Now showing items 1-10 of 14
Facilitating conversations about equality, diversity and inclusion (EDI): Guidance booklet
(University of Hertfordshire, 2021-07-06)
Developed with the University of Hertfordshire School of Education Student Success & Engagement Team (SSET) and Senior Technical Officers to accompany a set of cards developed by the SSET
Autonomy, Leadership and Leadership Development in England’s School System
The policy context for schools in England places great emphasis on leadership and autonomy as drivers of educational improvement. The purpose of this article is to explore how we can better understand, in this context, the ...
The BodyMind Approach® as Transformative Learning to Promote Self-Management for Patients With Medically Unexplained Symptoms
This article describes how adults learn to self-manage chronic bodily symptoms, a complex and costly health problem. It proposes a theory of learning for an innovative, research-informed intervention, The BodyMind Approach® ...
Self-Study Research in Europe
Listening to the parent voice to inform person-centred neonatal care.
Family integrated care (FIC), where parents are an integral part of their baby’s care and decision-making can enhance parental involvement and empowerment, contributing to decreased parental separation and stress. It follows ...
Understanding parents’ emotional experiences for neonatal education: A narrative, interpretive approach
Aims and objectives: To explore the emotional experiences of parents who have had premature babies to inform and educate neonatal nurses and health professionals in this field. Background: Parents find the neonatal unit a ...
Is teaching systemically frail in universities and if so what can we do about it?
This article explores the idea of ‘pedagogic frailty’ in relation to teaching systems in higher education. Using a model developed by Kinchin (2015) it explores four interconnected concepts: regulative discourse around ...
Continuing development as a teacher - a China-UK example
In September 2016 14 award winning university teachers from Shanghai arrived in the UK to take part in a four month programme at the University of Hertfordshire designed to enhance their educational practice. In this ...
Using action, reflection and modelling (ARM) in Malaysian primary schools: connecting 'the ARM theory' with student teachers' reported practice
This article presents Malaysian student teachers' reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support ...
This film and text showcase an exhibition of materials created by academic staff in the School of Creative Arts as part of a learning and teaching initiative. The exhibition documented the process of staff learning together ...