Now showing items 1-10 of 10
Student Primacy and the Post Pandemic University
According to the noted economist, Joseph Schumpeter, a period of creative destruction ensures long standing market arrangements are destroyed and in doing so resources are freed up to drive innovation. The results of this ...
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
Developing a relationship with nature and place: the potential role of forest school
Outdoor learning provides an opportunity for schools to foster children’s engagement with nature. This paper focusses on forest school practitioners’ perceptions of children’s development of a relationship with nature and ...
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 ...
Learning from Exploring Narratives of Practice using Educational Theories and Research
(Wydawnictwo LIBRON, 2021)
The purpose of this chapter is to support teacher educators’ professional learning around research literacy in a way that enables them to explicitly model to teachers the interplay between research, theory and practice. ...
Exploring the reasons why people home educate in Hertfordshire
(University of Hertfordshire, 2020-12-17)
A qualitative study of the views of patients with medically unexplained symptoms on The BodyMind Approach®: Employing embodied methods and arts practices for self-management
The arts provide openings for symbolic expression by engaging the sensory experience in the body they become a source of insight through embodied cognition and emotion, enabling meaning-making, and acting as a catalyst for ...
Learning from Stories about the Practice of Teacher Educators in Partnerships between Schools and Higher Education Institutions
(Taylor & Francis, 2020-10-02)
This research investigated the experiences of teacher educators working in school-based practice within partnerships between schools and higher education institutions. A narrative approach was used to collect stories about ...
Learning from Professional Challenges Identified by School and Institute-based Teacher Educators within the Context of School-University Partnership
Over the last decade, in both the Netherlands and England, national policy-driven changes have increased schools' responsibility in initial teacher education. This research gathered teacher educators' stories of challenges ...
Aligning the times: exploring the convergence of researchers, policy makers and research evidence in higher education policy making
The complexity of contemporary higher education policy making and the multitude of evidences and actors in policy networks mean that relationships between higher education researchers, policy makers and research evidence ...