• Tackling the personal tutoring conundrum: A qualitative study on the impact of developmental support for tutors

      Walker, Ben; University of Lincoln (SAGE Publications, 2020-06-10)
      The significance of personal tutoring continues to increase as a result of contextual developments and the outcomes of key research on student retention and success, and yet these developments simultaneously create significant challenges in delivery within the pastoral model of personal tutoring. In addition, it remains an under-developed and under-researched area. Personal tutors’ needs and concerns have been established, and assessment of an intervention to address them has been recommended. This study examines the impact of the intervention of tailored professional development materials for tutoring within a pastoral model created in response to these issues. It reveals the usefulness of this developmental support and the need for such guidance for this work. It is argued that there are implications in terms of approaches to tutoring within this pastoral model, developmental support provision and a need for consistency of standards in personal tutoring across the sector.
    • Taste à-la-Mode: Consuming foreignness, picturing gender

      Gowrley, Freya; University of Edinburgh (2018-06-01)
      Art history has enriched the study of material culture as a scholarly field. This interdisciplinary volume enhances this literature through the contributors' engagement with gender as the conceptual locus of analysis in terms of femininity, masculinity, and the spaces in between. Collectively, these essays by art historians and museum professionals argue for a more complex understanding of the relationship between objects and subjects in gendered terms. The objects under consideration range from the quotidian to the exotic, including beds, guns, fans, needle paintings, prints, drawings, mantillas, almanacs, reticules, silver punch bowls, and collage. These material goods may have been intended to enforce and affirm gendered norms, however as the essays demonstrate, their use by subjects frequently put normative formations of gender into question, revealing the impossibility of permanently fixing gender in relation to material goods, concepts, or bodies. This book will appeal to art historians, museum professionals, women's and gender studies specialists, students, and all those interested in the history of objects in everyday life
    • Taught postgraduate employability and employer engagement: Masters with a purpose, Higher Education Careers Services Unit, Universities UK

      Artess, Jane; Ball, Charlie; Forbes, Peter; Hughes, Tristram; Higher Education Careers Services Unit (Universities UK, 2014-05)
      This report documents and explores higher education institutions' engagement with employers in respect of postgraduate taught Masters courses. Findings suggest that there might be better outcomes for graduates and employers where Masters study is approached in a 'purposeful' way.
    • Teacher education for SEND inclusion in an international context: The importance of critical theoretical work

      Robinson, Deborah; University of Derby (Routledge, 2021-12-31)
      Global commitments to inclusive education have been made in UNESCO’s Sustainable Development Goal, ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for persons with disabilities’ (UNDESA, 2018. p75). With clear evidence that students with disabilities have heightened vulnerability to inequity, teacher education is considered an essential strategy for improving this situation. This chapter explores best practice in teacher education for SEND and inclusion and places emphasis on the importance of theoretical work in the teacher education curriculum. Best practices in teacher education must offer teachers opportunities to resist binary positions on the relevance of impairment to inclusive planning. It argues that critical theory in the form of critical disability studies provides useful theoretical tools, such as the explanation of ‘othering.’ These can make visible and ‘workable-on’, hidden barriers to inclusion including normative discourses. The chapter proposes two practical tools to support critical theorising on practice, reflexive practice, and transgression. Both support critical work on self and system. They also scaffold teacher agency in constructing hybrid forms of resistance/compliance in harmony with the freedoms and constraints operating in local and national sites for practice.
    • Teacher quality and effectiveness: Challenges and opportunities

      Shelton, Fiona; University of Derby (LIT Verlag, 2016)
      Effective teaching is defined by Coe, Aloisi, Higgins and Major (2014) as that which leads to improved student achievement using outcomes that matter to their future success. Whilst defining effective teaching is not easy, the research keeps coming back to this critical point; student progress is the yardstick by which teacher quality should be assessed. Well motivated, skilled teachers are at the heart of effective schools. Schools need to attend to the quality of teachers using a range of monitoring strategies. Teachers require access to opportunities for formal and informal professional development and understand the value of this for the schools objectives and the development of their own careers. The best teachers help young people to develop the capacity to reflect on and recognise their contribution to their world, its value and their developing spirit.
    • Teacher quality and effectiveness: Challenges and opportunities

      Shelton, Fiona; University of Derby (2016-05-27)
      Effective teaching is defined by Coe, Aloisi, Higgins and Major (2014) as that which leads to improved student achievement using outcomes that matter to their future success. Whilst defining effective teaching is not easy, the research keeps coming back to this critical point; student progress is the yardstick by which teacher quality should be assessed. Well motivated, skilled teachers are at the heart of effective schools. Schools need to attend to the quality of teachers using a range of monitoring strategies. Teachers require access to opportunities for formal and informal professional development and understand the value of this for the schools objectives and the development of their own careers. The best teachers help young people to develop the capacity to reflect on and recognise their contribution to their world, its value and their developing spirit.
    • 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 in post-14 education & training (5th Edition)

      Hayes, Dennis; Armitage, Andy; Lawes, Shirley; Cogger, Alison; Evershed, Jane; Renwick, Mandy; University of Derby; Canterbury Christ Church University (Open University Press, 2016-01-01)
      Teaching in Post-14 Education & Training provides a skilfully balanced mix of essential theory and practical guidance to support you if you are studying an ‘education and training’ qualification. It covers fundamental background information such as key philosophies and concepts, current policy and practice, key thinkers and ideas, and includes a useful chronology. More importantly it also provides the tools to help you approach the classroom with confidence, covering fundamental issues such as teaching and learning, assessment, resources, and course design. Through its pedagogical features the book also offers you opportunities to pause and reflect, as well as practical exercises, templates and examples of student work. Key features of this new edition include:• Links to the latest Professional Standards for Teachers and Trainers• Updating of the legislative and policy context• Supporting learning with technology• Planning for equality and diversity• Embedding language and literacyThis is the definitive textbook on teaching, learning and assessment for those training to work in the post-14 sector."The latest edition of this popular book helps educators to reclaim their professional identity through stretching and thought-provoking commentary and critical questioning ... This is a valuable resource for students and teachers alike. It provides a useful framework for assignment and classroom work, balancing theory and practical teaching strategies."In Tuition, Issue 24/Summer 2016
    • Teaching ‘freedom of speech’ freely

      Whickman, Paul; University of Derby (Manchester University Press, 2020-11-20)
      Despite being on the teaching front line, academics are commonly excluded from debates concerning the supposed ‘free speech’ crisis on campuses. This chapter offers an academic perspective, arguing that the increasingly common perception of students as sensitive or censorious is not borne out in the classroom. This chapter is particularly inspired by experiences over the past five years in teaching on literary censorship, offence and ‘freedom of speech’ in literature from the seventeenth century to the present day. Following this anecdotal experience, this chapter turns to argue that much of the furore concerning free speech on university campuses comes from a position of bad faith; to insist, as many commentators do, that no topic should be off-limits, is commonly not applied to the very concept of ‘freedom of speech’ itself, despite its loose definition and weighty cultural baggage. In addition, it argues that freedom of speech, like all ‘freedoms’, involves being freed from things as much as it involves being left free to do them. This has important teaching implications. To encourage the ‘freest’ speech in the classroom is to discourage monopoly of conversation; this requires a respectful, diverse environment. It concludes that the weaponisation of ‘free speech’ commonly undermines itself as it is demonstrably more concerned with the preservation of the voices of particularly privileged groups than in encouraging plurality of opinion.
    • Techniques to encourage early and frequent writing.

      Cheeseman, Matthew; University of Derby (The Professional and Higher Partnership, 2017-06-19)
      As the result of recent changes in the research landscape, researchers are now commonly required to do more than just research. For example, they are often expected to take responsibility for post-research activities, including engagement with government, business, and the public. To meet these expectations, an array of skills is required, including communication, networking, leadership, and the management of stakeholders. The need to develop such skills in researchers presents a challenge to those responsible for their development. These include researcher developers, principal investigators, research supervisors, staff developers, careers professionals, research office staff, and research centre managers. These developers face additional demands from the need to help researchers develop their careers and employability. 53 solutions, each tested in practice, for meeting these challenges are presented here, accompanied by practical advice on their implementation and the potential pitfalls involved.This book's 45 contributors provide practical strategies, drawn from experience across several continents, to enhance the practices and policies of researcher development. Designed for dipping into, the book enables researcher developers, supervisors and academic developers to: enrich their approaches; innovate to enhance and embed educational value; and do more with limited resources.
    • Telephone-supported computerised cognitive–behavioural therapy: REEACT-2 large-scale pragmatic randomised controlled trial.

      Gilbody, Simon; Brabyn, Sally; Lovell, Karina; Kessler, David; Devlin, Thomas; Smith, Lucy; Araya, Ricardo; Barkham, Michael; Bower, Peter; Cooper, Cindy; et al. (Cambridge University Press, 2018-01-02)
      Background Computerised cognitive–behavioural therapy (cCBT) for depression has the potential to be efficient therapy but engagement is poor in primary care trials. Aims We tested the benefits of adding telephone support to cCBT. Method We compared telephone-facilitated cCBT (MoodGYM) ( n = 187) to minimally supported cCBT (MoodGYM) ( n = 182) in a pragmatic randomised trial (trial registration: ISRCTN55310481). Outcomes were depression severity (Patient Health Questionnaire (PHQ)-9), anxiety (Generalized Anxiety Disorder Questionnaire (GAD)-7) and somatoform complaints (PHQ-15) at 4 and 12 months. Results Use of cCBT increased by a factor of between 1.5 and 2 with telephone facilitation. At 4 months PHQ-9 scores were 1.9 points lower (95% CI 0.5–3.3) for telephone-supported cCBT. At 12 months, the results were no longer statistically significant (0.9 PHQ-9 points, 95% CI –0.5 to 2.3). There was improvement in anxiety scores and for somatic complaints. Conclusions Telephone facilitation of cCBT improves engagement and expedites depression improvement. The effect was small to moderate and comparable with other low-intensity psychological interventions.
    • Television dramas as memory screens

      Forde, Teresa; University of Derby (2011)
      Abstract: Within this article I am focus upon the construction of both social and personal memories within the television drama, drawing upon Landsberg’s notion of prosthetic memory and King’s identification of ‘afterwardsness’ as ways of comprehending the construction of memory and the past within texts. The examples are The Long Walk to Finchley (Tony Saint, BBC 4, 2008) and Life on Mars (2007-8). Both dramas share a number of concerns yet each has a very different context within British television. The relationship between viewers’ adopting memories from the dramas and incorporating these into their own sets of memories, including my own memories of the dramas is considered. Equally, the negotiation of the media and public discourses as memory screens with which we interact is a primary concern.
    • Telling Our Story: Sharing the Experiences of Irish Emigrants Through Film

      McMahon, Daithí; University of Derby (2021-05-06)
      The purpose of Our Story: A History of the Irish in Derby was to gather the personal testimonials of the Irish diaspora in the city of Derby, England with a view to better understand their emigration and integration experiences as well as their contributions to the UK midlands region economically, socially and culturally. Particular focus was put on the members of the Irish community who migrated in the 1950s-60s as one of the largest cohorts of modern Irish emigrants. The 26-minute film of edited interviews offers a reminder of the diverse and multicultural make-up of modern British society, while celebrating the strong links that exist between Ireland and its closest neighbour, the United Kingdom, to foster greater understand and acceptance of other nationalities. This is especially poignant during the period of uncertainty caused by Brexit. The recordings act as an archive and indelible record of their experiences so that future generations can understand and appreciate their Irish culture and heritage and use these to develop their own identities. This work demonstrates how important it is to be sensitive to social, cultural and historical context when examining the experiences and articulations of diaspora experiences. This paper will share some of the common themes that arose from the interview data which carry many elements of nostalgia as participants recount their migratory experiences. To offer context a 4-minute extract will be shown which offers a flavour of the project. It is hoped this project may help inspire further oral history projects involving not only Irish but other cultural communities in the UK. Link to Our Story film: https://www.youtube.com/watch?v=OTIOdA3nh5Q
    • The “Three Ps” (perfecting, professionalization, and pragmatism) and their limitations for understanding Cuban education in the 1970s

      Smith, Rosemary; University of Nottingham (Rowman & Littlefield, 24/08/2018)
      This book provides, for the first time, a comprehensive assessment of the 1970s which challenges prevailing interpretations. Drawing from multidisciplinary perspectives and exploring a range of areas--including politics, international relations, culture, education, and healthcare--its contributing authors demonstrate that the decade was a time of intense transformation which proved pivotal to the development of the Revolution. Indeed, many of the ideas, approaches, policies, and legislation developed and tested during the 1970s maintain a very visible legacy in contemporary Cuba. In highlighting the complexity of the 1970s, this volume ultimately aims to contribute to a greater understanding of the Cuban Revolution and how it chooses to face the challenges of the twenty-first century.
    • Theory on theory.

      Sims, Robin; University of Derby (Oxford University Press, 2017-07-19)
      Key debates in the domain of ‘Theory on Theory’ have this year focused upon the legacies of the theorists grouped together under the name ‘poststructuralism’, often drawing on material made available in recent decades by Barthes, Foucault and Deleuze which adds new facets to critical understanding of their work. Reflecting on their contributions, it appears that individual theorists can illuminate or extend each other’s oeuvres: Foucault in particular has attracted considerable attention in this vein in 2016, with books appearing which respectively place his ideas alongside those of Marx, Derrida and Deleuze. His lectures on ‘governmentality’, meanwhile, have prompted some to claim that his account of neoliberalism therein demonstrated a ‘quiet appreciation’ of it (Peter Fleming, The Mythology of Work: How Capitalism Persists Despite Itself (Pluto Press [2015]), p. 45). Turning to Barthes, we find re-evaluations...
    • Theory on theory.

      Sims, Robin; University of Derby (Oxford University Press, 2016-05-19)
      Theory on Theory' names a body of work which investigates the inheritances of theory and suggests future directions. As David Winters has observed in a previous edition, writing of this kind has been associated with declarations of the'death of theory' (YWCCT 22:i[2014] 2), the contention that we exist 'after' it. On the contrary: theory continues to mutate. This chapter will focus upon work published in 2015; the variety of topics covered attests to the growing range of theoretical concerns. There have been re-evaluations of the work of major figures in the field: a new journal focusing on the work of Roland Barthes, accompanied by a feast of newly-translated material written by him, prompts a consideration of his legacy and its significance for future work; studies of the relationships between the ideas of Walter Benjamin and Theodor Adorno, and of Lacan and Marx, add new insights to the existing scholarship on these thinkers and demonstrate the ways in which they can continue to illuminate theoretical debate. Books drawing on a range of theoretical and philosophical sources have also appeared on the nature of literature, the recent development of interest in the 'nonhuman', and the 'horror of philosophy'.
    • ‘They get a qualification at the end of it, I think’: incidental workplace learning and technical education in England

      Esmond, Bill; University of Derby; College of Education, University of Derby, Derby, UK (Taylor and Francis, 2017-10-20)
      Workplace learning is increasingly central to the international lifelong learning agenda but has made limited contributions to full-time vocational education in England during the last 30 years. A more central role is envisaged within the technical education proposed by the 2016 Sainsbury Review and Post-16 Skills Plan, with access to work placements dominating discussion of policy implementation. A multicase study of workplace learning among post-16 students in England on current ‘study programmes’ was mapped to four of the technical routes designated by the Sainsbury Review and Skills Plan, using documentary, observation and interview data. The study drew on theorisation of the workplace as the site of situated or incidental learning, whilst noting that its opportunities are differentially allocated according to organisational or personal differences, in ways that have particular implications for young people on placements. Whilst access to more advanced learning opportunities was secured through planned, collaborative approaches, reliance on incidental learning offered more routinised experiences to students less prepared for autonomous learning. The study indicates that questions of access, knowledge and pedagogy remain to be addressed if plans for ‘technical education’ in England are to provide meaningful learning opportunities and support transitions to fulfilling work.
    • 'They got to go': SKA versus America

      Philo, Simon; University of Derby (Cambridge Scholars Publishing, 2014-01)
      Dynamics of Interconnections in Popular Culture(s) is an eclectic and free-ranging collection of articles grounded in a combination of the social sciences with the populist humanities. The collection is further unified by an approach that considers changes and linkages within and between cultural systems as evidenced through their respective popular cultures. The key underlying assumption is that our collective popular expressions create an arena of global cultural exchange, further precipitating new cultural adaptations, expressions, and connections. The volume is divided into two sections. The first consists of articles investigating theoretical and methodological approaches to the dynamics of history and cultural changes. These include cultural anthropology, history, economics, and sociology. The second section is made up of explorations into a myriad of cultural practices and expressions that exemplify not only the wide diversity of popular cultures and their workings, but also the interconnections between and within those cultural systems. A wide variety of specific case studies are presented to evidence and support the more general points made in the previous section. The collection demonstrates that the everyday lives of ordinary people, while varying from culture to culture, are unified through their expressions of shared humanity.
    • 'They've got their backs to the sea': Careers Work in Kent's coastal schools

      Shepherd, Claire; Hooley, Tristram; University of Derby (University of Derby, 2016-02)
      Kent's coastal schools are a highly diverse group of institutions which serve a range of different communities. In a literal sense the young people of Kent have got their backs to the sea. Despite their relative proximity to the economic heartland of England, they remain separated by distance and geography. Many of the challenging issues that have been identified for young people in coastal towns are strongly related to their careers. Career describes the individual’s progression through life, learning and work. Individual’s careers are profoundly influenced by the context within which they pursue them. But, context does not wholly define your career. With the right information, support and education people can make the most out of their circumstances, seize the opportunities around them and change, improve or leave their immediate environment. Career guidance describes a range of educational interventions that are designed to help people to realise their potential and make the most of their career.
    • Thirteen

      Shore, Tim; Brown, Michael; University of Derby (10/09/2016)
      Thirteen interrogates the history and significance of 27/28 Queen Street, Derby, a now derelict building that was once the home of John Flamsteed (1646-1719), the first Astronomer Royal. A series of works, including a digital animation, gifs, digital prints and an artist’s book. The work will be exhibited at the Wirksworth Festival 2016 and also at Derby Cathedral. The publication will include commissioned essays that consider the themes of Thirteen from range of disciplines, it will be published by QUAD. Before moving south to Greenwich in 1675, Flamsteed compiled a ‘great catalogue of the stars’ from a series of observations all based on a Derby Meridian that ran through the back garden of his Derby home. The place from where the position of every other place – on Earth, and in the Heavens - was determined was in his back garden in Derby. Thirteen considers the resonance of Derby having shifted from being the centre or beginning of the world, to being 5 minutes 54.6 seconds behind. Thirteen was commissioned by D-LAB Digital Art in Derbyshire and supported by a University of Derby College of Arts Research grant. Digital animation by Tim Shore. Sound by Michael Brown.