Education Research/Publications – Summer 2020

During the last few months a number of colleagues working in Education have had research published with a variety of topics covered. Below we introduce some of this research by providing the abstracts for these papers and the links to the publishers websites.

Developing Effective Assessment Feedback: Academic Buoyancy and the Relational Dimensions of Feedback –  Middleton, Tristan; ahmed-Shafi, Adeela; Millican, Richard and Templeton, Sian

Abstract: This research reports on the second phase of a project exploring the effectiveness of tutor to student assessment feedback. It highlights the dynamic interaction of interpersonal and intrapersonal contexts in effective feedback processes. It proposes a holistic conceptualisation of feedback that considers the academic buoyancy and attributes of the recipient, and the relationships and opportunities for dialogue with the provider and the ramifications for practice. To explore the impact of the implementation of changes to practice suggested from phase one of the research, qualitative data were collected and analysed from student focus groups and individual interviews within a UK undergraduate education course. Links from this phase between feedback processes, affect, tutor input and the ‘Key 5’ indicators of academic buoyancy emerge, revealing the importance of reciprocal relationships and dialogic interactions. This demonstrates the need to acknowledge the individuals involved and the nature of the relationships between them.

Towards a Dynamic Interactive Model of Resilience (DIMoR) for Education and Learning Contexts ahmed-Shafi, Adeela; Templeton, Sian; Middleton, Tristan; Millican, Richard; Vare, Paul; Pritchard, Rebecca and Hatley, Jenny

Abstract: This paper explores a range of theoretical models of resilience and human development to understand the concept of resilience as it has developed over time and how it is understood today. These include both classic and contemporary ideas such as those of Bronfenbrenner, Masten, Rutter and, more recently, Downes and Ungar. Building on this analysis, the paper proposes a new model, taking key elements of established theories to offer a dynamic and interactive model of resilience (DIMoR). This model recognises individual agency and its complex reciprocal interactions both with other individuals but also with the wider system within which the individual is situated. This paper positions the DIMoR as a means of understanding resilience in a range of educational contexts.

The Impact of the Secure Custodial Setting on Re-engaging Incarcerated Children with Education and Learning – a case study in the UK – ahmed-Shafi, Adeela

Abstract: As many as 90 % of incarcerated children and young people enter the secure setting disengaged from education. The nature of the secure custodial setting compounds the complex and challenging needs of the children, though efforts to understand this are limited. This paper reports on an ethnographic case study in one secure children’s home in England. Findings show that children can be re-engaged with education, relatively easily within a short space of time, given the right conditions. However, the secure setting was a defining feature, shaping the extent of this engagement. The implications of these findings are discussed and recommendation made.

‘Society Gets the Education it Deserves’ – Jones, Chris

Abstract: Education has the potential to be influenced by society but can also be utilised as a mechanism to enable societal change. Considering the question ‘does society get the education it deserves’, I utilise Bauman’s concept of liquid modernity when exploring the impact of neoliberalist values on the UK education system. These values encourage a consumerist approach to be taken by those entering and within the system and drive competition between providers, which I argue is not conducive to an equality of opportunity for all in society. Without a greater societal response however this paper concludes that the education currently received is one that is deserved.

Nurture Groups: Perspectives from Teaching Assistants Who Lead Them in Britain in Discourses We Live By: Personal and Professional Perspectives on Education Middleton, Tristan

Abstract: Within the context of a small-scale narrative inquiry research project, this chapter considers the impact of working with children with challenging behaviours, the boundaries between the professional and the personal, and the impact of school leadership. The level to which practitioners’ beliefs and values are reflected with the discourses of their narratives is then considered and implications for practice are suggested. Furthermore, the impact of the discourse between researcher and participants, within the research context, will be explored. The intersection between the practitioners’ discourse and that of a ‘like-minded’ researcher will be considered and the transformative nature of the meeting of these discourses during the course of the research will be discussed.

Understanding Inclusion – Wharton, Julie; Codina, G; Middleton, Tristan and Esposito, Roseanne

Abstract: A guide for SENCOs, school leaders (including governors), teachers and support staff. This guide aims to: – Consider your position with regard to inclusion in your setting – Identify how you can develop an inclusive ethos and practice – Reflect on the approach to inclusion taken in your setting.

Reconsidering Resilience in Education: An Exploration using the Dynamic Interactive Model of Resilience – Eds. ahmed-Shafi, Adeela; Middleton, Tristan; Millican, Richard and Templeton, Sian

Abstract: This book explores the concept of resilience and its significance in responding to a rapid and ever-changing globalised world whilst critiquing its ‘buzzword’ status in contemporary times. Drawing on research from a range of educational settings, the book demonstrates that the resilience of individuals and their surrounding systems should not be viewed in isolation and that the interplay between individual resilience, community resilience and resilient societies is complex and symbiotic. On this basis, it illustrates that efforts to promote resilience would benefit from a systems approach capable of coping with this complexity. Using the ideas of agency and the power of self-determinism, a development of Bronfenbrenner’s bio-ecological model is presented to illustrate the complexity of their interplay. Existing models of resilience are developed with the book offering the Dynamic Interactive Model of Resilience (DIMoR) as a way to analyse and support resilience which moves beyond a reductionist, descriptive and ‘fashionable’ presentation of resilience.