Now showing items 1-10 of 22
Personal constructs of mind-body identity in people who experience medically unexplained symptoms (MUS)
"Medically unexplained symptoms" (MUS) refers to chronic physical symptoms without a clear medical cause, which produce significant levels of distress and functional impairment. This project modified the repertory grid ...
Rethinking the National Curriculum : The voices of children aged 10-11 years: Their views on physical education and the implications for practice in England.
This article was submitted in full support of the call by Dr Jo Harris in the summer 2018 edition of Physical Education Matters where Jo presents The case for Physical Education becoming a Core subject in the National Curriculum.
Different strokes for different folks : The bodymind approach as a learning tool for patients with medically unexplained symptoms to self-manage
Medically unexplained symptoms (MUS) are common and costly in both primary and secondary health care. It is gradually being acknowledged that there needs to be a variety of interventions for patients with MUS to meet the ...
The BodyMind Approach to support people with medically unexplained symptoms to learn to self-manage
(autonomous university of barcelona, 2018-09-25)
Defining the nature of blended learning through its depiction in current research
Blended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of ...
Theorising the value of collage in exploring educational leadership
This article contributes to theorising the value of collage as a methodological approach. It begins with a discussion of the methodological difficulties of exploring hidden meanings and individual experience through the ...
How should we conduct ourselves? Critical realism and Aristotelian teleology : a framework for the development of virtues in pedagogy and curriculum
Faced with the marketization of Higher Education in England, pedagogy is under pressure in ways that often undermine lecturers’ deeply held values. For instance, this pressure results in the reduction of significant aspects ...
‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners
Emphasis on professionalisation of the childcare workforce internationally is associated with evidence that links education and experience of early years practitioners; quality of early education and care; and outcomes for ...
Reflections on that-has-been : Snapshots from the students-as-partners movement
EDITORIAL NOTE (Alison): The idea for this multipart reflective essay emerged from first author Christel Brost’s reflections on her experience of striving to develop a students-as-partners approach within the context of a ...