of some of the implications for large-scale but dispersed educational research initiatives. The big issue underlying the whole test and learn project was the idea of a large-scale, school-based but coordinated scheme of this sort being carried out within a 'school-led system'. The project as a whole was very significant in its ambition and in the influence it had on many teachers and schools across England.
SBTMR
Who, how and why? Motives and agendas for key stakeholders in closing the gap
In 2016, the British Educational Research Association (BERA) Commission on Poverty and Policy Advocacy brought together several academics from across the four jurisdictions of the UK already engaged in work on poverty, education and schooling. The aim of this BERA Commission was to build a network of research-active practitioners across the UK and, internationally, to engage in knowledge building about poverty and multiple factors of deprivation as these find expression in education and schooling. The Commission also aimed to facilitate counter discourses to be voiced and articulated in contrast to the dominant pathologising discourses of poor people and their education. The Commission therefore addressed the question: what can research tell us about the ways that different devolved policy contexts impact on the learning and well-being of young people living in poverty? This article describes the methodology used by the Commission to bring together researchers, policymakers, practitioners and children and young people to learn about the price of poverty in education and to reflect on the implications for policy. In so doing, the article addresses some challenges, opportunities and outcomes in terms of knowledge production, as well as implications for critical scholarship, with a focus on poverty and education.
Tackling Social Disadvantage Through Teacher Education
October 2017
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Book
This book addresses key issues related to teaching pupils from disadvantaged and impoverished backgrounds and provides a valuable reference and pedagogical tool for teachers and teacher educators. Research has consistently shown that the most economically disadvantaged pupils have the poorest educational outcomes. Austerity government policies and pressures of performativity on schools may have exacerbated this inequality. Yet many teachers remain ill-informed about the effects of social disadvantage on students’ learning and consequently are ill-prepared in appropriate teaching methods. The text critically examines the lessons from previous policy and practice, discusses cognitive and affective aspects of school learning for disadvantaged children and explores the pedagogic implications of research evidence. Using insights from existing research, the book examines the reasons why some trainees and teachers lack a critical perspective on the contexts of poverty and may hold deficit views of students in poverty that suggests they are unable to learn and need to be controlled. It explains some of the links between poverty, special needs, literacy and educational achievement and focuses on strategies for improvement.
SBTMR
A social network analysis of school advice-seeking patterns to support vulnerable learners: A critical methodological account
August 2017
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Conference paper
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5th International Congress of the International Society for Cultural-historical Activity Research, August 28th - September 1st 2017, Quebec, Canada
Supporting the learning and wellbeing of vulnerable students is a complex part of school educators’ work. Although research has suggested that collaboration among colleagues can help them meet the needs of at-risk students, there is less research on the institutional cultures of collaboration. In this study, we explored the social networks of advice among school staff on supporting the learning and wellbeing of vulnerable students. The project examined the different patterns of collaboration to support vulnerable learners between teachers in six English secondary schools. A mixed methods approach was used that combined findings from Social Network Analysis (SNA) with in-depth interviews. It was found that patterns of collaboration among staff varied substantively among the schools and that they were coherent with formal organisational structures. We are concerned with the ways in which the practices of a school community are structured by their institutional context and argue that social structures impact on the interactions between the participants and the skills, knowledge and understanding that reside in those institutions. We provide a constructive critique of SNA from the perspective of activity theory and argue that the fluidity of social relations within activity systems calls for a multi-layered approach to data collection.
Editorial
March 2017
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Other
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Emotional and Behavioural Difficulties
Journal, Editorial
Becoming other: social and emotional development through the creative arts for young people with behavioural difficulties
February 2017
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Journal article
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Emotional and Behavioural Difficulties
This article focuses on the effects of an arts based intervention for young people deemed at risk of school exclusion because of social, emotional and behavioural difficulties. Using a range of qualitative methods, including observations and interviews, the study explored from the perspective of eleven young people (aged 11-16) the potential for creative arts interventions to transform young people’s difficult social situations of development and, in so doing, effect changes in behaviour and way of being. The findings suggest that the interventions that the arts organisation offered these young people provided alternatives to their personal, cultural and historical ways of experiencing the world. In ‘becoming other’ as an artist, experimenting with different art media and trying out creative ideas within a safe environment, the young people chose to try out becoming a different version of themselves. This process of adopting a new identity in becoming an artist enabled some young people to recontextualise their relationship with the social worlds around them. The introduction of an element of socialised play through creative arts interventions helped these young people to negotiate the crisis of a social situation of development. These findings suggest that imagination, invoked through the social situation of play, can help disengaged young people to change their perceptions about the imagined worlds of the future.
social and emotional development, social situation of development, arts based interventions
The research commission on poverty and policy advocacy
January 2017
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Report
Child poverty is increasing in the UK. But how does that play out differently in the four UK jurisdictions, in relation to education? How do the different educational policy contexts and different educational structures affect the curriculum and pedagogy, and so what flexibility do they allow teachers, in engaging with children and young people who are growing up in poverty? This BERA Research Commission on Poverty and Policy Advocacy has provided a nuanced picture of variations across the UK in terms of educational responses to child poverty. It has brought together a network of practitioners and researchers to find new ways of thinking about the problem of child poverty and how educators can respond to it.
SBTMR
Writing as a mediational tool for learning in the collaborative composition of texts
Researching contradictions: Cultural Historical Activity Theory Research (CHAT) in the English classroom
October 2016
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Journal article
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English in Australia
This article argues that Cultural Historical Activity Theory (CHAT) is an appropriate theoretical and methodological framework for researchers in English interested in the social contexts of culture and its relationship with the formation of mind and activity in the English classroom. Two key concepts in Vygotsky’s thought central to understanding CHAT research are explored: the zone of proximal development and the principle of double stimulation. Implications for CHAT research in the English classroom are then addressed.
Student teachers' perceptions of the effects of poverty on learners' educational attainment and well-being: perspectives from England and Scotland
August 2016
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Journal article
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Journal of Education for Teaching
This article reports on two UK initial teacher education studies from two contrasting contexts: a secondary school course in Oxford, England and a primary school course in Strathclyde, Scotland. The questions of how student teachers understand the effect of poverty on pupils’ educational achievement, and what they as prospective teachers can do to effect change, are common concerns of the research studies reported here. The Oxford study illustrates the problematic issue of student teachers’ perceptions of poverty, whilst the Strathclyde data suggests the potential power of a focused intervention to change views on poverty and education. A teacher identity framework is used to consider the interactions between external factors (schools, systems, communities of practice) and internal factors (knowledge, activities, thoughts, reflections), to understand how participation, alignment, agency and reification can support or undermine teachers’ understanding and enactment of teaching for social justice.
poverty and educational attainment, social justice, preservice teachers, identity, urban education, agency
The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty
August 2016
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Journal article
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Journal of Education for Teaching
The introduction in England of the Pupil Premium Grant (PPG) provided a stimulus to ensure that beginning teachers understand the nature of poverty and critically examine strategies used by schools seeking to overcome the barriers to academic achievement that it presents. This article explores the effects of asking student-teachers within a well-established initial teacher education partnership to adopt a research orientation towards the use of PPG funding. It focuses on the student-teachers’ experiences and developing thinking as they engaged in small-scale investigative projects and on the perspectives of their school-based teacher educators (professional tutors). Whole-course evaluation data suggest that most projects operated successfully, with the student-teachers encouraged to ask critical questions about current practices, drawing on different kinds of evidence. Three case studies illustrate the diversity of approaches adopted towards the project, reflecting the views of individual professional tutors and the complex interplay between the competing object motives of different participants.
Being Other: Transforming the social situation of development through drama.
June 2016
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Conference paper
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The materials of the International Symposium "Scientific School of Vygotsky: traditions & innovations" 27-28th June 2016, Moscow. Moscow State University of Psychology & Education
Writing as a mediational tool for learning in the collaborative composition of texts
May 2016
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Journal article
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Learning, Culture and Social Interaction
This article explores the complex relationship between writing in the secondary school classroom as a tool for learning and the dialogical communicative processes involved in crafting and revising talk and inner speech into written speech. A theoretical framework is introduced from the work of Linell, Mercer, Vološinov and Vygotsky to develop a language of analysis for the dialogical processes involved in classroom composition. The framework draws on the concepts of the dialogical self, semiotic mediation and recontextualization. Empirically, the article reports on data from a qualitative case study of a state secondary English class for 13-14 year olds students in the UK that follows a sequence from classroom talk to a written text involving four students. The findings suggest that classroom writing that develops from socially mediated activity can become a dialogical tool for meaning making. The data reported on in this article challenge assumptions that dialogic classrooms are always spaces of concord and agreement. Critical incidents of discord, whereby students challenge, debate, argue, and ultimately recontextualise meaning, can be important precursors for some students to transform their resistance to dialogical learning. These findings suggest that more research attention should be paid to these complex processes of recontextualisation.
A marked improvement? A review of the evidence on written marking
April 2016
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Report
Available from https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Marking_Review_April_2016.pdf
Student teachers' perceptions of poverty and educational achievement.
March 2016
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Journal article
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Oxford Review of Education
<p>This paper reports on a mixed methods study carried out within the Initial Teacher Education (ITE) programme at the University of Oxford on the ways that the course sought to frame and address the link between poverty and poorer educational outcomes. The study was concerned with the views held by ITE students on the effects of poverty on pupils' learning, well-being, and educational achievement. The paper initially explores why these questions are important, how they are framed internationally, and how they relate to current education policy, particularly in England.</p><p>Data were collected from student teacher pre- and post PGCE course questionnaires and a focus group discussion. The findings showed a tendency for student teachers to associate low achievement more strongly with family and cultural factors than with socio-economic or school factors, although there was some evidence that the thinking of some students changed during their programme. Implications for policy and practice in ITE are discussed with a view to ensuring that the social justice commitments espoused by many such courses are actually enabled more effectively to influence the learning experiences of beginning teachers.</p>
Social justice, Poverty, Educational achievement, Student teacher perceptions
Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People
August 2015
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Report
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Oxford University Department of Education
Communication, culture, and conceptual learning: task design in the English classroom
January 2015
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Chapter
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Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement
Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement
September 2014
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Book
Written by experts in the field of education from a range of subjects and including a foreword written by renowned author Professor Walter Doyle, this book spans an international context and offers a refreshing alternative of how to plan ...
EDUCATION
Introduction: tasks, concepts, and subject knowledge
September 2014
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Chapter
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Designing Tasks in Secondary Education
The background to this book on task design is that for the past 25 years the curriculum in the UK, and subsequently teaching, has been dominated by the introduction and implementation of government national strategies. In the secondary school environment this has often led to teaching through narrow and restrictive versions of 'teaching objectives' and patterns of assessment that focus on product and external examinations rather than process and student development. This pattern of curriculum imposition is not unique to the UK of course and educators in many other settings and contexts will recognise the same pressures on teaching and learning. The danger is that pedagogic practices that promote students' learning and knowledge transformation through active participation can be largely shelved (or hidden) in favour of a passive form of knowledge acquisition through transmission assessed by recall of knowledge gleaned from others or the mastery of technical skills.
concepts, subject knowledge, Classroom tasks
The Mediation of Learning in the Zone of Proximal Development through a Co-constructed Writing Activity
February 2013
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Journal article
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Research in the Teaching of English
<p style="text-align:justify;"> This article develops a theoretical understanding of the processes involved in the co-construction of a written text by a teacher and student from a Vygotskian perspective. Drawing on cultural-historical and sociocultural theories of writing and Vygotsky’s concept of the Zone of Proximal Development (ZPD), this case study of a student and teacher interaction in a UK secondary school examines the social mediation of collaborative activity in the negotiation of meaning.While expressivist process theories of writing focus on the development of the authentic voice of the writer, this article contends that the development of a student’s writing abilities requires active intervention by a teacher within a constructed zone of development. Writing is viewed as a situated activity system that involves a dialectical tension between thought and the act of composition.Finally, the article will argue that the recursive and complex nature of writing development is an integral tool in the learner’s own agency in creating a social environment for development. </p>
SBTMR
Developing Students’ Knowledge of Phonics in Secondary Teacher Education
January 2013
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Conference paper
Learning to Teach Writing in culturally Diverse Settings: Complexity and Contradiction for the Student Teacher
January 2013
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Conference paper
Poverty and Initial Teacher Education: Policy, Practice, and Social Justice
January 2013
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Conference paper
Student Teachers’ Perceptions of Poverty
January 2013
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Conference paper
Planes of communicative activity in collaborative writing
June 2012
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Journal article
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Changing English
<p style="text-align:justify;"> In this article I focus on the mediational role of communicative activity in the co-construction of meaning involved when pupils write collaboratively. I explore the developmental nature of peer intermental or social activity within a Zone of Proximal Development (ZPD) by drawing on perspectives from sociocultural theory and the dialogical aspects of some classroom activity. Vygotsky’s concept of the ZPD is viewed as a tool used to produce forms of instruction that lead pupils’ psychological development. I identify three planes of communicative activity relating to physical, semiotic and intrapersonal tool usage in order to develop an analysis of two secondary school pupils involved in the shared activity of producing a co-constructed text. </p>
SBTMR
Stimulating reluctant writers: a Vygotskian approach to teaching writing in secondary schools
March 2012
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Journal article
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English in Education
3901 Curriculum and Pedagogy, 3903 Education Systems, 39 Education
Writing as a Complex Activity: Mediating the Development of Mind
January 2012
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Conference paper
The Construction of Zones of Proximal Development through Classroom Interaction
January 2011
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Conference paper
Writing Through Mediated Activity
January 2011
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Conference paper
First class way to develop a brain.
November 1998
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Journal article
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Nature
Geniculate Bodies, Visual Pathways, Synapses, Retina, Animals, Cats, Receptors, Antigen, T-Cell, gamma-delta, Histocompatibility Antigens Class I, Genes, MHC Class I, Gene Expression Regulation, Developmental
Long-term Labour Market and Economic Consequences of School Exclusions in England: Evidence from Two Counterfactual Approaches
preprint
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SocArXiv
38 Economics, 3801 Applied Economics, 44 Human Society, Prevention, Pediatric, 3 Prevention of disease and conditions, and promotion of well-being, 3.1 Primary prevention interventions to modify behaviours or promote wellbeing, Mental health, 8 Decent Work and Economic Growth, 3 Good Health and Well Being
The Impact of School Exclusion in Childhood on Health Outcomes in Adulthood: Estimating Causal Effects using Inverse Probability of Treatment Weighting
preprint
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PsyArXiv
4203 Health Services and Systems, 42 Health Sciences, Mental Health, Brain Disorders, Prevention, Mental health, 3 Good Health and Well Being
