• Becoming an outstanding personal tutor: supporting learners through personal tutoring and coaching

      Walker, Ben; University of Lincoln (Critical publishing, 2015-10-21)
      How confident do you feel in your personal tutoring role? In the face of ever-increasing and demanding learner issues, do you feel equipped to provide the essential support to meet their needs? This timely book provides you with essential help in an area which has often been given little attention in comparison with curriculum delivery by contextualising the support side of a teacher’s role within further education; looking beyond conventional notions of personal tutoring and coaching; appreciating the real world applications of issues; recognising the benefits personal tutoring and coaching bring to learners and educational institutions and reflecting on a variety of different approaches to support learners’ achievement as well as positively affecting institutional key performance indicators. It provides proven practical advice and guidance for planning and delivering group tutorials, undertaking one to ones, identifying and managing vulnerable learners and those at risk of not achieving, as well as helping learners to progress onto their chosen career paths. It explores methods to engage the most disaffected and hard to reach learners, as well as stretching and challenging the more able. It includes clear aims, detailed case studies, learning checklists and a unique self-assessment system for the reader and the educational institution. The text is an excellent foundation for the majority of modules on teacher training qualifications and is relevant to any pre-service or in-service trainee teacher or existing practitioner with a personal tutoring role, a specialised personal tutor, manager or anyone in a learner-facing role within further education.
    • Behaviour in schools – is it as bad as they say – or is it worse?

      Davey, Ang; University of Derby (2016-08)
      This chapter will explore a range of sources that inform the government, the public and schools; what constitutes inappropriate behaviour in schools and the range, and scale of, the perceived problem around poor behaviour in schools. The chapter charts 35 years of insights into the nature of behaviour in schools from the Elton Report (1989) to the Ofsted Report (2014), and considers whether the problem of inappropriate behaviour has changed for the better or worse – or indeed not changed at all. The chapter considers why the issue is deemed important, again by drawing on a range of government and academic reports. Finally, Haydn (2014) adds the learner voice to the discussion.
    • Beyond comparative institutional analysis: a workplace turn in English TVET

      Esmond, Bill; University of Derby (Vocational Education and Training Network (VETNET), 2018-09-04)
      Vocational education analyses often compare national patterns seen to favour industry-based training, state schooling or personal investment in skills acquisition: these are increasingly offered as ‘templates’ to new and established industrial economies. Institutionalist scholarship has correspondingly foregrounded skill formation as key to national policy differences; in particular historical institutionalism has focused on the role of labour market and state actors in negotiating and contesting arrangements for skill formation. Whilst paying relatively little direct attention to educational practice, these approaches provide theoretical tools to understand policy differences and to identify possibilities, limitations and strategies for change. This paper draws on their application in England, where apprenticeship and technical education reforms are periodically represented as relocating skills formation to the point of production on the model of collectivist systems: case study data is examined for evidence of institutional change strategies within emerging educational practices. Whilst the absence of engaged labour market actors renders the adoption of a substantially different model improbable, contestation over knowledge, control and educational roles is nevertheless evident, indicating the deployment of strategies for significant change. Their outcomes will determine the availability of transitions, with a layering of selective opportunities threatening to diminish the opportunities available to others.
    • Beyond McDonaldization: visions of higher education

      Hayes, Dennis; University of Derby (Routledge, 2017)
      Beyond McDonaldization provides new concepts of higher education for the twenty-first century in a unique manner, challenging much that is written in mainstream texts. This book undertakes a reassessment of the growth of McDonaldization in higher education by exploring how the application of Ritzer’s four features efficiency, predictability, calculability and control has become commonplace. This wide-ranging text discusses arguments surrounding the industrialisation of higher education, with case studies and contributions from a wide range of international authors. Written in an accessible style, Beyond McDonaldization examines questions such as: •Can we regain academic freedom whilst challenging the McDonaldization of thought and ideas? •Is a McDonaldization of every aspect of academic life inevitable? •Will the new focus on student experience damage young people? •Why is a McDonaldized education living on borrowed time? •Is it possible to recreate the university of the past or must we start anew? •Does this industrialisation meet the educational needs of developing economies? This book brings international discussions on the changing world of higher education and the theory of McDonaldization together, seeking to provide a positive future vision of higher education. Analysing and situating the discussion of higher education within a wider social, political and cultural context, this ground-breaking text will have a popular appeal with students, academics and educationalists.
    • Beyond the therapeutic university

      Hayes, Dennis; University of Derby (Routledge, 2017-04)
      Dennis Hayes, who coined the term 'therapeutic university’, sets out the conditions for its demise and argues for the 'Socratic University'.
    • Bilingualism and multilingualism in early childhood education (Mexico).

      Mendoza-Zuany, Rosa Guadalupe; Delgado-Fuentes, Marco Antonio; University of Derby; Universidad Veracruzana (Bloomsbury Publishing Plc, 2019)
    • Book Review: Academic Freedom in an Age of Conformity: confronting the fear of knowledge, by Joanna Williams

      Hayes, Dennis; University of Derby (Taylor and Francis, 2017-04-04)
      Book Review
    • 'Bridging' the gap between VET and higher education: permeability or perpetuation?

      Esmond, Bill; University of Derby (VETNET, 2019-09-22)
      Demands for admission to higher education from vocational routes are widespread across Eu-rope but take different forms, depending on the recognition of tertiary VET or whether sharp-er distinctions between VET and higher education exist. In England, alongside policies pro-moting more employer-responsive tertiary provision, opportunities for ‘bridging’ from voca-tional routes to general university education, and vice versa, have been discussed. The study reported here examined four cases of existing provision supporting transitions into higher edu-cation, potential sites of practices supporting bridging across pathways. Each case provided valued support for progression to higher levels of study; yet these practices focused on exist-ing routes rather than transitions between more academic or vocationally-oriented sites. It is suggested, therefore, that the explicit denotation of separate tertiary provision may be more likely to constrain ‘bridging’ provision than for the latter to help students move beyond their existing route into substantially different forms of higher education.
    • Can’t spell, can’t teach? An exploration of stakeholder attitudes towards those with dyslexia, training to be primary classroom teachers

      Charles, Sarah; University of Derby (2017-05-12)
      Aim: This paper seeks to investigate whether the dominance of a standards drive approach to ITE, and the teaching profession, has perpetuated attitudinal barriers to the recruitment and employment of students with dyslexia. Stakeholder understanding of the term dyslexia; perceived strengths/challenges those with dyslexia bring to the profession; what constitutes as reasonable adjustments and employability prospects, based on disclosure, are explored. Content: The presentation will disseminate and discuss key findings related to ITE stakeholder attitudes towards those with dyslexia, training to be primary teachers on ITE programmes. Findings suggest that there remains uncertainty and confusion about dyslexia, its associated characteristics/causes. Many stakeholders perceive dyslexia negatively, couched in deficits rather than difference. This research found strengths such as empathy, inclusive practice and ease of identification of children with dyslexia are attributed to those training to teach with dyslexia. Stakeholder concerns, of those entering the profession, with dyslexia, are identified as being– ability to cope with the demands of the profession; the inability to teach particular age groups/subjects; the level of support needed to ensure success and retention following qualification. This latter concern constitutes a key finding of this research, as the level of support afforded by universities is perceived as being unrealistic in the workplace. The notion of what constitutes ‘reasonable adjustments’ is questioned by many ITE stakeholders. A number of ‘reasonable adjustments’ are perceived by stakeholders as being unreasonable within the teaching profession due to the professional roles, responsibilities and requirements of being a teaching professional. Furthermore, uncertainty exists as to how schools can actually support those with dyslexia, in light of professional standards. A significant majority of stakeholders demonstrated a negative attitude towards the notion of people with dyslexia entering the teaching profession, believing that parents should be concerned if their child is being taught by someone with dyslexia. Both of these findings could have serious implications on the future disclosure of those with dyslexia. This research has found that a fear of stigmatisation and potential discrimination, which deter those with dyslexia from disclosing on course and job applications are justified and real. This research concludes that employability chances are lessened upon disclosure of dyslexia. This presentation will seek to engage the audience to consider their own understanding of dyslexia; their institutional policies regarding disclosure, support and training in light of equality legislation and, ultimately, their own attitudes towards the suitability of those with dyslexia studying on, ITE programmes. Thinking deeply about teacher education: This is a thought provoking presentation which encourages the audience to think carefully about those with dyslexia on ITE programmes, and the potential professional, legal, ethical and moral tensions due to concerns that; “The drive for high literacy standards will be compromised if teachers with ‘weaker’ literacy standards are employed” (Riddick, 2003, p.390). The country/ies to which the presentation relates: This presentation has scope and relevance to all countries where there is incidence of dyslexia and where students are required to meet professional standards to enter the teaching profession.
    • Care of the person with dementia : interprofessional practice and education

      Forman, Dawn; Pond, Dimity; University of Derby; Newcastle University Australia (Cambridge University Press, 2015-11)
      Care of the Person with Dementia responds to the urgent need for health practitioners to take an innovative approach to the challenge of dementia. The first Australian text of its kind, it combines evidence-based resources with interprofessional education and practice, exploring the ethical, social and environmental repercussions of dementia to provide a comprehensive overview of dementia care in an Australian context. The text is structured around a model of interprofessional education and practice (IPE) tailored to dementia care. This model incorporates the context of care, an important element missing from other recognised models of IPE. Throughout the book, principles of IPE are explained within the context of dementia, drawing on exemplars from a body of current, well-researched and evaluated dementia practice. Written by experienced academics, and providing national and international perspectives, this is a unique and crucial resource to develop collaborative skills and professional knowledge in the management of dementia.
    • Career development training, certification, supervision and professionalization: case examples from four countries.

      Neault, Roberta; Artess, Jane; Tien, Hsiu-Lan Shelley; Hopkins, Sareena; Arulmani, Gideon; University of Derby (Indian Association of Career and Livelihood Planning (IACLP), 2016-12)
      The career development sector is professionalizing internationally, through training, certifications, and an abundance of opportunities to learn from colleagues at conferences and international symposia. However, there are significant differences in how the profession is developing in different parts of the world; the notion of “career” is recognized as culturebound and, perhaps, inconceivable to many individuals. In this paper, career development educators from four countries in Asia, North America, and Europe share case examples of the career development sector’s evolution in their regions. Together, they represent institutions and training programs from the public and private sectors, in both formal and informal settings. Several of the authors have been influential in introducing and customizing career development practitioner competency frameworks and training for practitioners from diverse backgrounds to meet certification requirements. Together they examine how professionalizing the delivery of career development services has emerged in their regions, the variety of training opportunities available along a continuum from preparation for practice to reflection of practice, the diversity of standards and certifications in the career development sector, and the early stages of addressing the need for training and equipping supervisors and leaders. The authors advocate a “both/and” approach to professionalization, grounded in local research that surfaces felt needs and then customizing training, resources, and standards that incorporate relevant elements from international sources
    • Career guidance for social justice

      Hooley, Tristram; Sultana, Ronald G.; University of Derby (National Institute for Career Education and Counselling (NICEC) and CDI, 2016-04)
      This editorial sets the context for issue 36 of the NICEC journal which is focused on social justice and career guidance. The editorial explores the key themes of the issue highlighting the social justice tradition within the career guidance field and making the case for a strong focus on social justice. However the editorial also highlights the tensions that exist between career guidance’s orientation to the individual and understandings of social justice which are more socially orientated. The editorial concludes by arguing that if career guidance is to formulate a meaningful response to social injustice it needs to draw on diverse theoretical traditions and stimulate new forms of practice.
    • Career guidance in communities

      Hooley, Tristram; University of Derby (Taylor and Francis, 2014)
      Career guidance in communities, by Rie Thomsen, Aarhus, Denmark, Aarhus University Press, 2012, 256 pp., £34.78 (paperback), ISBN 9788771240122 Reviewed by Tristram Hooley, Reader in Career Development, University of Derby, UK. Email: T.Hooley@derby.ac.uk
    • Careers coaching for social justice: the case of school leadership and inclusive education for children and young people with special educational needs and disabilities

      Robinson, Deborah; Codina, Geraldene; Jill, Hanson; Eleni, Dimitrellou; University of Derby (University of Derby, 2020-12-18)
      This paper focusses on emancipatory careers coaching for social justice and proposes a practical tool for use with school leaders who are working to improve the inclusiveness of their schools. It draws on a study of 75 school leaders working on a programme of peer review in a city in England. The programme was named the Special Educational Needs and Disability (SEND) Peer Challenge Programme and through it, participants worked collaboratively to evaluate and improve the quality of inclusive practice in the City’s mainstream (ordinary) schools. The study used inductive qualitative content analysis (QCA) to form a coding agenda which was then applied to a deductive analysis of 24 SEND Peer Challenge school reports. These reports were collaboratively produced by leaders engaged in the SEND Peer Challenge Programme to summarise the outcomes of the process. Following final QCA reduction, the research identified six value constructs that were live and relevant for school leaders in the City related to collectivism, collaboration and mutuality. These value constructs are also live in the field of inclusive education more widely. Drawing on the six value constructs, we propose practical strategies for emancipatory careers coaching. These strategies can be applied by individuals who provide careers coaching for school leaders engaged in the process of school improvement for SEND and inclusion.
    • Challenges to implementing a new technology in Teacher Education. Phase One: ‘meaningful’ digital reflections.

      Byrd, Jo; University of Derby (University of Cumbria, 2017)
      This paper describes the challenges of introducing a digital tool to trainee teachers. A group of nineteen undergraduate students studying primary education and in their third year of a four year course was introduced to PebblePad5. PebblePad is an online tool which is not new in the world of ITE. However, the latest version has more useful features and is less ‘clunky’ than older versions. The students each had their own private account where eventually they would be expected to store all of their placement files, add multi-modal content and then choose to share some or all of this content publically or by personal invitation via email. One of the benefits for us as an ITE provider is that we can view our students’ files electronically and comment on them without necessarily making the one/two hour round trip to the placement school. Although students used some technology, this research shows that students need more training in using technology competently in the workplace setting. Phase One of the project was to encourage the students to write their reflections on placement digitally. It was hoped that the students would be enthusiastic about using PebblePad and I would see an improvement in the levels of engagement with the reflective process and thus, the quality of teaching and learning as a result of this. Data obtained from questionnaires and a focus group indicate that PebblePad was viewed as a useful tool, but training issues and time constraints of the project meant it was not as successful for this cohort as was hoped. This paper discusses the issues that arose and the plan to overcome these barriers in the next phase of the implementation of PebblePad.
    • Changing employer practices in graduate recruitment: implications for career development

      Hirsh, Wendy; Pollard, Emma; Artess, Jane; HECSU (National Institute for Career Education and Counselling (NICEC), 2015-10)
      A major study of the changing graduate recruitment practices of UK employers, was conducted during 2014 by the Institute for Employment Studies (IES) and the Higher Education Careers Services Unit (HECSU) for the Department for Business, Innovation and Skills (BIS). It involved in-depth interviews with 76 employers (diverse by size and sector) and 30 'stakeholders' in graduate employment, including university careers services. The qualitative data were complemented by analysis of existing quantitative data on graduate employment and a wide ranging literature review. This article reports on selected findings relevant to career development professionals, including: the challenges for employers of attracting appropriate applicants; employers' generic skill needs and views on employability; the changing reasons and criteria for targeting specific higher education (HE) institutions; and employers' increasingly strategic use of work experience in graduate recruitment.
    • Cognitive development

      Johnston, Jane; Oates, Ruby; University of Derby (Routledge, 2018-02-16)
    • Comfort radicalism and NEETs: a conservative praxis

      Avis, James; University of Huddersfield (Informa UK Limited, 2014-07-29)
      Young people who are not in education, employment or training (NEET) are construed by policy-makers as a pressing problem about which something should be done. Such young people’s lack of employment is thought to pose difficulties for wider society in relation to social cohesion and inclusion, and it is feared that they will become a ‘lost generation’. This paper draws upon English research, seeking to historicise the debate whilst acknowledging that these issues have a much wider purchase. The notion of NEETs rests alongside longstanding concerns of the English state and middle classes, addressing unruly male working-class youth as well as the moral turpitude of working class girls. Waged labour and domesticity are seen as a means to integrate such groups into society thereby generating social cohesion. The paper places the debate within it socio-economic context and draws on theorisations of cognitive capitalism, Italian workerism, as well as emerging theories of antiwork to analyse these. It concludes by arguing that ‘radical’ approaches to NEETs that point towards inequities embedded in the social structure and call for social democratic solutions veer towards a form of comfort radicalism. Such approaches leave in place the dominance of capitalist relations as well as productivist orientations that celebrate waged labour.