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    • The dangerous rise of therapeutic education

      Hayes, Dennis; Ecclestone, Kathryn; Oxford Brookes University (Routledge, 2008-06)
      The silent ascendancy of a therapeutic ethos across the education system and into the workplace demands a book that serves as a wake up call to everyone. Kathryn Ecclestone and Dennis Hayes' controversial and compelling book uses a wealth of examples across the education system, from primary schools to university, and the workplace to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to know everything about the world. The chapters address a variety of thought-provoking themes, including •how therapeutic ideas from popular culture dominate social thought and social policies and offer a diminished view of human potential •how schools undermine parental confidence and authority by fostering dependence and compulsory participation in therapeutic activities based on disclosing emotions to others •how higher education has adopted therapeutic forms of teacher training because many academics have lost faith in the pursuit of knowledge •how such developments are propelled by a deluge of political initiatives in areas such as emotional literacy, emotional well-being and the 'soft outcomes' of learning The Dangerous Rise of Therapeutic Education is eye-opening reading for every teacher, student teacher and parent who retains any belief in the power of knowledge to transform people's lives. Its insistent call for a serious public debate about the emotional state of education should also be at the forefront of the minds of every agent of change in society… from parent to policy maker.
    • Decent work in the UK: Context, conceptualization, and assessment

      Dodd, Vanessa Nichole; Hooley, Tristram; Burke, Ciaran; University of Derby; Nottingham Trent University (Elsevier, 2019-04-03)
      Access to decent work is an important goal for policymakers and for individuals navigating theirworking lives. Decent work is a career goal for individuals and a priority for many employers andpolicy makers seeking to promote social justice. Decent work forms part of the United Nationssustainable development goals and the International Labor Organisation's (ILO) Decent WorkAgenda. Thefindings of the Taylor Review (2017) have helped to prioritize decent work as apolicy aim for the current UK government.Although macro-level indicators have been well developed to monitor access to decent work,there have been few studies which attempt to understand decent work at the individual level. Asa result, our studies explore the measurement and definition of decent work in the UK. Study 1investigates whether the Decent Work Scale (DWS) is a valid measure for use in the UK and Study2 uses a qualitative approach to further understand what decent work means to working peoplein the UK. Study results may have implications for the assessment and conceptualization of de-cent work among this specific population.
    • Developing a methodology for public engagement with critical research.

      Boyask, Ruth; Vigurs, Katy; Auckland University of Technology; University of Derby; Auckland University of Technology; University of Derby (Sage, 2017-12-10)
      n this article we argue that a refined understanding of ‘public’ and ‘public engagement’ can help researchers who produce critical research make better decisions towards achieving policy influence. We acknowledge the challenges critical researchers face in putting their research to work within the public domain. Critical research struggles to gain influence in bounded public spheres where research is valued as a consumable commodity rather than for its integrity or capacity for informing change. A starting point for developing a method of engagement is to understand better ‘publics’ and the different ways they may be conceptualised. We draw on a framework of three conceptualisations of the public in public engagement: bounded, normative and emergent. We use this framework to analyse our own experience of public engagement and attempts at policy influence in the Respecting Children and Young People Project. Through this analysis we recognise alternative ways to conceive of publics that may direct us away from some courses of action, and open new possibilities for public engagement with critical research.
    • Developing the effectiveness of teacher education for inclusion

      Robinson, Deborah; University of Derby (2017-05)
      Abstract: This paper reports on the findings of a research study which sought to identify the conditions, processes and activities underpinning effective inclusive teacher education. The study took forward what was currently known (or hypothesised) and from this built a pedagogic model (in the form of inclusive action research) that was applied in a partnership school during the practicum period among 22 participants (preservice teachers, experienced teachers and teaching assistants) to support the professional development of all involved. The findings support the claim that socially situated, research oriented, reflexive, collaborative approaches to developing inclusive practice are important elements in an effectual programme. They also cast light on the conceptual and practical challenges involved in being inclusive and on the impact of external cultures on the professional identities and actions of practitioners. This paper takes the position that de-intellectualised, competence based ‘on the job training’ models of teacher education will not be effective in preparing teachers for the deep challenges involved in becoming and being a more inclusive practitioner.
    • The development of the Teachers’ Attitudes toward Career Learning Index (TACLI).

      Dodd, Vanessa; Hooley, Tristram; University of Derby (Taylor and Francis, 2017-10-18)
      Teachers play an important role supporting young people to form their career identities and to make successful transitions into further learning and work. In England there has been limited research that has looked specifically at the role of teachers and none which has tried to establish a measure of teacher attitude toward careers work. This article details the development of the Teachers Attitude toward Career Learning Index (TACLI) which was created to measure attitudes and engagement in career learning on teachers in England. The instrument went through a survey design process which included content validity and construct validity components. The process identified a five underlying factors in teachers attitude and engagement in careers work: (1) career learning and support practices, (2) school career strategy attitudes, (3) subject career learning attitudes, (4) career support attitudes, and (5) school career strategy practices. This process helped refined initial theoretical constructs regarding teachers’ roles in careers learning.
    • Different schools, same problem: What value teacher research and inquiry?

      Poultney, Val; University of Derby (BERA, 2019-02-11)
      Robust school leadership is seen as the most effective route by which schools and outcomes for students can be achieved (Greany, 2015). But how does a headteacher of a school graded ‘outstanding’ by the inspectorate maintain the motivation of its teachers to work consistently at this highest level? I am a university academic, and recently I was in conversation with the head of an outstanding secondary school about this issue. He explained that most of his staff are graded as ‘very good’/‘outstanding’, and student outcomes are consistently above the national norm. The school is not aligned with a teaching school alliance, nor is it part of a multi-academy trust (MAT). Networking with other teacher professionals is limited because of a restricted budget for cover teachers and for fear of compromising standards in the long term. We talked about teacher research to encourage staff to engage with wider external networks, in order to keep them motivated about practice. This might open opportunities for dissemination to enable the staff to adopt a more critical perspective on their work. He seemed interested.
    • The different skills of apprentices and graduates

      Hooley, Tristram; Institute of Student Employers; University of Derby (Institute of Student Employers, 2019-04)
      In recent research we have noticed a growing engagement with apprenticeships amongst ISE members. In our Student Development Survey 2019 employers report that on average they have scaled up their recruitment of apprentices by 56% since 2016, while the number of graduates has only increased by 9%. Only time will tell if this heralds a new era in student recruitment, but the fact that 58% of respondents say that they are developing apprentices to do work that would have previously been done by graduates suggests that times are changing. However, as the apprenticeship route develops it is important for employers to think carefully about when they should recruit graduates and when they should recruit apprentices.
    • Dis(en)abled: legitimating discriminatory practice in the name of inclusion?

      Atkins, Liz; Northumbria University (Wiley, 23/03/2016)
      This article explores tensions between the policies and practice of inclusion and the lived experiences of disabled young people in education. Drawing on the narratives of two young men who participated in a small pilot study, it utilises theoretical concepts related to disability, structure and agency, and power and control, as it explores the ways in which inclusion can create subtle (and sometimes not so subtle) forms of exclusion. Focusing on the young men's experiences of further and higher education, it is argued that inclusive practices and policies, however well intentioned, can create new and subtle forms of marginalisation through the structures and discourse intended to address exclusion. I conclude by questioning whether, in a diverse and disparate society, in which all our lives are defined by the extent to which we are more or less equal than others, inclusion can ever be anything other than an illusory concept.
    • Disabled voices from the margins : experiencing inclusion as forms of exclusion

      Atkins, Liz; Northumbria University (10/04/2013)
      This paper explores the tension between the policies and practice of Inclusion and the lived experiences of disabled young people in education. Drawing on empirical data gained from a small scale study of young people with Special Educational Needs, the paper utilises theoretical concepts around disability, structure and agency and power and control as it explores the ways in which inclusion can create subtle (and sometimes not so subtle) forms of exclusion. The arguments in the paper are supported by reference to the little storiesof the young people who participated in the study, with a key focus on the experiences of Tom, a young man who has moved in and out of Mainstream education across all phases from nursery to University. The paper argues that Inclusive practices and policies, however well intentioned, can create new and subtle forms of marginalisation through the structures and discourse intended to address exclusion. It goes on to suggest that, in this way, inclusion comes to form part of the complex and multi-layered behaviours, structures and social practices that we refer to as exclusion. It concludes by questioning whether, in a diverse and disparate society, in which all our lives are defined by the extent to which we are more or less equal than others, inclusion can ever be anything other than an illusory concept.
    • The diverse world of career guidance

      Chaluš, Jan; Koštálová, Helena; Kavková, Eva; Šindlerová, Ivana; Hooley, Tristram; Moore, Nicki; Artess, Jane; Skovhus, Randi Boelskifte; Dimsits, Miriam; Clark, Karen Anne; et al. (Evropská Kontakní Skupina (EKS), 2017-06)
      This book is the product of an EU funded project involving parterns from The Czech Republic, Denmark and the United Kingdom. The book contains personal reflections of career guidance provision and activities in which theory and practice are united through the eyes of experienced practitioners from a range of guidance settings. This book is aimed at both established and new guidance practitioners
    • Early evaluation of Unistats: user experiences

      Hooley, Tristram; Mellors-Bourne, Robin; Sutton, Moira; University of Derby; Careers Research & Advisory Centre (CRAC) (UK Higher Education Funding Bodies, 2013)
    • The economic benefits of career guidance

      Hooley, Tristram; Dodd, Vanessa; University of Derby (Careers England, 2015-07)
      This research paper sets out the evidence on the economic benefits of career guidance. It argues that although career guidance is primarily concerned with the individual it also offers major social and economic benefits. It is these benefits that justify public investment in the area.The evidence base provides insights into the effective delivery of career guidance and highlights the three main policy areas that it can support: (1) the effective functioning of the labour market and through this the economy, (2) the effective functioning of the education system; and (3) social equity. This paper focuses on the first of these in the context of current UK (with a focus on England) policy aims around fiscal restraint and deficit reduction. Career guidance contributes to a range of individual outcomes which influence a number of primary and secondary outcomes which in turn lead to macro-economic benefits. The evidence shows that career guidance can have substantial benefits for the economy by supporting individuals to enhance their capacities in ways that contribute to enhanced jobs, skills and growth. This suggests that the government should re-examine current career guidance policy and consider how it can best maximise the aforementioned economic benefits. This may include widening access in general, considering how best to target provision and rethinking what departments might be involved in funding and influencing the development of a lifelong career guidance system in the UK.
    • Education and the digital revolution.

      Staunton, Tom; University of Derby (Routledge, 2017-08-23)
      This chapter explores how education could rise to the challenge of the digital world. This will explore the intersection between three different understandings of the digital world and consider the tensions the educator experiences in relation to these. This will highlight how debates around the nature of technology and how it interrelates to society creates debates which need to be engaged within the field of education studies. Technology places learners, educators and institutions at a precarious intersection created by technology where there is a need to navigate complexity more than take a single position.
    • Education Select Committee report on careers guidance for young people: Careers England policy commentary 18.

      Watts, A. G.; University of Derby (Careers England, 2013-01)
      This is the eighteenth in an occasional series of briefing notes produced for Careers England on key policy documents related to the future of career guidance services in England. This briefing note describes and provides context to the House of Commons Education Select Committee report, 'Careers Guidance for Young People: The Impact of the New Duty on Schools'.
    • Education, health and care plans: A qualitative investigation into service user experiences of the planning process.

      Adams, Lorna; Tindle, Angus; Basran, Sabrina; Dobie, Sarah; Thomson, Dominic; Robinson, Deborah; Codina, Geraldine; University of Derby; IFF Research (Department for Education, 2018-01)
      An Education, Health and Care (EHC) plan sets out the education, health and care support that is to be provided to a child or young person aged 0-25 years who has Special Educational Needs or a Disability (SEND). It is drawn up by the local authority after an EHC needs assessment of the child or young person, in consultation with relevant partner agencies, parents and the child or young person themselves. EHC plans, and the needs assessment process through which they are created, were introduced as part of the Children and Families Act 2014. The Act, and an accompanying SEND Code of Practice, sets out how local authorities must deliver EHC plans. In 2016, a national survey commissioned by the Department for Education (DfE) found variations in how EHC plan recipients experienced the EHC planning process across different local authorities.1 Based on these results, DfE commissioned two further research projects: a multivariate analysis of factors affecting satisfaction with the EHC planning process, and this qualitative investigation of user experiences of the EHC planning process. The qualitative investigation consisted of two distinct exercises: • Twenty-five face-to-face in-depth interviews with parents involved in the 2016 survey, with the aim of better understanding factors that lead to satisfaction and dissatisfaction with the EHC plan process. Thirteen interviews were conducted in local authorities with above average satisfaction, and 12 were conducted in local authority areas with below average satisfaction. • An evaluation of EHC plan quality focussing on plans provided by 18 of the 25 parents interviewed. The evaluation was conducted by a panel of 10 SEND experts with wide experience as SEND policy advisors, strategic leaders in LAs, specialist advisory teachers, officers in SEN statutory services, Special Needs Co-ordinators, teachers in special and mainstream schools and lecturers. There was little evidence of a link between families’ satisfaction with the process of getting the EHC plan and experts’ evaluations of the quality of the plan: this report therefore discusses these two strands of research separately.
    • Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward

      Robinson, Deborah; University of Derby (Elsevier, 2016-10-29)
      This study sought to identify the principles and practices underpinning effective inclusive teacher education for special educational needs (SEN) in ordinary schools through an inclusive action research project. The findings demonstrate that where practitioner development involves critical-theoretical, reflexive, research-oriented collaborations among a professional learning community, practitioners become more confident and skilful in enacting inclusive practice. This community was formed in the context of a school-university partnership and included pre-service teachers, experienced teachers, teaching assistants and university tutors. Its findings cast serious doubt over the efficacy of de-intellectualised, ‘on the job’ training models favoured by policy makers in England and elsewhere.
    • Effective transitions for Year 8 students

      Morgan, Sandra; Hutchinson, Jo; Crompton, Nicole; University of Derby (University of Derby, 2007)
      With increased choice and flexibility in the curriculum at Key Stage (KS) 4, Year 9 students will be required to make decisions that could have implications for their future progression and career choices. The provision of good quality information, advice and guidance (IAG) from Year 7 onwards is, therefore, crucial. This project aimed to establish the extent to which current careers education and guidance (CEG) provision in Years 7 and 8 is effectively equipping students with the key skills they need to make realistic choices and successful transitions in Year 9. The research indicated concerns around the decision making skills gaps, variable quality of experiences, the role of mediation of key information, and the potential for personalised support.
    • Employers' experience of Higher Apprenticeships: benefits and barriers

      Mieschbuehler, Ruth; Hooley, Tristram; Neary, Siobhan; University of Derby (iCeGS, University of Derby and Pera Training, Melton Mowbray, 2015)
      This report explores employers’ experience and understanding of Higher Apprenticeships. It is based on a survey of almost 200 companies and follow-up interviews with eleven employers. The findings suggest that there is strong support for Higher Apprenticeships amongst employers although there are many employers who have yet to engage with this programme. Employers that have implemented Higher Apprenticeships report a range of business benefits, but they were also clear that appropriate funding has to be in place to support these programmes. Employers generally thought that the introduction of Higher Apprenticeships would improve employee retention, help them to train people in the way they thought necessary and would enhance their company’s skills base. Barriers that had mitigated against the introduction of Higher Apprenticeships included the cost of introducing a Higher Apprenticeship programme, the work needed in making the business ‘higher apprentice friendly’ and findings appropriate apprenticeship frameworks and training providers. Companies that had successfully embedded Higher Apprenticeships had typically developed an approach to recruitment which enabled them to identify and select the best apprentices. Companies also set up management processes to ensure that higher apprentices were well supported and able to progress and developed effective partnerships with training providers.
    • ‘Empowerment at the higher level: the perspectives of learners and their tutors on critical professional reflection at Masters’ level’

      Poultney, Val; University of Derby (2008-09-03)
      This research aims to look at the perceptions of a cohort of professional teacher-learners and their University tutors regarding critical professional reflection and how it might be developed and incorporated within a Masters’ course. Tutoring a group of professional teacher-learners to be analytical, enquiring and evaluative requires skilling them with the scholarly processes that will enable them to be an effective part of the postgraduate workforce. Developing critical thinking skills may require a ‘learning conversation’ (Brookfield, 1987) but it might be that tutors could do more. Garrison’s (1991) concerns about role modeling critical thinking implies a lack of pedagogic expertise on the part of tutors, however tutors unwilling to adopt the characteristics of reflective critical thinkers or be role models for such may deprive teacher-learners of skills and qualities needed to become independent learners. Drawing on a survey approach using questionnaires, telephone interviews and focus groups, teacher-learners and tutors were invited to talk about their experiences of critical professional reflection. Early indications revealed that teacher-learners’ understanding of critical professional reflection is roughly in line with their ‘learning maturation’ and that more challenge and role modeling of this type of thinking by tutors is required, both at early and later stages of the course. It is also significant to note at this point that teacher-learners’ perception of their critical thinking has been highlighted as a result of this research. The data has raised issues for pedagogical practice within one institution and provides data for on-going pedagogical discussions. Teacher-learners engaging with knowledge from both academic and professional sources are beginning to understand that critical professional reflection skills will not only serve them well in the school context, but will also give them the resources to engage and disseminate their knowledge in a wider variety of academic and professional arenas.
    • Enhancing choice? The role of technology in the career support market

      Hooley, Tristram; Hutchinson, Jo; Watts, A. G.; University of Derby (UKCES, 2010-12)
      This report explores the role that technology has played in the development of the career support market. This market is conceived broadly to include all possible resources that individuals might draw upon to support them in their career development. A key element is the role that is played by public-sector career services and by careers professionals; though these resources are supplemented by services paid for in a wide range of ways and delivered by a range of professionals and non-professionals.