Faculty of Education
Research in Education and Teaching Single, Co-Authored and Edited Books by Academic Staff in the Faculty of Education
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Faculty of Education
Research in Education and Teaching Contribution by Academic Staff in Selected Edited Books
‘Go Ask Alice: The Image of the Child in the Sixties Counterculture’ Chapter by Peter Cook
‘Facilitating Reflective Teaching: Video-Stimulated Reflective Dialogues as a Professional Development Process.’ Chapter by Ed Powell
‘Spirituality’ Chapter by Dr. Rebecca Nye
‘Looking and Listening For Participatory Practice in an English Day Nursery’
‘Empowering Children and Adults: Play and Child-Initiated Learning’ Chapter by Professor Janet Moyles AND ‘Bilingual Learners’ Chapter by Professor Theodora Papatheodorou
Chapter by Paulette Luff ‘Childhood Spirituality: Strengthening the Research Foundation’
Chapter by Dr. Rebecca Nye
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‘The Art of Wondering’
Chapter by Dr. Rebecca Nye and D. Ratcliff
Faculty of Education
Research in Education and Teaching Selected Research into Student Learning in Higher Education The Portfolio of Evidence: Opening the debate for Widening Participation Pedagogies* Professor Theodora Papatheodorou
“Learning?… the ability to learn through things you never thought you could do...”
–Student anonymous
The Widening Participation policy has enabled many students from diverse and under- represented groups to enter higher education. However, the implications of widening participation to higher education pedagogy have not yet been explicitly acknowledged. The Portfolio of Evidence study aimed to address the following questions: • What are the educational biographies, experiences and expectations of students with diverse educational background and experience on entering university? • Do the current and dominant higher education pedagogies serve them well? The study has highlighted the need for higher education institutions to re-consider their pedagogies and open the debate for a ‘widening participation pedagogy’ which reflects, meets and extends the experience and expectations of diverse students in university. Our understanding of the role of contextual factors in enabling human potential requires that higher education pedagogies are contextualised in student experience and expectations, in order to achieve academic excellence and personal growth and well-being. *The research project was funded by a University Teaching and Learning Fellowship
Making Undergraduate Learning Visible: The role of module planning, formative assessment and documentation* Professor Theodora Papatheodorou, Christine Such and Paulette Luff
This study aimed to investigate students’ perceived experience of their learning in selected Year One modules on the BA (Hons) Early Childhood Studies programme, where module planning, formative assessment and student documentation of their learning were introduced. The key finding from this study raised questions about summative assessment. Via the processes adopted in this module it was revealed that students conceive their learning wider and broader in purpose and scope; their reflections referred to both personal growth and ‘knowledge’ of module content. Yet, summative assessment focuses primarily on the second. Further large scale research is required around the central question what do we teach and learn in higher education and what do we assess? *The research project was funded by a University Teaching and Learning Fellowship
Students Expectations and Experience of Learning in Higher Education: An International Project Professor Theodora Papatheodorou and Paulette Luff (Anglia Ruskin University), Professor Anneli Niikko (University of Joensuu, Finland), Dr Ludo Heylen (University of Leuven, Belgium), Dr Rozalina Engels (University of Sofia, Bulgaria)
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Learning and teaching in higher education presents a wide range of issues and challenges, particularly for those who are educating student teachers who will be working with young children. The current study was prompted by common interests and concerns reflected in the previous research, undertaken separately by the participating researchers. In this research, involving respondents from four European countries (Belgium, Bulgaria, England and Finland), we made use of a questionnaire designed to elicit student teachers’ expectations and experiences of their learning and assessment. The findings from the pilot study have raised important methodological issues in conducting crosscultural quantitative research. They highlighted the importance of negotiating and reaching shared meaning of terms and concepts used in the included items of the questionnaire. The latter is a painstaking process that requires interrogation of assumption taken for granted. If you are interested in joining any of the above or other similar projects, please contact Professor Theodora Papatheodorou at: theodora.papatheodorou@anglia.ac.uk
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Faculty of Education
Research in Education and Teaching Selected Research into Student Learning in Higher Education Story Playing for Emotional Literacy and Learning Support (SPELLS)* Professor Theodora Papatheodorou
This project focused on students’ understanding of literature about stories and emotional development; the integration and interpretation of such literature into practical skills; and implementation of these skills in settings with young children. The key finding of this project revealed students’ awareness of the fact that supporting children’s social and emotional development is not straightforward. To their surprise, the students who participated in the project realised that their own self-awareness was an important element in responding to young children’s unpredictable comments which needed an immediate, yet considerate and sensitive, response. *A volunteer-student project
If you are interested in joining the above project, please contact Professor Theodora Papatheodorou at: theodora.papatheodorou@anglia.ac.uk
Sketchbooks and Journals: a tool for challenging assessment? Paulette Luff and Dr. Gill Robinson
Aims of the study • To research the use and the value of sketchbook learning journals as a form of assessment • To develop understandings of ways in which these can support and extend students’ learning, within the context of a module about the early childhood curriculum • To reflect upon our own practice and share our experiences with colleagues, in support of our efforts to teach in order to make learning possible (Ramsden, 2004) The research A case study of groups of second year BA Early Childhood Studies students, taking a 24 week Curriculum module, assessed via a sketchbook learning journal, in which students represented their thoughts about different aspects of the early childhood curriculum (philosophical approaches, environments and resources, adult roles, playful approaches to learning and curriculum content). This was completed during two full semesters and submitted for summative assessment at the end of the second semester. Most data collection activities were integrated with teaching: aspects of students' learning behaviour noted and discussed; focus group discussions conducted to improve understanding of participants’ experiences; analysis of the content of assessed work; plus four students took part in videotaped interviews. Some findings • The sketchbooks encourage students to record and store information, thus creating a record of the learning during the module. • Students focus on the whole of their course and “construct their own synthesis of the course material” (Park, 2003:193). • Students’ ideas changed and became more sophisticated throughout the module Media Services 4467/02.09/JB
• Some students intend to continue working with this type of learning journal as a way of deepening knowledge in preparation for final year major project. Selected references Park, C. (2003) ‘Engaging students in the learning process: The learning journal’, Journal of Geography in Higher Education, 27 (2): 183-199. Ramsden, P. (2004) Learning to Teach in Higher Education (2nd edn.) London RoutledgeFalmer. If you are interested in joining any of the above or other similar projects, please contact Paulette Luff at: paulette.luff@anglia.ac.uk
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Faculty of Education
Research in Education and Teaching Selected Research Projects into Early Childhood Education The Reggio Emilia Artists’ Project* Professor Theodora Papatheodorou and Pauline Loader
This is an applied research project introduced by the Essex Early Years Service with the main aim to inform creative pedagogies at county level. The project, being inspired and informed by the Reggio Emilia preschools in Northern Italy, is led by an artist who works with Early Years practitioners and children in different settings to introduce appropriate learning experiences for young children through art and project development. The project is currently documented and monitored systematically by the artist and participants. The data collected will be analysed to articulate pedagogical principles and practices and exemplify them in an output aimed at Early Years practitioners. *Funded by Essex Early Years Services
If you are interested in joining this or other similar projects, please contact Professor Theodora Papatheodorou at: theodora.papatheodorou@anglia.ac.uk
Forest Schools Sara Knight, Pauline Loader and Christine Such
The aim of the project is to undertake a pilot investigation to discover whether there are positive correlations between children’s scores on the Foundation Stage Profile (FSP) and their experiences of Forest School during their early childhood education. Previous research has indicated that children’s development is enhanced by Forest School sessions, and we intend to measure this effect by comparing results from the Foundation Stage Profile from settings participating in Forest School with those who are not. The research questions are as follows: • Is there a positive relationship between participation in Forest School and FSP outcomes? • How is the effect of Forest School shown across the six areas of the FSP?
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• Is there an association between the size of any positive effect and the catchment area of the school (e.g. socio-economic characteristics and urban or rural settings)? • Does the duration of the Forest School experience affect the results? If you are interested in this area of research, please contact Sara Knight at: sara.knight@anglia.ac.uk
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Faculty of Education
Research in Education and Teaching Selected Research Projects into Early Childhood Education Research into Godly Play Dr. Rebecca Nye
Godly Play is an innovative approach to spiritual development and experiential religious education. It emphasises the role of the non-verbal communication system, and seeks to enable process rather than product/outcome based learning. It represents a radically alternative pedagogy for most faith education settings, based on developing children’s capacity to question (‘wonder’) rather than reach ‘answers’, to tolerate difference rather than orchestrate consensus, and in which depth of learning is pursued rather than breadth of knowledge. Dr Rebecca Nye has an ongoing research interest in the use of Godly Play in schools and Initial Teacher Training, and plans are being made to undertake critical evaluation of how schools are interpreting this approach in collaboration with colleagues in the school improvement service in Diocese of Chelmsford and at St Martin’s College, Lancaster. This builds on an earlier three year national project in primary schools in which Rebecca was a lead researcher and consultant. Visit: www.natsoc.org.uk/schools/gp/ A case study project to explore Godly Play’s impact on teachers’ attitudes to children’s spiritual development is currently being set up, with the assistance of a Faculty of Education Early Years undergraduate student. If you are interested in this area of research, please contact Dr Rebecca Nye at: rebecca.nye@anglia.ac.uk
Intercultural Preschool Pedagogy: A threecountry study (England, Greece and Germany)* Professor Theodora Papatheodorou (Anglia Ruskin University) Professor Kostas Dimas (Technological Educational Institution of Epirus, Greece)
The 21st century has found many countries and societies more diverse than ever before. Mobility within and between many countries means that many minority ethnic groups are represented in Early Years settings posing many challenges and opportunities for all concerned, that is children, families, Early Years settings and policy makers. The Intercultural Preschool Pedagogy project aimed to explore: • The experience of parents and children from minority ethnic groups in early years settings. • Early Years practitioners pedagogy in addressing diversity and implementing relevant policy.
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Key findings indicate that parents from minority ethnic groups see their arrival at the host country as an enhanced cultural and educational experience for their children. Overall, they report a positive experience from their children’s attendance in Early Years settings. Early Years practitioners said that although policy guidelines have raised their awareness about intercultural practices, these are not enough. Intercultural practices go beyond recipes; they require understanding and appreciation of the experience, dreams and aspirations of families and their children. *Led by the Technological Educational Institution of Epirus, Greece, and funded by the EU Archimedes II programme
If you are interested in joining this or other similar projects, please contact Professor Theodora Papatheodorou at: theodora.papatheodorou@anglia.ac.uk
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Faculty of Education
Research in Education and Training Programme of Research Events Brown Bag Sessions
Research Training Programme
Research Matters Seminar Series
Brown Bag sessions are informal meetings where individuals have the opportunity to explore their ideas for any scholarly and/or research activity they wish to pursue. They can discuss research questions, methodology, data analysis, systematic literature review and writing, and/or find co-researchers/authors.
Our Research Training programme is available to full-time and part-time research degree candidates, other researchers, members of staff in the Faculty of Education and other Faculties in the University. The programme has been designed to address national requirements and key aspects of the ESRC research training guidelines. With the permission of guest speakers, these sessions are streamed live on the internet and this has proven popular with our remotely based students and colleagues.
Research Matters seminars are structured presentations in which individuals present their research findings or research in progress. This academic year, we have been fortunate to have a number of expert speakers presenting sessions which have been both engaging and stimulating and these promises to continue for the remainder of the year.
This academic year, we have run a number of interesting sessions on a variety of topics and this promises to continue with future sessions as listed below.
Thursday 18 March 2009, 4:30 – 6:00pm, Sawyers 104 Dr Pam Burnard, University of Cambridge, BERA SIG Creativity Convenor ‘Pupil and Teacher Perceptions of the Nature of Artist Pedagogy and its Impact on School Change’
For a taste of what has been arranged for the current semester, please see the programme below: Thursday 22 January 2009 Ernest Ampadu ‘An Investigation into the Teaching and Learning of Mathematics in Ghanaian Junior High Schools’ Thursday 19 February 2009 Sara Knight ‘Researching Forest School for Early Years Settings’ Thursday 19 March 2009, 12:00 – 1:00pm, Sawyers 002 Grace Woodford ‘Waltzing with Matilda: A Short Account and Visual Presentation of the Enjoyable Experience of a First–Time ‘Travelling Scholar’ to a Faculty of Education, 12,000 Miles Away’ Thursday 14 May 2009, 12:00 – 1:00pm, Sawyers 005 Peter Cook ‘Go Ask Alice: The Image of the Child in the 60s Counterculture’ Thursday 18 June 2009, 12:00 – 1:00pm, Sawyers 002 Naomi Lundgren
Thursday 22 January 2009 Dr Rebecca Nye ‘Issues of Perspective and How This Shapes Your Research Design, Choice of Methodology and Methods – Part 1’ Wednesday 11 February 2009 Dr Rebecca Nye and Julie Scott ‘Research Ethics’ Thursday 19 March 2009, 4:30 – 6:30pm, MAB015 Dr Daniela Mangione ‘Spotlight on Research Methods: Case Study Methodology’ Thursday 21 May 2009, 4:30 – 6:30pm, Sawyers 307 Dr Rebecca Nye ‘Spotlight on Research Methods: Designing, Conducting and Analysing Interviews’
The above sessions are organised by Research in Education and Training in the Faculty of Education. For more information please contact: Lauren Champs at lauren.champs@anglia.ac.uk
Thursday 23 April 2009, 4:30 – 6:00pm, MAB 014 Dr Sara Hennessey, Lecturer in Teacher Development and Pedagogical Innovation, Faculty of Education, University of Cambridge ‘Professional Development Through Practitioner-Research Collaboration’ Thursday 14 May 2009, 4:30 – 6:00pm, MAB 014 Dr Rhona McEune, Centre for Research on the Child and the Family, University of East Anglia ‘Evaluation of the Laptops for Teachers’ Initiative and the Impact of Information and Communication Technologies on Pupils’ Attainment’ Thursday 11 June 2009, 4:30 – 6:00pm, MAB 014 Dr Roberto Di Napoli (PhD, University of London) Senior Lecturer in Educational Development, Imperial College London, CED (Centre for Educational Development) ‘What’s in a Name? Educational Developers in Europe’
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Thursday 18 June 2009, 4:30 – 6:30pm, Sawyers 307 ‘Spotlight on Research Methods: Designing, Conducting and Analysing Questionnaires’
Thursday 15 January 2009 Dr Heather Geddes ‘Attachment in the Classroom’