• Tackling unemployment, supporting business and developing careers

      Hooley, Tristram; Devins, David; Watts, A. G.; Hutchinson, Jo; Marriott, John; Walton, Fiona; University of Derby, iCeGS; Leeds Metropolitan University, Policy Research Institute (PRI) (UKCES, 2012-05)
      The issue of unemployment remains high on the political agenda. However, there is evidence that employers can be wary of employing people who are out of work. Employer practice is key, both in terms of providing employment opportunities to job seekers, and in providing space for low-skilled people to develop their skills and cement their attachment to the labour market. This report discusses the role of career guidance in mediating between job seekers and employers to allow both to achieve their objectives.
    • A tailored compassion-focused therapy program for sexual minority young adults with depressive symotomatology: study protocol for a randomized controlled trial.

      Pepping, Christopher A.; Lyons, Anthony; McNair, Ruth; Kirby, James N.; Petrocchi, Nicola; Gilbert, Paul; La Trobe University; University of Melbourne; University of Queensland; John Cabot University; et al. (Biomed Central, 2017-03-01)
      Background: Lesbian, gay, and bisexual (LGB) men and women represent one of the highest-risk populations for depressive symptomatology and disorders, with young LGB adults being at greatest risk. To date, there have been no randomized controlled trials (RCT) to specifically target depressive symptoms in young LGB adults. This is despite research highlighting unique predictors of depressive symptomatology in this population. Here we outline a protocol for an RCT that will test the preliminary efficacy of a tailored compassion-focused therapy (CFT) intervention for young LGB adults compared with a self-directed cognitive behavioral therapy (CBT) program with no specific tailoring for LGB individuals.
    • Talent management and the HRIS specialist: a narrative analysis

      Tansley, Carole; Foster, Carley; Nottingham Trent University (2010)
    • Talent management: research on practice

      Tansley, Carole; Foster, Carley; Harris, Lynette; Nottingham Trent University (CIPDLondon, 2007)
    • Talent management: the executive view

      Tansley, Carole; Foster, Carley; Harris, Lynette; Stewart, Jim; Sempik, Anne; Turner, Paul; Williams, Hazel; Nottingham Trent University (CIPDLondon, 2007)
    • Talent management: understanding the dimensions change agenda

      Tansley, Carole; Harris, Lynette; Stewart, K.; Turner, Paul; Foster, Carley; Williams, Hazel; Nottingham Trent University (CIPDLondon, 2006)
    • Talent: strategy, management, measurement

      Tansley, Carole; Turner, Paul; Foster, Carley; Harris, Lynette; Stewart, James; Sempik, Anne; Williams, Hazel; Nottingham Trent University (CIPDLondon, 2007)
    • Talking about career: the language used by and with young people to discuss life, learning and work

      Moore, Nicki; Hooley, Tristram; University of Derby, iCeGS (International Centre for Guidance Studies, University of Derby., 2012-04-25)
      This report describes the findings of research conducted by the International Centre for Guidance Studies (iCeGS) at the University of Derby on behalf of the national HE STEM programme. The research set out to understand how young people conceptualise career vocabulary in order to help those tasked with supporting their career decision making to do so in a way which was both engaging and effective. The research found that there is considerable confusion about a range of career vocabulary both amongst young people themselves and between young people and the adults who seek to influence and inform their careers. This report has also argued that confusion about vocabulary cannot simply be solved by teaching young people the “correct” meaning of different words. The report explores the relationship between the words that we use to talk about career and the way that we think about career. In particular it examines how the different vocabulary and conceptions of career held by young people and adults complicate the career learning that takes place both in school and outside of school. The report notes that current policy suggests that schools are going to have to take increasing levels of control over careers education and a key element of this is supporting teachers and other adults working with young people to talk more effectively about careers and related issues. The report argues that it is important that career educators attend to the career literacy levels of learners and pay close attention to the career vocabularies that they utilise. In particular an argument is made that those young people who are considering STEM careers have additional vocabulary and concepts to learn that relate to the disciplines and sectors within which STEM careers are pursued. The report explores how people talk about career and identifies a range of factors that are likely to influence this. It demonstrates that there is considerable diversity in the ways in which people define and use a word like “career”. It notes that people often use metaphors to describe the concept of career and identifies a wide range of different metaphors that people use. As with the choice of particular vocabulary, the choice of metaphor suggests different ideas about career which educators are likely to want to explore and, at times, challenge. The research was conducted during autumn 2011 and involved interviews with 82 young people, and nine career helpers from schools and organisations largely based in the Midlands. This is a small scale study and the results are therefore presented to open up debate and thinking in this area and do not constitute an exhaustive exploration of the subject. The main findings of the research are presented under five headings each of which represents a major theme of the research.
    • Targeted transgene integration overcomes variability of position effects in zebrafish.

      Roberts, Jennifer Anne; Miguel-Escalada, Irene; Slovik, Katherine Joan; Walsh, Kathleen Theodora; Hadzhiev, Yavor; Sanges, Remo; Stupka, Elia; Marsh, Elizabeth Kate; Balciuniene, Jorune; Balciunas, Darius; et al. (2014-01-21)
      Zebrafish transgenesis is increasingly popular owing to the optical transparency and external development of embryos, which provide a scalable vertebrate model for in vivo experimentation. The ability to express transgenes in a tightly controlled spatio-temporal pattern is an important prerequisite for exploitation of zebrafish in a wide range of biomedical applications. However, conventional transgenesis methods are plagued by position effects: the regulatory environment of genomic integration sites leads to variation of expression patterns of transgenes driven by engineered cis-regulatory modules. This limitation represents a bottleneck when studying the precise function of cis-regulatory modules and their subtle variants or when various effector proteins are to be expressed for labelling and manipulation of defined sets of cells. Here, we provide evidence for the efficient elimination of variability of position effects by developing a PhiC31 integrase-based targeting method. To detect targeted integration events, a simple phenotype scoring of colour change in the lens of larvae is used. We compared PhiC31-based integration and Tol2 transgenesis in the analysis of the activity of a novel conserved enhancer from the developmentally regulated neural-specific esrrga gene. Reporter expression was highly variable among independent lines generated with Tol2, whereas all lines generated with PhiC31 into a single integration site displayed nearly identical, enhancer-specific reporter expression in brain nuclei. Moreover, we demonstrate that a modified integrase system can also be used for the detection of enhancer activity in transient transgenesis. These results demonstrate the power of the PhiC31-based transgene integration for the annotation and fine analysis of transcriptional regulatory elements and it promises to be a generally desirable tool for a range of applications, which rely on highly reproducible patterns of transgene activity in zebrafish.
    • Tax‐spend nexus in Greece: are there asymmetries?

      Apergis, Nicholas; Payne, James; Saunoris, James; University of Piraeus; University of South Florida Polytechnic; University of Kentucky (Emerald Group Publishing Limited, 2012)
      The purpose of this paper is to examine the possibility of asymmetries in the budgetary adjustment process. The paper uses the TAR and MTAR models, set forth by Enders and Siklos, for the period 1957 to 2009. Short‐run results indicate unidirectional causality from revenues to expenditures. Long‐run results indicate asymmetric responses by both revenues and expenditures to budgetary disequilibria. With respect to asymmetric adjustment, revenues respond only when the budget is improving whereas expenditures respond faster (in absolute terms) to a worsening budget than for an improving budget.
    • Teacher professional learning through lesson study: teachers’ reflections

      Poultney, Val; Fox, Alison; University of Derby; The Open University (Emerald, 2020-10-15)
      This study examines the experiences of five teachers working in two English secondary school subject departments after being given the opportunity to engage with Lesson Study (LS) to increase student performance in their subject areas. This study aimed to reveal the drivers for the teachers’ engagement in LS, and how this experience of Joint Professional Development (JPD) might be contributing to their learning as teachers. This study application of a model of learning for analysis of teacher reflections on collaborative learning experiences. Understanding individual teacher reflections on LS experiences, are underrepresented in the literature in particular studies providing insights into conditions conducive and constraining to JPD.
    • Teachers and Careers: The role of school teachers in delivering career and employability learning

      Hooley, Tristram; Watts, A. G.; Andrews, David; University of Derby (International Centre for Guidance Studies, University of Derby, 2015)
    • Teaching 14-19 learners in the lifelong learning sector

      Peart, Shine; Atkins, Liz; University of Huddersfield (Learning Matters, 14/01/2011)
      More and more, teachers in the lifelong learning sector are required to teach the 14-19 age group. This book is a practical guide to delivering learning to 14-19s. It begins by looking at the background to teaching 14-19 in FE and covers current pathways for achievement. Coverage of effective delivery of the new Diploma qualification is included, giving guidance on planning and assessment. It goes on to explore the challenges of behaviour, participation and re-engaging disaffected learners. Finally, it considers the wider context of building partnerships with schools and the needs of industry and employers.
    • Teaching an old dog new tricks.

      Bartram, Angela; University of Derby (15/07/2018)
      At a recent animal studies conference I noticed that although discussions were of the subjects being sentient and cognate, the delivery was for humans. Essentially, animals have no opportunity to understand the theories written about them. For the past year I have been reading animal theory to dogs, cats and horses and now it is time for a lecture for dogs and their humans about dogs in art. ‘Teaching an Old Dog New Tricks’ is a different type of lecture for an interspecies audience and extended ‘pack’.
    • Teaching for inclusion: pedagogies for the 'sector of the second chance'

      Atkins, Liz; University of Huddersfield (Learning Matters, 01/03/2010)
      This chapter considers the notion of inclusion, and of a 'second chance' education and its associated pedagogies. Presented in four key sections, it begins with an overview of the sector, going on to disucss the concept of second chance in the context of contemporary literature and theories of second chance. It finds a strong association between social class and second chance education. The chapter then moves on to a discussion of different pedagogical theories and approaches currently associated with the sector, again considering them in the context of contemporary literature. It concludes that, in the current climate, second chance all too often means second best.
    • Teaching Higher Education Courses in Further Education Colleges

      Tummons, Jonathan; Orr, kevin; Atkins, Liz; Northumbria University (Sage, 30/05/2013)
      As the number of higher education (HE) courses offered in further education (FE) settings increases, so does the need for teachers and trainee teachers to develop their teaching skills. This text is written for all teachers and trainee teachers in FE. It considers what it means to teach HE in FE and how an HE environment can be created in an FE setting. The text covers day-to-day aspects of teaching including planning and assessment, giving guidance on the unique needs of HE students. Chapters on research and quality assurance support the reader in developing some advanced teaching skills. This is a practical guide for FE teachers and trainee teachers as the sector adapts to the needs of education today.
    • Teaching in the VET sector in Australia

      Atkins, Liz; Brennan Kemmis, Ros; Northumbria University (David Barlow Publishing, 01/10/2014)
      Teaching in the VET sector is a complex and highly rewarding vocation. This book provides the reader with an in depth exploration of both the theory and the practice of teaching in this sector. Each chapter invites the reader to reflect on their own practice and offers practical examples and case stories to assist the teacher to develop their own professional expertise. The chapters have been written by highly acknowledged VET researchers and teachers and all the chapters have been reviewed by people with high levels of respect and credibility in the field. This book provides the new teacher or trainee teacher with an overview of the VET sector in Australia and introduces the reader to some of the issues that are part of our VET environment. The book explores some of the dimensions of teaching and the diverse range of learners that are characteristic of any VET classroom, workshop or enterprise setting where teaching is taking place. The book also introduces the reader to some of the major learning theories that are relevant in VET and provides practical guidance on the implications of theory for VET practice. High quality assessment is critical to the credibility of VET and the book includes a chapter where this controversial area is made accessible to the reader. Language Literacy and Numeracy are now an embedded feature of VET teaching and the chapter on this topic discusses different views of LLN and encourages the reader to interrogate their own skills and apply their learning to the their teaching. eLearning is increasingly part of VET teaching and this is discussed in detail. Similarly engaging with industry is fast becoming a significant part of the role of the VET teacher and the rationale and the practical and day to day implications for this development are explored.The act of teaching is investigated and this chapter brings together many of the themes raised elsewhere. Finally the reader is introduced to the benefits of reflective practice through an exploration of some of the ways that teachers can evaluate the effectiveness of their own teaching.
    • Team based review and reflection.

      Bryson, David; University of Derby (2010-03)
    • Tears of the phoenix: how nurturing and support became the 'cure' for further education

      Atkins, Liz; University of Huddersfield (03/09/2008)
      There is rising concern that the uncritical use of therapeutic educational interventions such as circle time or personalised learning in education is leading to a diminished self(Ecclestone, 2004; 2007) - individuals who are disempowered and whose potential for agency is reduced by the well intentioned but uncritical discourse of fragility and the implementation of pseudo-therapeutic interventions in schools and colleges. Existing debates identify a broad range of formal interventions such as those mentioned above, which might be described as therapy based. More informally, this paper, which is contextualised within the emerging literature in this field, (e.g Furedi, 2004; Cigman, 2004; Ecclestone 2004, 2007; Kristjansson, 2007) explores how teacher education, education policy and popular belief interact to generate and perpetuate an uncritical nurturing ethos amongst education professionals and considers its possible consequences for teachers and students. The paper draws on a range of qualitative data from an ongoing exploration of the changing identities of part-time inservice trainee teachers as well as from a recent case study of 30 level one students in two further education colleges. The paper finds a well meaning, nurturing mindset amongst teaching staff, supported not by research but by received wisdom such as the value of personalised learning and a belief in the need to build self-esteem. It argues that this mindset contributes to the pervasive ethos of nurturing and dependence in Further Education which forms the focus of this discussion. Further, it suggests that whilst in concert with current government rhetoric reflected not only in official papers but also in LLUK and OfSTED requirements, this ethos is at variance with the studentsperceptions of themselves as agent individuals working towards goodqualifications. The paper argues that the origins of such a nurturing mindset are two-fold, arising from the nature and purpose of teacher education in the Lifelong Learning sector and also as a consequence of the uncritical acceptance of a discourse of fragility by government and institutions desperate to resolve perceived problems around issues such as retention and achievement. It goes on to suggest that existing teacher education programmes engender an uncritical tick boxuncritical approach to the education of teachers, in which there is no requirement for trainee teachers to be encouraged to question contested concepts such as notions around self esteem, but where some contested concepts are required to be taught as fact. Further, this is compounded by government and institutional endorsement of more formal therapeuticinitiatives such as the use of learning styles questionnaires by integrating them into everyday practice as a matter of policy. In this way, the paper argues, research informed practice becomes indivisible from that based on assumption and guesswork, engendering and perpetuating an uncritical mindset amongst teachers, ultimately leading to a denial of the potential for greater agency amongst professionals as well as amongst students. Despite the rhetoric suggesting that pseudo therapeutic approaches will act in the same way as the tears of the Phoenix in respect of perceived personal and institutional difficulties, the paper concludes that this is not the case, and that the uncritical, nurturing ethos underlying many such initiatives leads not to empowerment but instead to low expectations which are legitimised in the context of often misunderstood notions and (mis)interpretations of inclusion. Ultimately, this limits the potential for agency and denies opportunity, according with Ecclestones concept of the diminished self and raising serious questions about the state of initial teacher training in England, in that such approaches are apparently taught, accepted and implemented as fact in all parts of the education system.
    • Technical theatre: a practical introduction

      White, Christine; Loughborough University (Hodder Education, 2001)
      When we think of the theatre, we primarily think of the play and the actors. But there is so much more that goes into a theatrical production - the staging, the lighting, the props, the scenery, the costumes, and the sound effects. All these important components make up 'technical theatre'. 'Technical Theatre' introduces students to this broad range of technical elements and to the specific technical roles within a theatre company. The book also includes a host of practical exercises and provides non-specialist students with a basic understanding of the technical side of theatre.